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THE ODYSSEYB Y H O M E R

Copyright © 2005 by Prestwick House, Inc., P.O. Box 246, Cheswold, DE 19936. 1-800-932-4593. www.prestwickhouse.com Permission to use this unit forclassroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale.

ISBN 1-58049-697-0 Reorder No. PA6970Written by: Amber Reed

Activity PackActivity PackP R E S T W I C K H O U S E

1 © Copyright 2005, Prestwick House, Inc.

Table of Contents

Pre-readingResearch ...............................................................................................................................4Setting/History .....................................................................................................................6Research/Annotated Bibliography ........................................................................................10Cryptography .......................................................................................................................12Advertising ...........................................................................................................................16Word Search .........................................................................................................................18

Chapter IMythology/Matching ............................................................................................................20Characterization...................................................................................................................24

Chapter IICreative Thinking ................................................................................................................28

Chapter IVDrawing................................................................................................................................30

Chapters III-IVInterviewing .........................................................................................................................32

Chapter VTheme/Inference ..................................................................................................................34Research ...............................................................................................................................38

Chapter VIPlot .......................................................................................................................................40

Chapters IV-VIISimile....................................................................................................................................42

Chapter VIIIJournal Writing/Characterization.........................................................................................48

Chapter IXDrama...................................................................................................................................50

Chapter XNewspaper............................................................................................................................52

Chapters IX-XIISequence of Events ..............................................................................................................54

Chapters I-XIICreative Writing/Headlines ..................................................................................................58

2© Copyright 2005, Prestwick House, Inc.

Chapter XIIISuperstition ..........................................................................................................................62Letter Writing/Characterization ...........................................................................................66

Chapter XIVCreative Writing/Myth .........................................................................................................70

Chapter XVCharacterization...................................................................................................................74

Chapter XVIEmotions ..............................................................................................................................78

Chapters I-XVIICritical Thinking..................................................................................................................82

Chapter XVIIIIrony/Drawing ......................................................................................................................86

Chapter XIXQuotations............................................................................................................................88

Chapters XVII-XXCharacterization...................................................................................................................90

Chapter XXISpeech Writing .....................................................................................................................94

Chapter XXIICharacterization...................................................................................................................96

Chapters IX-XXIIEpic Hero .............................................................................................................................102

Chapter XXIIIInterpreting Homer ..............................................................................................................106

Chapters XV-XXIVMotif.....................................................................................................................................110

Chapters XIV-XXIVChapter Titles.......................................................................................................................114


Wrap-upPlot/Creative Writing ...........................................................................................................118Song Writing ........................................................................................................................120Crossword Puzzle.................................................................................................................122Sequel ...................................................................................................................................124Creative Design ....................................................................................................................126Essay.....................................................................................................................................128Quiz......................................................................................................................................130

AppendixTerms and Definitions..........................................................................................................134Small Group Learning..........................................................................................................136Directions for Interviews .....................................................................................................141Dramatization of Scenes in the Novel..................................................................................142Newspaper............................................................................................................................143

T - 4© Copyright 2005, Prestwick House, Inc.

Teacher’s Page The Odyssey

Note: All references come from the Prestwick House Literary Touchstone Classics Edition ofThe Odyssey, copyright 2006.

Pre-reading

Research

Objective: Summarizing Homer’s works

Activity

Very little is known about the Greek poet, Homer. Particular landscape descriptions in The Iliad suggestthat his hometown was along the western coast of Asia Minor, but several cities claim to be hisbirthplace. Some scholars believe that Homer was blind, based upon the blind bard, Demodocus, in TheOdyssey. What is certain, however, is that Homer’s poems, The Iliad and The Odyssey, are considered tobe the oldest books of western civilization.

Using the library or the Internet, research Homer’s two great works, The Iliad and The Odyssey. Use theinformation to write a four-paragraph comparison of the two works.

Include the following information in your paper:

• A brief description of the main characters of each poem.• A plot summary of each work.• The genre of each poem.• The characteristics that make each piece an epic poem.

Note to Teacher: Students should understand the main events of The Iliad because The Odyssey containsreferences to that epic poem.

Name: ________________________________ Date:_________________

Pre-reading

Research

Objective: Summarizing Homer’s works

Activity

Very little is known about the Greek poet, Homer. Particular landscape descriptions in The Iliad suggestthat his hometown was along the western coast of Asia Minor, but several cities claim to be hisbirthplace. Some scholars believe that Homer was blind, based upon the blind bard, Demodocus, in TheOdyssey. What is certain, however, is that Homer’s poems, The Iliad and The Odyssey, are considered tobe the oldest books of western civilization.

Using the library or the Internet, research Homer’s two great works, The Iliad and The Odyssey. Use theinformation to write a four-paragraph comparison of the two works.

Include the following information in your paper:

• A brief description of the main characters of each poem.• A plot summary of each work.• The genre of each poem.• The characteristics that make each piece an epic poem.

S - 5 Reproducible Student Worksheet

Student’s Page The Odyssey



Pre-reading

SettingHistory

Objective: Researching the historical setting of The Odyssey

Activity

The main events of The Odyssey take place in Ithaca, an island off the coast of Greece, sometime duringthe eighth century B.C.

Divide the class into small groups. Using the library, the Internet, or both, research the history of thesetting, and use this research to complete the Setting Chart on the next page. Focus on the time periodin which The Odyssey is set.

The Setting Chart has been started for you.

Note to Teacher: To expand this activity, students may research and write a report on ancient Greek history.Example topics include Mycenaean culture, the Peloponnesian War, the Classical Period, the HellenisticPeriod, the Roman occupation of Greece, and the structure of city-states.

Name: ________________________________ Date:_________________

Pre-reading

SettingHistory

Objective: Researching the historical setting of The Odyssey

Activity

The main events of The Odyssey take place in Ithaca, an island off the coast of Greece, sometime duringthe eighth century B.C.

Divide the class into small groups. Using the library, the Internet, or both, research the history of thesetting, and use this research to complete the Setting Chart on the next page. Focus on the time periodin which The Odyssey is set.

The Setting Chart has been started for you.





Setting Chart

Ithaca – Eighth Century B.C.

Topic Description

Geography

Location

Size

Description

Ionian Sea, off west mainland of Greece; Eptanissaisland group

95 square kilometers; 29 km long; 6.5 km wide

Island consists of two peninsulas that are joined atthe Isthmus of Aetos; mountainous terrain

Government

Political System

Rulers

Oligarchy

Aristocratic families ruled city-states

Cultural Facts

Major Religions

Popular Entertainment

Historical Events

Cultivation

Pagan; multiple Greek gods

Games; bards

First Olympic Games in 776 B.C.; chicken firstimported from Persia

Olive trees; vineyards

Name: ________________________________ Date:_________________

Setting Chart

Ithaca – Eighth Century B.C.



Topic Description

Geography

Location

Size

Description

Ionian Sea, off west mainland of Greece; Eptanissaisland group

Government

Political System

Rulers

Cultural Facts

Major Religions

Popular Entertainment

Historical Events

Cultivation



Pre-reading

ResearchAnnotated Bibliography

Objective: Evaluating a variety of critical perspectives on literature

Activity

The Odyssey marks the beginning of Greek literature and is the foundation for western literature. Forcenturies, scholars have analyzed and critiqued the epic poem for literary, cultural, and historic value.

Suppose that you are going to do a research report on The Odyssey, and you need to gather referenceson the various perspectives and interpretations of The Odyssey. Construct an annotated bibliographythat contains at least ten reference items. An annotated bibliography is an alphabetical list of secondarysources that contains a brief description of each source. Your sources may be from a book or theInternet, but be sure that any Internet material is from a scholarly and reliable source, such as auniversity. Use any citation for your listings, and make the descriptions a paragraph in length. We haveused the MLA format.

An example is provided.

Sample:

Jones, Judy and William Wilson. An Incomplete Education. New York: Ballantine Books, 1987.

Jones and Wilson offer an examination of key literary works from throughout history. The bookcontains a brief overview on Homer and a synopsis of The Iliad and The Odyssey. Also included in thebook is a comprehensive comparison chart of the two poems for quick reference. This informativereference book is both easy to follow and insightful, and Jones’ and Wilson’s witty writing style isrefreshing.

Name: ________________________________ Date:_________________

Pre-reading

ResearchAnnotated Bibliography

Objective: Evaluating a variety of critical perspectives on literature

Activity

The Odyssey marks the beginning of Greek literature and is the foundation for western literature. Forcenturies, scholars have analyzed and critiqued the epic poem for literary, cultural, and historic value.

Suppose that you are going to do a research report on The Odyssey, and you need to gather referenceson the various perspectives and interpretations of The Odyssey. Construct an annotated bibliographythat contains at least ten reference items. An annotated bibliography is an alphabetical list of secondarysources that contains a brief description of each source. Your sources may be from a book or theInternet, but be sure that any Internet material is from a scholarly and reliable source, such as auniversity. Use any citation for your listings, and make the descriptions a paragraph in length. We haveused the MLA format.


Sample:

Jones, Judy and William Wilson. An Incomplete Education. New York: Ballantine Books, 1987.

Jones and Wilson offer an examination of key literary works from throughout history. The bookcontains a brief overview on Homer and a synopsis of The Iliad and The Odyssey. Also included in thebook is a comprehensive comparison chart of the two poems for quick reference. This informativereference book is both easy to follow and insightful, and Jones’ and Wilson’s witty writing style isrefreshing.





Pre-reading

Cryptography

Objective: Creating and deciphering a fabricated alphabet

Activity

The Greek Dark Ages was a time when Greece was in upheaval because of a flux of northern nomadicimmigrants. During this era, Greeks lost the knowledge of writing, until the emergence of The Odysseyin the eighth century B.C.

You are assigned the task of creating a new alphabet. Using the Alphabet Chart, design a new symbolfor each letter of the English alphabet. When the chart is complete, write a brief message in the spaceprovided. Switch papers with another student and decipher each other’s message.

Note to Teacher: Symbols and messages will vary. You may wish to provide students with a topic for theirencoded messages.

Name: ________________________________ Date:_________________

Pre-reading

Cryptography

Objective: Creating and deciphering a fabricated alphabet

Activity

The Greek Dark Ages was a time when Greece was in upheaval because of a flux of northern nomadicimmigrants. During this era, Greeks lost the knowledge of writing, until the emergence of The Odysseyin the eighth century B.C.

You are assigned the task of creating a new alphabet. Using the Alphabet Chart, design a new symbolfor each letter of the English alphabet. When the chart is complete, write a brief message in the spaceprovided. Switch papers with another student and decipher each other’s message.





Alphabet Chart

Using the invented alphabet, write a message in the space below:

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z

Name: ________________________________ Date:_________________

Alphabet Chart

Using the invented alphabet, write a message in the space below:



A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z



Pre-reading

Advertising

Objective: Creating an advertising poster

Activity

During Homer’s time, printing technology was non-existent and writing was uncommon. Early poetsdid not have the convenience of advertising their compositions with television, radio, or the Internet;stories were primarily passed along through word of mouth. The Odyssey was a verbal performancebefore it was written.

Divide the class into small groups. Each group will design an advertising poster for a recital of TheOdyssey. The announcement should fit on one page, preferably poster board, and it must be interestingenough to attract an audience. Include the poem’s title, the name of the poet, the time and location ofthe performance, and the names of the major characters.

Use any available resources to make the posters. Illustrations can be hand drawn, computer generated,or any combination of the two. Drawings must be related to The Odyssey and attention grabbing, andthe text should be easy to read.

Complete one poster per group.

Name: ________________________________ Date:_________________

Pre-reading

Advertising

Objective: Creating an advertising poster

Activity

During Homer’s time, printing technology was non-existent and writing was uncommon. Early poetsdid not have the convenience of advertising their compositions with television, radio, or the Internet;stories were primarily passed along through word of mouth. The Odyssey was a verbal performancebefore it was written.

Divide the class into small groups. Each group will design an advertising poster for a recital of TheOdyssey. The announcement should fit on one page, preferably poster board, and it must be interestingenough to attract an audience. Include the poem’s title, the name of the poet, the time and location ofthe performance, and the names of the major characters.

Use any available resources to make the posters. Illustrations can be hand drawn, computer generated,or any combination of the two. Drawings must be related to The Odyssey and attention grabbing, andthe text should be easy to read.

Complete one poster per group.





Pre-reading

Word Search

Objective: Finding words within words

Activity

Use the character names from The Odyssey to make at least four new words. Each word that you makeshould be at least three letters in length.

Example: The name Odysseus contains the letters to spell the words douse‚ yes, dye, sod, etc.

Note to Teacher: Answers may vary. We have supplied five answers for each name.

Agamemnon – mango‚ game‚ gem‚ none‚ omega‚ etc.

Demodocus – coded‚ mood‚ mud‚ dome‚ come‚ etc.

Eurymachus – usury‚ rush‚ crush‚ such‚ humus‚ ect.

Menelaus – lens‚ mules‚ enamel‚ lame‚ name‚ etc.

Nestor – rots‚ stone‚ tons‚ rest‚ rote‚ etc.

Penelope – elope‚ people‚ peel‚ peon‚ open‚ etc.

Teiresias – sits‚ series‚ terse‚ reset‚ irises‚ etc.

Telemachus – leech‚ melt‚ lust‚ chutes‚ mules‚ ect.

Name: ________________________________ Date:_________________

Pre-reading

Word Search

Objective: Finding words within words

Activity

Use the character names from The Odyssey to make at least four new words. Each word that you makeshould be at least three letters in length.

Example: The name Odysseus contains the letters to spell the words douse‚ yes, dye, sod, etc.

Agamemnon

Demodocus

Eurymachus

Menelaus

Nestor

Penelope

Teiresias

Telemachus





Chapter I

MythologyMatching

Objective: Identifying Greek mythological gods

Activity

Mythology greatly influenced Greek literature and the way in which ancient Greeks viewed the world.The gods of Olympus play a major role in The Odyssey; every incident is a direct result of a god’s whimor decision.

The following page contains a Mythological Deity Chart. Complete the chart by matching the god orgoddess with the appropriate description, and place the corresponding letter on the line provided. Ifnecessary, use the library or Internet to research the mythological figures.


Name: ________________________________ Date:_________________

Chapter I

MythologyMatching

Objective: Identifying Greek mythological gods

Activity

Mythology greatly influenced Greek literature and the way in which ancient Greeks viewed the world.The gods of Olympus play a major role in The Odyssey; every incident is a direct result of a god’s whimor decision.

The following page contains a Mythological Deity Chart. Complete the chart by matching the god orgoddess with the appropriate description, and place the corresponding letter on the line provided. Ifnecessary, use the library or Internet to research the mythological figures.






Mythological Deity Chart

Greek god or goddess Description

__K__ 1. Artemis A. God of marriage

F 2. Hermes B. Goddess of women and marriage; wife of Zeus

O 3. Demeter C. Father of Zeus

T 4. Apollo D. God of love

A 5. Hymen E. Supreme ruler of gods and men

H 6. Persephone F. Messenger for the gods

C 7. Cronus G. God of fire

R 8. Irene H. Goddess of corn and the spring; goddess of the dead

D 9. Eros I. God of wine and fertility

I 10.Dionysus J. Goddess of the hearth

M 11. Athena K. Virgin huntress; goddess of the moon

B 12. Hera L. God of war

S 13. Pan M. Goddess of wisdom and art

E 14. Zeus N. God of the sea

N 15.Poseidon O. Goddess of the harvest

J 16.Hestia P. God of the underworld

P 17. Hades Q. Goddess of love and beauty

L 18. Ares R. Goddess of peace

G 19.Hephaestus S. God of flocks and shepherds

Q 20.Aphrodite T. God of the sun, music, poetry, and prophesy

Name: ________________________________ Date:_________________

Mythological Deity Chart

Greek god or goddess Description

__K__ 1. Artemis A. God of marriage

_____ 2. Hermes B. Goddess of women and marriage; wife of Zeus

_____ 3. Demeter C. Father of Zeus

_____ 4. Apollo D. God of love

_____ 5. Hymen E. Supreme ruler of gods and men

_____ 6. Persephone F. Messenger for the gods

_____ 7. Cronus G. God of fire

_____ 8. Irene H. Goddess of corn and the spring; goddess of the dead

_____ 9. Eros I. God of wine and fertility

_____ 10. Dionysus J. Goddess of the hearth

_____ 11. Athena K. Virgin huntress; goddess of the moon

_____ 12. Hera L. God of war

_____ 13. Pan M. Goddess of wisdom and art

_____ 14. Zeus N. God of the sea

_____ 15. Poseidon O. Goddess of the harvest

_____ 16. Hestia P. God of the underworld

_____ 17. Hades Q. Goddess of love and beauty

_____ 18. Ares R. Goddess of peace

_____ 19. Hephaestus S. God of flocks and shepherds

_____ 20. Aphrodite T. God of the sun, music, poetry, and prophesy





Chapter I

Characterization

Objective: Using citation to support character traits

Activity

Disguised as Mentes, Athene visits Telemachus to advise him about Odysseus. Odysseus has been gonefor almost twenty years, but Telemachus still has hope that his father will return and punish the crudesuitors. With Athene’s guidance, Telemachus decides to search for news of his father’s whereabouts.

Telemachus’ character is revealed through his thoughts and actions. On the next page are several traitsthat Telemachus possesses. Provide a quote from the text to support each trait. When the list iscomplete, give two additional traits, along with supportive evidence for each trait.


Note to Teacher: There are various possible quotes for each trait, so answers may vary.

Name: ________________________________ Date:_________________

Chapter I

Characterization

Objective: Using citation to support character traits

Activity

Disguised as Mentes, Athene visits Telemachus to advise him about Odysseus. Odysseus has been gonefor almost twenty years, but Telemachus still has hope that his father will return and punish the crudesuitors. With Athene’s guidance, Telemachus decides to search for news of his father’s whereabouts.

Telemachus’ character is revealed through his thoughts and actions. On the next page are several traitsthat Telemachus possesses. Provide a quote from the text to support each trait. When the list iscomplete, give two additional traits, along with supportive evidence for each trait.






CHARACTERIZATION CHART

Trait Supportive Quote

Hospitable

“Thus brooding as he sat among them, he caught sight of Athena and went straight to the gate,for he was vexed that a stranger should be kept waiting for admittance.” (Pg. 13)

Reflective

“But Telemachus as he lay covered with a woollen fleece kept thinking all night through of hisintended voyage and of the counsel that Athena had given him.” (Pg. 18)

Polite

“There was a footstool also for her feet, and he set another seat near her for himself, away from thesuitors, that she might not be annoyed while eating by their noise and insolence….” (Pg. 13)

Cynical

“Singing comes cheap to those who do not pay for it, and all this is done at the cost of one whosebones lie rotting in some wilderness or grinding to poweder in the surf.” (Pg. 14)

Troubled

“For the chiefs from all our islands, Pulichium, Same, and the woodland island of Zacynrhus, as alsoall the principal men of Ihica itself, are eating up my house under the pretext of paying their court tomy mother, who will neither explicitly say that she will not marry, not yet bring matters to the end; sothey are making havoc of my estate, and before long will do so also with myself.” (Pg. 15)

Generous

“But stay a little longer till you have taken a bath and refreshed yourself. I will then give you apresent, and you shall go on your way rejoicing; I will give you one of great beauty and value–a keep-sake such as only dear friends give to one another.” (Pg. 16)

Responsible

“Speech is man’s matter, and mine above all others—for it is I who am master here.” (Pg. 17)

Bold

“But in the morning meet me in full assembly that I may give you formal notice to depart, and feast atone another’s houses, turn and turn about, at your own cost. If on the other hand you choose to persistin spunging upon one man, heaven help me…” (Pg. 17)

Name: ________________________________ Date:_________________

CHARACTERIZATION CHART



Trait Supportive Quote

Hospitable

“Thus brooding as he sat among them, he caught sight of Athena and went straight to the gate,for he was vexed that a stranger should be kept waiting for admittance.” (Pg. 13)

Reflective

Polite

Cynical

Troubled

Generous

Responsible

Bold



Chapter II

Creative Thinking

Objective: Devising a strategy and creating a bulletin

Activity

Odysseus fails to return after the Trojan War, and many suitors attempt to force Penelope, Odysseus’wife, to remarry. Penelope, in an attempt to delay the marriage, announces that she must finishweaving a robe for her father-in-law before choosing a new husband. She deceives the suitors byunraveling her work at the end of the day. Her plan is discovered after four years of deceiving thesuitors.

Devise a new plan for Penelope to use to delay the marriage further. The plan may be a challenge forthe suitors to carry out, or a new project that Penelope must complete. Be sure that the idea isplausible and convincing. Draft a memo that outlines the proposal. In the memo, clearly state thepurpose, any applicable rules, and the allotted timeframe.

The project may be either hand-written or computer generated. If you wish, add pictures to enhancethe bulletin’s appearance. Be creative in your design.

Example:

NOTICE TO ALL SUITORS

A CONTEST IS TO BE HELD FOR ANY MAN SEEKING THE HAND OF PENELOPE:

QUEST FOR THE GOLDEN FLEECE

The rules: 1. One ship per contestant.2. The crew is not to exceed forty-two men.3. The quest must be completed in three years.4. The contest begins next lunar cycle.5. First contestant to return with the fleece wins.

All contestants must notify Telemachus for contest entry.

Name: ________________________________ Date:_________________

Chapter II

Creative Thinking

Objective: Devising a strategy and creating a bulletin

Activity

Odysseus fails to return after the Trojan War, and many suitors attempt to force Penelope, Odysseus’wife, to remarry. Penelope, in an attempt to delay the marriage, announces that she must finishweaving a robe for her father-in-law before choosing a new husband. She deceives the suitors byunraveling her work at the end of the day. Her plan is discovered after four years of deceiving thesuitors.

Devise a new plan for Penelope to use to delay the marriage further. The plan may be a challenge forthe suitors to carry out, or a new project that Penelope must complete. Be sure that the idea isplausible and convincing. Draft a memo that outlines the proposal. In the memo, clearly state thepurpose, any applicable rules, and the allotted timeframe.

The project may be either hand-written or computer generated. If you wish, add pictures to enhancethe bulletin’s appearance. Be creative in your design.

Example:



NOTICE TO ALL SUITORS

A CONTEST IS TO BE HELD FOR ANY MAN SEEKING THE HAND OF PENELOPE:

QUEST FOR THE GOLDEN FLEECE

The rules: 1. One ship per contestant.2. The crew is not to exceed forty-two men.3. The quest must be completed in three years.4. The contest begins next lunar cycle.5. First contestant to return with the fleece wins.

All contestants must notify Telemachus for contest entry.



Chapter IV

Drawing

Objective: Designing and drawing a mythological figure

Activity

Menelaus must capture Proteus of Egypt, the old man of the sea, in order to continue his journeyhome. Proteus tries to escape capture by transforming himself “into a lion with a great mane; then allof a sudden he became a dragon, a leopard, a wild boar; the next moment he was running water, andthen again directly he was a tree…” (Pg. 44)

Design a unique mythological figure that Menelaus must confront. The creature’s form may portray ahuman, an animal, or a combination of both. Draw your creation on a separate sheet of paper. If youare not artistic, use a computer or create a collage using clippings from magazines and the newspaper.

Write a brief description of the mythological figure in the space that follows, including its name andany special abilities that it possesses.

Note to Teacher: This activity may be done in pairs or groups if students need assistance in the artwork.

Name: ________________________________ Date:_________________

Chapter IV

Drawing

Objective: Designing and drawing a mythological figure

Activity

Menelaus must capture Proteus of Egypt, the old man of the sea, in order to continue his journeyhome. Proteus tries to escape capture by transforming himself “into a lion with a great mane; then allof a sudden he became a dragon, a leopard, a wild boar; the next moment he was running water, andthen again directly he was a tree…” (Pg. 44)

Design a unique mythological figure that Menelaus must confront. The creature’s form may portray ahuman, an animal, or a combination of both. Draw your creation on a separate sheet of paper. If youare not artistic, use a computer or create a collage using clippings from magazines and the newspaper.

Write a brief description of the mythological figure in the space that follows, including its name andany special abilities that it possesses.





Chapters III-IV

Interviewing

Objective: Interviewing characters

Activity

Telemachus travels in search of news about his father, Odysseus. In Pylos, Nestor has no informationfor the prince. Menelaus of Lacedaemon, however, gives Telemachus hope with news he gatheredduring his journey home.

Imagine that you are a popular television talk show host, and you are going to interview KingMenelaus. The interview is causing a public sensation because of the magnitude of the guest, so thequestions need to be interesting and revealing.

As a group, compose at least ten questions to ask Menelaus during the television talk show. You mayinquire about Menelaus’ personal life or his journey, but word the questions so that they expose newand exciting information. Create answers for the questions that reflect the text or seem likely for thecharacter. Write creative questions in order to keep the audience listening, and do not be afraid to askcontroversial or potentially insulting questions.

When the questions and answers are complete, choose a student from the group to be Menelaus andsomeone to be the host. The remaining group members will be surprise guests, such as Helen, Ajax,Megapenthes, Proteus, or Eidothea. Present the interview before the class.

Two sample questions are provided.• How does your wife, Helen, feel about you having another child with your servant?• Menelaus, why do you suppose that Eidothea opposed her father to help you?

Note to Teacher: To enhance the activity, allow questions from the audience as the students dramatize theshow. If possible, use a video camera to record the dramatizations so that students may view their work.

Name: ________________________________ Date:_________________

Chapters III-IV

Interviewing

Objective: Interviewing characters

Activity

Telemachus travels in search of news about his father, Odysseus. In Pylos, Nestor has no informationfor the prince. Menelaus of Lacedaemon, however, gives Telemachus hope with news he gatheredduring his journey home.

Imagine that you are a popular television talk show host, and you are going to interview KingMenelaus. The interview is causing a public sensation because of the magnitude of the guest, so thequestions need to be interesting and revealing.

As a group, compose at least ten questions to ask Menelaus during the television talk show. You mayinquire about Menelaus’ personal life or his journey, but word the questions so that they expose newand exciting information. Create answers for the questions that reflect the text or seem likely for thecharacter. Write creative questions in order to keep the audience listening, and do not be afraid to askcontroversial or potentially insulting questions.

When the questions and answers are complete, choose a student from the group to be Menelaus andsomeone to be the host. The remaining group members will be surprise guests, such as Helen, Ajax,Megapenthes, Proteus, or Eidothea. Present the interview before the class.

Two sample questions are provided.• How does your wife, Helen, feel about you having another child with your servant?• Menelaus, why do you suppose that Eidothea opposed her father to help you?





Chapter V

ThemeInference

Objective: Identifying elements of theme and speculating a different plot

Activity

A major theme of The Odyssey is the role that gods play in human lives. Most of Odysseus’ good luckand misfortunes can be attributed to the gods’ decisions and actions.

Review Chapter V to complete the Theme Chart. Cite eight instances—either positive or negative—inwhich the gods influence Odysseus’ life. In the second column, write what you think might havehappened to Odysseus if the gods had not interfered.


Note to Teacher: Answers may vary. There are several acceptable quotes, and the students’ inferences aresubjective.

Name: ________________________________ Date:_________________

Chapter V

ThemeInference

Objective: Identifying elements of theme and speculating a different plot

Activity

A major theme of The Odyssey is the role that gods play in human lives. Most of Odysseus’ good luckand misfortunes can be attributed to the gods’ decisions and actions.

Review Chapter V to complete the Theme Chart. Cite eight instances—either positive or negative—inwhich the gods influence Odysseus’ life. In the second column, write what you think might havehappened to Odysseus if the gods had not interfered.






Theme ChartSupportive Quotation Alternate Outcome

Example: Besides, you are perfectly able to protectTelemachus, and to see him safely home again, whilethe suitors have to come hurry-skurrying back withouthaving killed him. (Pg. 53)

Without Athene’s warning, Telemachus will be killedby the suitors when he returns home.

On their way home they sinned against Athena, whoraised both wind and waves against them, so that all hisbrave companions perished, and he alone was carriedhere by wind and tide. (Pg. 55)

Nevertheless I had to come, for none of us other gods cancross Zeus, nor transgress his orders. (Pg. 55)

While he was thus in two minds, Poseiden sent a terriblegreat wave that seemed to rear itself above his head till itbroke right over the raft… (Pg. 59)

But Athena resolved to help Odysseus, so she bound theways of all the winds except one, and made them all liequite still; but she roused a good stiff breeze from theNorth that should lay the waters till Odysseus reachedthe land of the Phaeacians where he would be safe. (Pg. 59)

…a wave caught him and took him with such forceagainst the rocks that he would have been smashed andtorn to pieces if Athena had not shown him what to do.He caught hold of the rock with both hands and clung toit groaning till the wave retired. (Pg. 60)

The wave drew him deep down under the water. Herepoor Odysseus would have certainly perished even inspite of his own destiny, if Athena had not helped him tokeep his wits about him. He swam seaward again, beyondreach of the stuff that was beating against the land, andat the same time he kept looking towards the shore to seeif be could find some haven, or a spit that should take thewaves aslant (Pg. 60)

Then the god stopped his stream and stilled the waves,making all calm before him, and bringing him safely intothe mouth of the river. (Pg. 60)

Then, as one who lives alone in the country, far from anyneighbor, hides a brand as fire-seed in the ashes to savehimself from having to get a light elsewhere, even so didOdysseus cover himself up with leaves; and Athena shed asweet sleep upon his eyelids, and made him lose allmemories of this sorrows. (Pg. 61)

Name: ________________________________ Date:_________________

Theme Chart



Supportive Quotation Alternate Outcome

Example: Besides, you are perfectly able to protectTelemachus, and to see him safely home again, whilethe suitors have to come hurry-skurrying back withouthaving killed him. (Pg. 53)

Without Athene’s warning, Telemachus will be killedby the suitors when he returns home.



Chapter V

Research

Objective: Researching the constellations of the zodiac

Activity

While departing the island, Calypso advises Odysseus to mark constellations for guidance to Phaeacia.While drifting at sea, Odysseus takes note of Pleiades, Bear, and Orion in order to direct his course.

The ancient Greeks contributed largely to the creation of constellations, which, in turn, led to theformation of the zodiac. The zodiac, consisting of twelve constellations, is the basis for the horoscope.

Use the library, the Internet, or both to research the myths behind the twelve constellations of thezodiac then match the myth to the appropriate constellation.

Zodiac Sign Description

C 1. Aquarius A. The crab sent to harass Hercules

F 2. Aries B. The archer Chiron; substitute for Prometheus

A 3. Cancer C. The water carrier Ganymede; cupbearer for gods

I 4. Gemini D. The virgin Astraea; spirit of justice for men

K 5. Leo E. The scorpion responsible for Orion’s death

L 6. Libra F. The ram of the Golden Fleece sought by Jason

J 7. Pisces G. The Sea Goat; form Bacchus takes to rescue Jupiter

B 8. Sagittarius from the giant, Typhoeus

E 9. Scorpio H. The bull-form Jupiter takes to kidnap Europa

H 10.Taurus I. Twin brothers Castor and Pollux; adventurers

D 11.Virgo J. The fish; form Venus and Cupid take to escape the

G 12. Capricorn giant, Typhoeus

K. The Nemean lion; killed by Hercules

L. The scales; balance of the universe

Name: ________________________________ Date:_________________

Chapter V

Research

Objective: Researching the constellations of the zodiac

Activity

While departing the island, Calypso advises Odysseus to mark constellations for guidance to Phaeacia.While drifting at sea, Odysseus takes note of Pleiades, Bear, and Orion in order to direct his course.

The ancient Greeks contributed largely to the creation of constellations, which, in turn, led to theformation of the zodiac. The zodiac, consisting of twelve constellations, is the basis for the horoscope.

Use the library, the Internet, or both to research the myths behind the twelve constellations of thezodiac. Complete the Zodiac Chart by matching the myth to the appropriate constellation.

Zodiac Sign Description

_____ 1. Aquarius A. The crab sent to harass Hercules

_____ 2. Aries B. The archer Chiron; substitute for Prometheus

_____ 3. Cancer C. The water carrier Ganymede; cupbearer for gods

_____ 4. Gemini D. The virgin Astraea; spirit of justice for men

_____ 5. Leo E. The scorpion responsible for Orion’s death

_____ 6. Libra F. The ram of the Golden Fleece sought by Jason

_____ 7. Pisces G. The Sea Goat; form Bacchus takes to rescue Jupiter

_____ 8. Sagittarius from the giant, Typhoeus

_____ 9. Scorpio H. The bull-form Jupiter takes to kidnap Europa

_____ 10.Taurus I. Twin brothers Castor and Pollux; adventurers

_____ 11.Virgo J. The fish; form Venus and Cupid take to escape the

_____ 12.Capricorn giant, Typhoeus

K. The Nemean lion; killed by Hercules

L. The scales; balance of the universe





Chapter VI

Plot

Objective: Changing the plot

Activity

Athene greatly affects Odysseus’ life by aiding him in all his exploits. Through Athene’s intercession,Odysseus lands safely in Phaeacia, meets Nausicaä, and is openly received by the Phaeacians. WithoutAthene’s intervention, Odysseus’ fate would likely be quite different.

Rewrite Chapter VI by removing Athene from the plot. Write what you suppose would happen toOdysseus without help from the goddess. What events, if any, would change without her involvement?

The revised chapter should be at least three pages in length and written in the same point of view andstyle as The Odyssey. The composition should start with Odysseus’ arrival in Phaeacia and end justbefore his journey into the city.

A brief sample is provided.

Example:

Great Odysseus awoke among the thickets, alarmed by the sound of shouting. As a lionstalks its unsuspecting prey, so did Odysseus creep through the woods to see who was nearby. Ina clearing, Odysseus spied the maidens at work; they were gathering their baskets in preparationto return home. Only fair Nausicaä remained behind, curious of the rustling that came from thebrush. Royal Odysseus quickly rose from his hidden position and called out to the maid:

“Tell me, lady, at which land I have arrived. For over the seas I have traveled, and seen manyexotic places with women fair, but in no land was there a woman possessing such beauty as youdo possess. Have I arrived at Olympus? Whether you are a goddess or a mortal, please show pityupon me. I am in a strange land without clothing or food, and need a guide.”

Then answered curious Nausicaä: “Sir, much strife must you have endured to be in such away. Surely, this is not the celebrated Olympus, though this land cannot be less endearing to me.It is my home, Phaeacia, whose people have special meaning to Zeus himself. Tell me, stranger,from what land you come and for what purpose? Before you speak, however, I warn you not toapproach further, else I shall call to my maids.”

Name: ________________________________ Date:_________________

Chapter VI

Plot

Objective: Changing the plot

Activity

Athene greatly affects Odysseus’ life by aiding him in all his exploits. Through Athene’s intercession,Odysseus lands safely in Phaeacia, meets Nausicaä, and is openly received by the Phaeacians. WithoutAthene’s intervention, Odysseus’ fate would likely be quite different.

Rewrite Chapter VI by removing Athene from the plot. Write what you suppose would happen toOdysseus without help from the goddess. What events, if any, would change without her involvement?

The revised chapter should be at least three pages in length and written in the same point of view andstyle as The Odyssey. The composition should start with Odysseus’ arrival in Phaeacia and end justbefore his journey into the city.

A brief sample is provided.

Example:

Great Odysseus awoke among the thickets, alarmed by the sound of shouting. As a lionstalks its unsuspecting prey, so did Odysseus creep through the woods to see who was nearby. Ina clearing, Odysseus spied the maidens at work; they were gathering their baskets in preparationto return home. Only fair Nausicaä remained behind, curious of the rustling that came from thebrush. Royal Odysseus quickly rose from his hidden position and called out to the maid:

“Tell me, lady, at which land I have arrived. For over the seas I have traveled, and seen manyexotic places with women fair, but in no land was there a woman possessing such beauty as youdo possess. Have I arrived at Olympus? Whether you are a goddess or a mortal, please show pityupon me. I am in a strange land without clothing or food, and need a guide.”

Then answered curious Nausicaä: “Sir, much strife must you have endured to be in such away. Surely, this is not the celebrated Olympus, though this land cannot be less endearing to me.It is my home, Phaeacia, whose people have special meaning to Zeus himself. Tell me, stranger,from what land you come and for what purpose? Before you speak, however, I warn you not toapproach further, else I shall call to my maids.”





Chapters IV-VII

Simile

Objective: Recognizing and modifying simile

Activity

Homer’s frequent use of simile gives The Odyssey a unique style.

Divide the class into groups. As a group, identify eight instances of simile in Chapters IV through VII.List them on the Simile Chart and then interpret them. Be sure to include the page number for eachquote.

Next, complete the Simile Revision Chart by choosing three passages out of those you found andcreating an alternate simile for each. The new simile should relay the same message as the original.

An example of each section is provided for you.

Note to Teacher: Answers may vary for both activities. These are only examples; numerous other similes areavailable.

Name: ________________________________ Date:_________________

Chapters IV-VII

Simile

Objective: Recognizing and modifying simile

Activity

Homer’s frequent use of simile gives The Odyssey a unique style.

Divide the class into groups. As a group, identify eight instances of simile in Chapters IV through VII.List them on the Simile Chart and then interpret them. Be sure to include the page number for eachquote.

Next, complete the Simile Revision Chart by choosing three passages out of those you found andcreating an alternate simile for each. The new simile should relay the same message as the original.

An example of each section is provided for you.





Simile Chart

Simile Page Interpretation

Menelaus, there are some strangers come here,two men, who look like sons of Zeus.

37 The men appear strong and majestic.

Menelaus was very angry and said, “Eteonus sonof Boethous. you never used to be a fool, but nowyou talk like a simpleton.

38

Telemachus and Pisistratus were astonished whenthey saw it, for its splendor was as that of the sunand moon.

38

Then he swooped down through the firmament tillhe reached the love of the sea, whose waves heskimmed like a cormorant that flies fishing everyhole and corner of the ocean.

54

Then, coming up to the girl’s bedside like a breathof wind, she hovered over her head and said…

63

He looked like some lion of the wilderness… 65

Athena then made him look taller and strongerthan before, she also made the hair grow thick onthe top of his head, and flow down in curls likehyacinth blossoms.

67

They… sail the seas… in ships that glide alonglike thought, or as a bird in the air.

71-72

Name: ________________________________ Date:_________________

Simile Chart



Simile Page Interpretation

Menelaus, there are some strangers come here,two men, who look like sons of Zeus.

29 The men appear strong and majestic.



Simile Revision Chart

Original Simile RevisionHis eyes flashed fire. A light like the sun shone in each of his eyes.

Menelaus… you talk like a simpleton. You were no fool Boethous’ son‚ Eteoneus‚ before thistime‚ but now you speak foolish words endlessly‚ likea stream cascading over rocks.

Name: ________________________________ Date:_________________

Simile Revision Chart



Original Simile Revision



Chapter VIII

Journal WritingCharacterization

Objective: Writing character journals

Activity

Imagine that Odysseus is a real person, and that he maintains daily journals during his voyage home.Beginning with Chapter VIII, Odysseus’ stay in Phaeacia, write a personal journal of the events that heencounters. Maintain the journal for the remainder of the book by relating major events that occur inOdysseus’ life.

Log the accounts in first person, as if Odysseus had actually written them. Try to imitate his characterby relating his thoughts and mimicking his expressions. Pay attention to Odysseus’ thoughts, actions,and words in order to write a convincing journal. Use your creativity to fill any gaps, and feel free toadd filler, such as personal thoughts or experiences that are believable for the character. Each entryshould be at least a half-page in length.

Create a total of five entries before you have completed reading The Odyssey. You may write about anyevent that you find interesting or significant.

An example entry is provided for you.

An excerpt from the personal journal of Odysseus of Ithaca:

Much have I borne on this journey home; many hardships have I endured. Fear enters myheart that I shall never see my dear wife and son again, for all my strength and longing cannotwithstand the will of the gods. Images of Ithaca, my beloved home, quickly fade in my mind;there is but little hope of reaching my native land.

Pallas Athene, my guardian, has aided me in my travels thus far; without her I would keepcompany with Agamemnon, worthy son of Atreus, in Hades. By the clear-eyed goddesses’ bid-ding I find myself here, in Phaeacia, among good people. It is my hope that these Phaeacians willgrant me safe passage on the final stretch of my journey to grand Ithaca, where I may be reunitedwith Penelope and Telemachus. With open arms the Phaeacians receive me, and give me food,entertainment, and presents, as they should. With a gladdened heart I find safety among friends.

Today I heard Demodocus, the honorable bard, relay the story of Troy, and the wooden horse.How well I do know this figure, and that ruthless battle, where so many men fell. Tears ran frommy eyes as the story was told, so sad was my heart; and soon did Alcinoüs notice my mournfuldemeanor and demand to know its cause. After much provoking, and without regret, I revealedmy identity to the king and his court. There was much surprise, but no contempt, for mydeclaration. Phaeacia welcomes me.

Name: ________________________________ Date:_________________

Chapter VIII

Journal WritingCharacterization

Objective: Writing character journals

Activity

Imagine that Odysseus is a real person, and that he maintains daily journals during his voyage home.Beginning with Chapter VIII, Odysseus’ stay in Phaeacia, write a personal journal of the events that heencounters. Maintain the journal for the remainder of the book by relating major events that occur inOdysseus’ life.

Log the accounts in first person, as if Odysseus had actually written them. Try to imitate his characterby relating his thoughts and mimicking his expressions. Pay attention to Odysseus’ thoughts, actions,and words in order to write a convincing journal. Use your creativity to fill any gaps, and feel free toadd filler, such as personal thoughts or experiences that are believable for the character. Each entryshould be at least a half-page in length.

Create a total of five entries before you have completed reading The Odyssey. You may write about anyevent that you find interesting or significant.

An example entry is provided for you.

An excerpt from the personal journal of Odysseus of Ithaca:

Much have I borne on this journey home; many hardships have I endured. Fear enters myheart that I shall never see my dear wife and son again, for all my strength and longing cannotwithstand the will of the gods. Images of Ithaca, my beloved home, quickly fade in my mind;there is but little hope of reaching my native land.

Pallas Athene, my guardian, has aided me in my travels thus far; without her I would keepcompany with Agamemnon, worthy son of Atreus, in Hades. By the clear-eyed goddesses’ bid-ding I find myself here, in Phaeacia, among good people. It is my hope that these Phaeacians willgrant me safe passage on the final stretch of my journey to grand Ithaca, where I may be reunitedwith Penelope and Telemachus. With open arms the Phaeacians receive me, and give me food,entertainment, and presents, as they should. With a gladdened heart I find safety among friends.

Today I heard Demodocus, the honorable bard, relay the story of Troy, and the wooden horse.How well I do know this figure, and that ruthless battle, where so many men fell. Tears ran frommy eyes as the story was told, so sad was my heart; and soon did Alcinoüs notice my mournfuldemeanor and demand to know its cause. After much provoking, and without regret, I revealedmy identity to the king and his court. There was much surprise, but no contempt, for mydeclaration. Phaeacia welcomes me.





Chapter IX

Drama

Objective: Changing a scene into a radio production

Activity

Oral tradition has been essential in preserving the legend of The Odyssey. For centuries, the adventuresof Odysseus have been passed down by word of mouth as well as in manuscripts.

Note to Teacher: Divide the class into groups of at least five students for the purpose of creating a radioproduction. Use the scene in which Odysseus and his men meet and escape from the Cyclops. Assign eachgroup member one of the following roles: announcer (narrator), Odysseus, Polyphemus the Cyclops, acrewmember, and a neighboring Cyclops. If the group has more than five students, the additional studentsmay be additional crewmembers or provide sound effects.

Write a script for a radio show. In addition to the characters’ lines, be sure to indicate when soundeffects should be made. Character lines do not need to exactly reflect the book; groups may choose tochange the style of speech, such as modernizing the language. Revisions may be made as long as theplot and action remain the same. Sound effects may be performed by one student, usually the narrator,or shared by the group.

Perform the final production for the class or play a recorded version.

Name: ________________________________ Date:_________________

Chapter IX

Drama

Objective: Changing a scene into a radio production

Activity

Oral tradition has been essential in preserving the legend of The Odyssey. For centuries, the adventuresof Odysseus have been passed down by word of mouth as well as in manuscripts.

Write a script for a radio show. In addition to the characters’ lines, be sure to indicate when soundeffects should be made. Character lines do not need to exactly reflect the book; groups may choose tochange the style of speech, such as modernizing the language. Revisions may be made as long as theplot and action remain the same. Sound effects may be performed by one student, usually the narrator,or shared by the group.

Perform the final production for the class or play a recorded version.





Chapter X

Newspaper

Objective: Composing a classroom newspaper

Activity

Imagine that the class is now the staff for the Grecian Post, a quarterly newspaper that covers eventsfrom the Greek islands. The deadline is approaching for the next edition, which will deal exclusivelywith Odysseus’ adventures in Chapter X.

Note to Teacher: Divide the class into five groups, and assign each group one of the following departments.Compile each department’s finished product to create the final newspaper. Put the paper on display forstudents to read.

• Journalism Department: Produce at least three brief articles about any of the events that occur in Chapter X. The articles should answer the fundamental questions of a reporter: who, what, when, where, how, and why? Feel free to use your imagination to provide any answers that the book does not. Also, be sure to include headlines. The final, edited articles should be typed in a column-like style to give the appearance of a real newspaper.

• Classified Department: Consider the various items and services that the characters in Chapter X—both mortal and immortal—have to offer. Brainstorm as a group and compile a list of items. Each student should choose two items and create a classified ad. Alphabetize the ads by product, and type the classified section for the finished newspaper.

• Advertisement Department: Consider what items the characters may need, such as water, clothes, or fishing equipment. Gather advertisements for these items from newspapers, or createyour own advertisements. Compile the ads into a collage to create an advertisement insert for the paper.

• Entertainment Department: Use the style of a newspaper advice columnist to create a “Dear Athene” section for the newspaper. Each student should write a letter in which a character seeksadvice from the goddess. After the questions are written, switch papers with another student in the group, who should write the response. Type the final product for submission.

• Obituary Department: Create obituaries for the characters that die in Chapter X. The book offers no personal information about the characters, so use your imagination to write the articles. Base character details on places and events in The Odyssey. Type the final products in columnar style for submission.

Name: ________________________________ Date:_________________

Chapter X

Newspaper

Objective: Composing a classroom newspaper

Activity

Imagine that the class is now the staff for the Grecian Post, a quarterly newspaper that covers eventsfrom the Greek islands. The deadline is approaching for the next edition, which will deal exclusivelywith Odysseus’ adventures in Chapter X.

• Journalism Department: Produce at least three brief articles about any of the events that occur in Chapter X. The articles should answer the fundamental questions of a reporter: who, what, when, where, how, and why? Feel free to use your imagination to provide any answers that the book does not. Also, be sure to include headlines. The final, edited articles should be typed in a column-like style to give the appearance of a real newspaper.

• Classified Department: Consider the various items and services that the characters in Chapter X—both mortal and immortal—have to offer. Brainstorm as a group and compile a list of items. Each student should choose two items and create a classified ad. Alphabetize the ads by product, and type the classified section for the finished newspaper.

• Advertisement Department: Consider what items the characters may need, such as water, clothes, or fishing equipment. Gather advertisements for these items from newspapers, or createyour own advertisements. Compile the ads into a collage to create an advertisement insert for the paper.

• Entertainment Department: Use the style of a newspaper advice columnist to create a “Dear Athene” section for the newspaper. Each student should write a letter in which a character seeksadvice from the goddess. After the questions are written, switch papers with another student in the group, who should write the response. Type the final product for submission.

• Obituary Department: Create obituaries for the characters that die in Chapter X. The book offers no personal information about the characters, so use your imagination to write the articles. Base character details on places and events in The Odyssey. Type the final products in columnar style for submission.





Chapters IX-XII

Sequence of Events

Objective: Identifying the sequence of events in The Odyssey

Activity

Odysseus tells the Phaeacians about his adventures preceding his arrival at their island.

Review the Sequence Chart, which contains major events of Odysseus’ journey. Place the events inproper order by numbering them in the box provided.

For example:

As the numbers indicate, the order of events is the following: Odysseus attacks Troy, leaves Troy, and iscaptured by Calypso.

Order Event

2 Odysseus leaves Troy.

1 Odysseus attacks Troy.

3 Calypso captures Odysseus.

Name: ________________________________ Date:_________________

Chapters IX-XII

Sequence of Events

Objective: Identifying the sequence of events in The Odyssey

Activity

Odysseus tells the Phaeacians about his adventures preceding his arrival at their island.

Review the Sequence Chart, which contains major events of Odysseus’ journey. Place the events inproper order by numbering them in the box provided.

For example:

As the numbers indicate, the order of events is the following: Odysseus attacks Troy, leaves Troy, and iscaptured by Calypso.



Order Event

2 Odysseus leaves Troy.

1 Odysseus attacks Troy.

3 Calypso captures Odysseus.



Sequence Chart

Order Event

10 Circe makes a truce with Odysseus.

7 The men flee from giants.

16 Zeus destroys Odysseus’ ship.

2 Lotus-eaters tempt the men.

17 Odysseus hangs from a fig tree to escape from Charybdis.

13 Odysseus’ crew binds Odysseus to the mast.

4 Odysseus escapes the cave by clinging to a ram.

1 Odysseus and his men pillage the Ciconian village.

14 Scylla eats six of Odysseus’ crewmen.

11 Odysseus speaks with his deceased mother.

9 Hermes gives Odysseus a potent herb.

3 Odysseus blinds Polyphemus.

19 Odysseus meets Calypso on the island of Ogygia.

12 Agamemnon talks about his wife’s treachery.

6 Aeolus banishes Odysseus for being cursed by the gods.

5 The crew opens the sack of wind.

18 Odysseus drifts alone on a raft in the ocean for nine days.

8 The men are penned like swine.

15 The crew eats the Sun’s kine.

Name: ________________________________ Date:_________________

Sequence Chart



Order Event

Circe makes a truce with Odysseus.

The men flee from giants.

Zeus destroys Odysseus’ ship.

Lotus-eaters tempt the men.

Odysseus hangs from a fig tree to escape from Charybdis.

Odysseus’ crew binds Odysseus to the mast.

Odysseus escapes the cave by clinging to a ram.

Odysseus and his men pillage the Ciconian village.

Scylla eats six of Odysseus’ crewmen.

Odysseus speaks with his deceased mother.

Hermes gives Odysseus a potent herb.

Odysseus blinds Polyphemus.

Odysseus meets Calypso on the island of Ogygia.

Agamemnon talks about his wife’s treachery.

Aeolus banishes Odysseus for being cursed by the gods.

The crew opens the sack of wind.

Odysseus drifts alone on a raft in the ocean for nine days.

The men are penned like swine.

The crew eats the Sun’s kine.



Chapters I-XII

Creative WritingHeadlines

Objective: Creating effective headlines

Activity

Catchy headlines are important and necessary to selling newspapers because they are likely to attractreaders.

The Odyssey has the potential for a number of exciting headlines. Imagine that you are an editor for theIthaca Post, and you are choosing headlines for the next issue. Review the chapters and select teninteresting events that would inspire the best headlines. List the headlines in the spaces provided onthe following page.

An example is given.

Note to Teacher: Answers will vary. To expand this activity, have students choose one of their headlines andwrite an article about the event.

Example:

“NOMAN” ACCUSED OF ASSAULT

Name: ________________________________ Date:_________________

Chapters I-XII

Creative WritingHeadlines

Objective: Creating effective headlines

Activity

Catchy headlines are important and necessary to selling newspapers because they are likely to attractreaders.

The Odyssey has the potential for a number of exciting headlines. Imagine that you are an editor for theIthaca Post, and you are choosing headlines for the next issue. Review the chapters and select teninteresting events that would inspire the best headlines. List the headlines in the spaces provided onthe following page.

An example is given.

Example:

“NOMAN” ACCUSED OF ASSAULT





Use the following space to write your headlines:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Write your story. Remember to include who‚ when‚ what‚ where‚ why‚ and‚ if possible‚ how in the firstparagraph if you can.

Name: ________________________________ Date:_________________

Use the following space to write your headlines:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Write your story. Remember to include who‚ when‚ what‚ where‚ why‚ and‚ if possible‚ how in the firstparagraph if you can.





Chapter XIII

Superstition

Objective: Creating superstitions based upon events in The Odyssey

Activity

In The Odyssey, Homer makes sure the reader understands that superstition is an active part of Greekculture. The Phaeacians, for example, believe that sacrificing twelve bulls will prevent Poseidon fromdamaging their city.

Note to Teacher: Divide the class into small groups to complete the Superstition Chart.

As a group, select ten events that occur in chapter XIII. The events may be major or minor. Log theevents in the left column of the Superstition Chart. In the right column, create a superstition thatrelates to each event.

Two examples are provided.

Event Superstition

Example 1:

The Phaeacian councilors give Odysseus a chestfilled with golden garments and rich gifts.

Giving rich clothing to someone will bless him orher with a prosperous future.

Example 2:

Odysseus kisses the ground when he reachesIthaca.

Kiss the ground when you return from a long tripto prevent having to travel again soon.

Name: ________________________________ Date:_________________

Chapter XIII

Superstition

Objective: Creating superstitions based upon events in The Odyssey

Activity

In The Odyssey, Homer makes sure the reader understands that superstition is an active part of Greekculture. The Phaeacians, for example, believe that sacrificing twelve bulls will prevent Poseidon fromdamaging their city.

As a group, select ten events that occur in chapter XIII. The events may be major or minor. Log theevents in the left column of the Superstition Chart. In the right column, create a superstition thatrelates to each event.

Two examples are provided.



Event Superstition

Example 1:

The Phaeacian councilors give Odysseus a chestfilled with golden garments and rich gifts.

Giving rich clothing to someone will bless him orher with a prosperous future.

Example 2:

Odysseus kisses the ground when he reachesIthaca.

Kiss the ground when you return from a long tripto prevent having to travel again soon.



Superstition Chart

Event Superstition

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Name: ________________________________ Date:_________________

Superstition Chart



Event Superstition1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.



Chapter XIII

Letter WritingCharacterization

Objective: Writing a letter for Odysseus

Activity

Imagine that you are Odysseus‚ and you have a lot of free time for writing while aboard the Phaeacianship. Choose one of the following three scenarios‚ and write a letter from Odysseus. The letter shouldbe at least one page in length.

• Odysseus writes a letter to Penelope telling her that he will soon be arriving home. After twentyyears abroad, what does Odysseus have to say to his wife?

• Odysseus writes a letter to Athene expressing his appreciation for the help she has given him. What can Odysseus say or promise to do to repay Athene’s kindness?

• Odysseus writes a letter to Poseidon expressing his anger for the hardship the god has caused him. How does Odysseus address the god; is he fearful of Poseidon’s wrath or arrogant for defeating the god?


Name: ________________________________ Date:_________________

Chapter XIII

Letter WritingCharacterization

Objective: Writing a letter for Odysseus

Activity

Imagine that you are Odysseus‚ and you have a lot of free time for writing while aboard the Phaeacianship. Choose one of the following three scenarios‚ and write a letter from Odysseus. The letter shouldbe at least one page in length.

• Odysseus writes a letter to Penelope telling her that he will soon be arriving home. After twentyyears abroad, what does Odysseus have to say to his wife?

• Odysseus writes a letter to Athene expressing his appreciation for the help she has given him. What can Odysseus say or promise to do to repay Athene’s kindness?

• Odysseus writes a letter to Poseidon expressing his anger for the hardship the god has caused him. How does Odysseus address the god; is he fearful of Poseidon’s wrath or arrogant for defeating the god?






Example of a letter from Odysseus to Poseidon:

Dear Earth-shaker,

With much respect I humble myself before you, the ruler of the sea. Your vast strength and power isrevered throughout the world, power which I have experienced first-hand. You are the uncle of myfriend and ally, the goddess Athene, who has aided me in every way, from my arrival at Troy until now.Never did I intend to set you and your niece against each other, especially over such an insignificantthing as a mere mortal.

For ten years I have attempted to return home, to Ithaca, where my dutiful wife and son await myarrival. For ten years you have thwarted my plans. Your vengeance has taken my ship, my crew, and myspirit. Every hope I have had of seeing my family again you have crushed; every dream of setting footon my native land once more you have destroyed. Ten years of torment have left me with only onequestion: why?

I understand that you are angry for your son, the Cyclops Polyphemus, who called upon you foraid when I blinded him. Although you may feel compelled to defend your son, I cannot understandhow you can condone his behavior.

When we arrived at the cave where Polyphemus lives, he showed no hospitality that is due to aguest. When we called upon the great god, Zeus himself, for assistance, your son mocked us andscoffed at the dwellers of Olympus. Polyphemus’ ridiculed the gods, including you, illustriousPoseidon. How can I, who reveres the gods, respect any creature that shows you no respect?

I watched with horror as the Cyclops devoured my crewmen—my friends—who have faithfullyfollowed me since our departure from Ithaca. We gave him no cause for this disgusting action, andPolyphemus gave no warning of his intentions. He had no reason other than that he is detestableamong all creatures. Trapped in the Cyclops’ lair, I thought that all was lost, and that I would never seemy beloved family or home again. Blinding the Cyclops was a last act of desperation, an act I regrettedhaving to do, but I found necessary to survive.

So with a heavy heart I beseech you, Earth-shaker, to take pity upon me. Understand the reasonswhy I did what I did. I take no pride in blinding your son, but I also do not think that my life for hissight is a fair exchange. Please grant me safe passage back to Ithaca, now that I am, hopefully, on thelast stretch of my journey. The Phaeacians, who are ever dutiful to the gods, are kind enough to giveme aid.

If you should grant me this favor, I shall construct a temple dedicated to you, worthy Poseidon,upon reaching my home. Great honors will be made to you for the grace that you have bestowed insparing my life.

Your most humble servant,

Odysseus

Name: ________________________________ Date:_________________

Example of a letter from Odysseus to Poseidon:

Dear Earth-shaker,

With much respect I humble myself before you, the ruler of the sea. Your vast strength and power isrevered throughout the world, power which I have experienced first-hand. You are the uncle of myfriend and ally, the goddess Athene, who has aided me in every way, from my arrival at Troy until now.Never did I intend to set you and your niece against each other, especially over such an insignificantthing as a mere mortal.

For ten years I have attempted to return home, to Ithaca, where my dutiful wife and son await myarrival. For ten years you have thwarted my plans. Your vengeance has taken my ship, my crew, and myspirit. Every hope I have had of seeing my family again you have crushed; every dream of setting footon my native land once more you have destroyed. Ten years of torment have left me with only onequestion: why?

I understand that you are angry for your son, the Cyclops Polyphemus, who called upon you foraid when I blinded him. Although you may feel compelled to defend your son, I cannot understandhow you can condone his behavior.

When we arrived at the cave where Polyphemus lives, he showed no hospitality that is due to aguest. When we called upon the great god, Zeus himself, for assistance, your son mocked us andscoffed at the dwellers of Olympus. Polyphemus’ ridiculed the gods, including you, illustriousPoseidon. How can I, who reveres the gods, respect any creature that shows you no respect?

I watched with horror as the Cyclops devoured my crewmen—my friends—who have faithfullyfollowed me since our departure from Ithaca. We gave him no cause for this disgusting action, andPolyphemus gave no warning of his intentions. He had no reason other than that he is detestableamong all creatures. Trapped in the Cyclops’ lair, I thought that all was lost, and that I would never seemy beloved family or home again. Blinding the Cyclops was a last act of desperation, an act I regrettedhaving to do, but I found necessary to survive.

So with a heavy heart I beseech you, Earth-shaker, to take pity upon me. Understand the reasonswhy I did what I did. I take no pride in blinding your son, but I also do not think that my life for hissight is a fair exchange. Please grant me safe passage back to Ithaca, now that I am, hopefully, on thelast stretch of my journey. The Phaeacians, who are ever dutiful to the gods, are kind enough to giveme aid.

If you should grant me this favor, I shall construct a temple dedicated to you, worthy Poseidon,upon reaching my home. Great honors will be made to you for the grace that you have bestowed insparing my life.

Your most humble servant,

Odysseus





Chapter XIV

Creative WritingMyth

Objective: Creating a myth

Activity

Note to Teacher: This activity may be done individually or in groups.

Using the Mythological Elements Chart, circle the element in each column that corresponds to the lastfour digits of your phone number. For example, if the phone number ends with 8926, the elements area king, the North Pole, an ivory box, and separation of social classes. Complete the Selected ElementsChart.

Next, incorporate the elements to write an original myth. In five minutes, write a page-longintroduction to the story. Be sure to write in third person and to give the story a title. When you havefinished writing, pass the papers to the left. Include the Selected Elements Chart so that the nextstudent understands the criteria for that particular myth. Each student then writes a page-long body forthe next myth. After another few minutes of writing, pass the stories to the left, and write a page-longconclusion.

When this activity is complete, each student will have had a chance to write the beginning, middle,and end of a myth.

Name: ________________________________ Date:_________________

Chapter XIV

Creative WritingMyth

Objective: Creating a myth

Activity

Using the Mythological Elements Chart, circle the element in each column that corresponds to the lastfour digits of your phone number. For example, if the phone number ends with 8926, the elements area king, the North Pole, an ivory box, and separation of social classes. Complete the Selected ElementsChart.

Next, incorporate the elements to write an original myth. In five minutes, write a page-longintroduction to the story. Be sure to write in third person and to give the story a title. When you havefinished writing, pass the papers to the left. Include the Selected Elements Chart so that the nextstudent understands the criteria for that particular myth. Each student then writes a page-long body forthe next myth. After another few minutes of writing, pass the stories to the left, and write a page-longconclusion.

When this activity is complete, each student will have had a chance to write the beginning, middle,and end of a myth.





Mythological Elements Chart

Selected Elements Chart

Category Digit Description

Main Character

Setting

Key Object

Theme

Main Character Setting Key Object Theme

0. an elf 0. a colony on Mars 0. a staff 0. duty to oneself

1. a sorceress 1. the Old West 1. a sword 1. importance of family

2. a basket weaver 2. medieval England 2. an ivory box2. downfall through

misdeeds

3. an ogre 3. ancient Egypt 3. a magical book 3. coming of age

4. a hermit 4. Atlantis 4. a talisman 4. loyalty of friends

5. a fisherman 5. your neighborhood 5. a silver bracelet 5. star-crossed lovers

6. a princess 6. a park 6. a hat6. separation of social

classes

7. a thief 7. a shopping mall 7. a giant ruby7. child’s perception of

a parent

8. a king 8. a Scottish castle 8. an ancient crown 8. fate

9. a tailor 9. the North Pole 9. a cloak 9. mental instability

Name: ________________________________ Date:_________________

Mythological Elements Chart

Selected Elements Chart



Main Character Setting Key Object Theme

0. an elf 0. a colony on Mars 0. a staff 0. duty to oneself

1. a sorceress 1. the Old West 1. a sword 1. importance of family

2. a basket weaver 2. medieval England 2. an ivory box2. downfall through

misdeeds

3. an ogre 3. ancient Egypt 3. a magical book 3. coming of age

4. a hermit 4. Atlantis 4. a talisman 4. loyalty of friends

5. a fisherman 5. your neighborhood 5. a silver bracelet 5. star-crossed lovers

6. a princess 6. a park 6. a hat6. separation of social

classes

7. a thief 7. a shopping mall 7. a giant ruby7. child’s perception of

a parent

8. a king 8. a Scottish castle 8. an ancient crown 8. fate

9. a tailor 9. the North Pole 9. a cloak 9. mental instability

Category Digit Description

Main Character

Setting

Key Object

Theme



Chapter XV

Characterization

Objective: Recognizing character traits

Activity

Disguised as a beggar, Odysseus tells Eumaeus that he intends to search for work as a servant in thepalace. Odysseus explains, “There is no one living who would make a more hand servant than Ishould—to put fresh wood on the fire, chop fuel, carve, cook, pour out wine, and do all those servicesthat poor men have to do for their betters.” (Pg. 160) Eumaeus, however, tries to dissuade Odysseusfrom his intention.

Imagine that Odysseus must maintain his masquerade for several months. In the meantime, he needs ajob to live.

Consider the positions that are listed in the Career Chart. Complete the chart by writing why each jobis good and bad for Odysseus.

The first line is completed as an example.

Note to Teacher: This activity requires students to analyze Odysseus’ character strengths and weaknesses.Answers will vary.

Name: ________________________________ Date:_________________

Chapter XV

Characterization

Objective: Recognizing character traits

Activity

Disguised as a beggar, Odysseus tells Eumaeus that he intends to search for work as a servant in thepalace. Odysseus explains, “There is no one living who would make a more hand servant than Ishould—to put fresh wood on the fire, chop fuel, carve, cook, pour out wine, and do all those servicesthat poor men have to do for their betters.” (Pg. 160) Eumaeus, however, tries to dissuade Odysseusfrom his intention.

Imagine that Odysseus must maintain his masquerade for several months. In the meantime, he needs ajob to live.

Consider the positions that are listed in the Career Chart. Complete the chart by writing why each jobis good and bad for Odysseus.

The first line is completed as an example.





Career Chart

Career Good because… Bad because…

Teacher

Odysseus has extensive knowledge. Odysseus has little patience.

Bard

Cook

Shepherd

Soldier

Shipbuilder

Tax collector

Fisherman

Olympian

Farmer

Actor

Name: ________________________________ Date:_________________

Career Chart



Career Good because… Bad because…

Teacher

Odysseus has extensive knowledge. Odysseus has little patience.

Bard

Cook

Shepherd

Soldier

Shipbuilder

Tax collector

Fisherman

Olympian

Farmer

Actor



Chapter XVI

Emotions

Objective: Analyzing the text to locate quotes that express emotions

Activity

Odysseus and Telemachus experience a range of emotions when they are reunited and as they planvengeance on the suitors.

The Emotions Chart contains feelings that are experienced by a character at least once in Chapter XVI.Locate and quote from the text an example of each emotion, and include the page number of thequote.


Note to Teacher: Divide the class into groups to complete the Emotions Chart. Students may find quotesother than those that are given. Some quotes may also encompass more than one emotion and are, therefore,interchangeable.

Name: ________________________________ Date:_________________

Chapter XVI

Emotions

Objective: Analyzing the text to locate quotes that express emotions

Activity

Odysseus and Telemachus experience a range of emotions when they are reunited and as they planvengeance on the suitors.

The Emotions Chart contains feelings that are experienced by a character at least once in Chapter XVI.Locate and quote from the text an example of each emotion, and include the page number of thequote.






Emotions ChartEmotion Quote Page(s)

HatredLet us consider how we can make an end of him. He must not escapeus; our affair is never likely to come off while he is alive.

171

Nervousness“My friends… I am not in favor of killing Telemachus. It is a heinousthing to kill one who is of noble blood.

171-172

Frustration

We kept a succession of courts upon the headlands all day long, andwhen the sun went down we never went on shore to sleep, but waited inthe ship all night until morning in the hope of capturing and killing him;but some god has conveyed him home in spite off us.

174

Affection

He kissed his head and both his beautiful eyes, and wept for joy. 165

Disappointment

The suitors were surprised and angry at what had happened, so they wentoutside the great wall that ran around the outer court, and held councilnear the main entrance.

171

Disbelief

But Telemachus could not yet believe that it was his father, and said: “Youare not my father…”

168

Love

A father could not be more delighted at the return of an only son, the childof his old age, after ten years absence in a foreign country and having gonethrough much hardship. He embraced him, kissed him all over as thoughhe had come back from the dead…

165

Anger

Now you devour his property without paying for it, and break my heart bywooing his wife and trying to kill his son. Leave off doing so, and stop theothers also.

172

Sorrow

“She is still at the house,” replied Eumaeus, “grieving and breaking herheart, and doing nothing but weep, both night and day continually.”

166

Helplessness

“No matter how valiant a man may be he can do nothing against num-bers, for they will be too strong for him.”

166

Depression

He used to superintend the work of his farm in spite of his bitter sorrowabout Odysseus, and he would eat and drink at will along with hisservants; but they tell me that from the day on which you set out for Pyloshe has neither eaten nor drunk as he ought to do, nor does he look afterhis farm, but sits weeping and wasting the flesh off his bones.

167

Name: ________________________________ Date:_________________

Emotions Chart



Emotion Quote Page(s)

Hatred

Let us consider how we can make an end of him. He must not escapeus; our affair is never likely to come off while he is alive.

159

Nervousness

Frustration

Affection

Disappointment

Disbelief

Love

Anger

Sorrow

Helplessness

Depression



Chapters I-XVII

Critical Thinking

Objective: Identifying binary opposition

Activity

The Odyssey contains several minor conflicts, some of which are hard to notice. These conflicts, calledbinary oppositions, are intricate parts of every conflict in The Odyssey.

Honesty versus deception is an example of a binary opposition. In his travels, Odysseus often tellsfictional stories about himself to the people he meets. Sometimes his lies are necessary, such as whenOdysseus meets the Cyclops, but, at times, his lies are unfounded. The conflicting circumstances bringto mind the question, “Is Odysseus an honest man who only lies when necessary, or does he enjoylying?”

The Opposition Chart contains several binary oppositions that are found in The Odyssey. The rightcolumn is comprised of questions that are a result of a specific opposition listed on the left. For eachquestion, supply the letter of the corresponding opposition. Letters may be used more than once.

Name: ________________________________ Date:_________________

Chapters I-XVII

Critical Thinking

Objective: Identifying binary opposition

Activity

The Odyssey contains several minor conflicts, some of which are hard to notice. These conflicts, calledbinary oppositions, are intricate parts of every conflict in The Odyssey.

Honesty versus deception is an example of a binary opposition. In his travels, Odysseus often tellsfictional stories about himself to the people he meets. Sometimes his lies are necessary, such as whenOdysseus meets the Cyclops, but, at times, his lies are unfounded. The conflicting circumstances bringto mind the question, “Is Odysseus an honest man who only lies when necessary, or does he enjoylying?”

The Opposition Chart contains several binary oppositions that are found in The Odyssey. The rightcolumn is comprised of questions that are a result of a specific opposition listed on the left. For eachquestion, supply the letter of the corresponding opposition. Letters may be used more than once.





Opposition Chart

Binary Opposition Questions Resulting from Oppositions

A. Appearance versus Reality D 1. Without the same knowledge as his father, will

Telemachus be as strong a ruler as Odysseus?

H 2. Are Odysseus’ exploits necessary to please his captors, or is he willingly unfaithful to Penelope?

A 3. Do the gods need to disguise themselves to mortals, or are their disguises unnecessary?

E 4. How can Calypso truly care about Odysseus if she keepshim prisoner?

F 5. Is Odysseus’ mind or his brawn more of an asset to him during his journey?

B 6. Who actually controls the household: Penelope or Telemachus?

G 7. Is the Cyclops obligated to be nice to Odysseus and his men, or is Polyphemus justified in his actions?

I 8. Does Odysseus have any control over the events of his life, or do the gods control everything that happens?

C 9. Does Penelope manipulate the suitors, or do they control her?

J 10. Does Eumaeus help Telemachus because he is concernedor because he is obligated?

C 11. Why does most of the aid Odysseus receives come from goddesses instead of gods?

J 12. Do Odysseus’ men follow him into dangerous places because they must or because they are comrades?

B. Mother versus Children

C. Male versus Female

D. Inheritance versus Experience

E. Love versus Infatuation

F. Cunning versus Strength

G. Hospitality versus Hostility

H. Trust versus Betrayal

I. Fate versus Free will

J. Friendship versus Obligation

Name: ________________________________ Date:_________________

Opposition Chart



Binary Opposition Questions Resulting from Oppositions

A. Appearance versus Reality _____1. Without the same knowledge as his father, will Telemachus be as strong a ruler as Odysseus?

_____2. Are Odysseus’ exploits necessary to please his captors, or is he willingly unfaithful to Penelope?

_____3. Do the gods need to disguise themselves to mortals, or are their disguises unnecessary?

_____4. How can Calypso truly care about Odysseus if she keepshim prisoner?

_____5. Is Odysseus’ mind or his brawn more of an asset to him during his journey?

_____6. Who actually controls the household: Penelope or Telemachus?

_____7. Is the Cyclops obligated to be nice to Odysseus and his men, or is Polyphemus justified in his actions?

_____8. Does Odysseus have any control over the events of his life, or do the gods control everything that happens?

_____9. Does Penelope manipulate the suitors, or do they control her?

_____10. Does Eumaeus help Telemachus because he is concernedor because he is obligated?

_____11. Why does most of the aid Odysseus receives come from goddesses instead of gods?

_____12. Do Odysseus’ men follow him into dangerous places because they must or because they are comrades?

B. Mother versus Children

C. Male versus Female

D. Inheritance versus Experience

E. Love versus Infatuation

F. Cunning versus Strength

G. Hospitality versus Hostility

H. Trust versus Betrayal

I. Fate versus Free will

J. Friendship versus Obligation



Chapter XVIII

IronyDrawing

Objective: Depicting irony in The Odyssey

Activity

Most newspapers contain editorial cartoons that depict an artist’s opinion about people or events in ahumorous manner. The cartoonist identifies an ironic situation in politics or economics and draws acartoon to demonstrate the irony. These caricatures are located on the opinion page because they arebiased exaggerations of real people or events. The finished product is humorous yet usuallycontroversial.

Suppose that you are the cartoonist for the Ithaca Post, and you wish to create an editorial cartoonbased on the events in Chapter XVIII of The Odyssey. Locate a situation that you find humorous orironic. In the box below, create a sketch that portrays the humorous situation through exaggeration.Include a caption if necessary.

Note to Teacher: Place all the cartoons on display so that the class may enjoy them and discuss theircontents.

Name: ________________________________ Date:_________________

Chapter XVIII

IronyDrawing

Objective: Depicting irony in The Odyssey

Activity

Most newspapers contain editorial cartoons that depict an artist’s opinion about people or events in ahumorous manner. The cartoonist identifies an ironic situation in politics or economics and draws acartoon to demonstrate the irony. These caricatures are located on the opinion page because they arebiased exaggerations of real people or events. The finished product is humorous yet usuallycontroversial.

Suppose that you are the cartoonist for the Ithaca Post, and you wish to create an editorial cartoonbased on the events in Chapter XVIII of The Odyssey. Locate a situation that you find humorous orironic. In the box below, create a sketch that portrays the humorous situation through exaggeration.Include a caption if necessary.





Chapter XIX

Quotations

Objective: Identifying characters’ lines from The Odyssey

Activity

Below is a list of quotes that are found throughout Chapter XIX of The Odyssey. Place the letter of thecharacter who is speaking next to each quote.

A. Odysseus B. Penelope C. Telemachus D. Eurycleia E. Melantho

A 1. “He was a man of many friends and had few equals among the Achaeans.” (Pg. 199)

B 2. “Impudent baggage. I see how abominably you are behaving, and you shall smart for it” (Pg. 197)

D 3. “My child, what are you talking about? You know very well that nothing can either bend or break me.” (Pg. 203)

A 4. “Lest Odysseus should come home, for there is still a chance he may do so.” (Pg. 196)

E 5. “Stranger, do you mean to plague us by hanging about the house all night and spying upon the women?” (Pg. 196)

B 6. “I used to keep working at my great web all day long, but at night I would unpick the stitches again.” (Pg. 198)

A 7. “Nurse, do you wish to be the ruin of me?” (Pg. 203)

A 8. “The sight of arms sometimes tempts people to use them.” (Pg. 195)

C 9. “Surely there is some god here who has come down from heaven.” (Pg. 196)

D 10.“We have had all kinds of strangers in distress come here before now, but I make bold to say that no one ever came yet who was so like Odysseus in figure, voice, and feet as yours.” (Pg. 201-202)

Name: ________________________________ Date:_________________

Chapter XIX

Quotations

Objective: Identifying characters’ lines from The Odyssey

Activity

Below is a list of quotes that are found throughout Chapter XIX of The Odyssey. Place the letter of thecharacter who is speaking next to each quote.

A. Odysseus B. Penelope C. Telemachus D. Eurycleia E. Melantho

1. “He was a man of many friends and had few equals among the Achaeans.”

2. “Impudent baggage. I see how abominably you are behaving, and you shall smart for it”

3. “My child, what are you talking about? You know very well that nothing can either bend or break me.”

4. “Lest Odysseus should come home, for there is still a chance he may do so.”

5. “Stranger, do you mean to plague us by hanging about the house all night and spying upon the women?”

6. “I used to keep working at my great web all day long, but at night I would unpick the stitches again.”

7. “Nurse, do you wish to be the ruin of me?”

8. “The sight of arms sometimes tempts people to use them.”

9. “Surely there is some god here who has come down from heaven.”

10. “We have had all kinds of strangers in distress come here before now, but I make bold to say that no one ever came yet who was so like Odysseus in figure, voice, and feet as yours.”





Chapters XVII-XX

Characterization

Objective: Inferring character traits based on the action of The Odyssey

Activity

Divide the class into small groups to complete the Character Chart.

Consider the characters of Penelope, Telemachus, Antinoüs, Irus, and Eumaeus. Using the followinglist, each group should choose the three most prominent traits that fit each character. List the traitsnext to the corresponding character in the Character Chart.

Next, write a summary statement that gives supportive evidence of why each trait is outstanding in thatcharacter.


Character Traits

Note to Teacher: Answers will vary. As a class, have students discuss their results when the CharacterCharts are complete.

insensitiveimpulsiveloyaldaring jealousdishonorabledangerous

condescendingcowardlyresourcefulcruelintelligentwitty

honorablerationaldeterminedgenerousinexperiencedlonely

covetoussarcasticangrycompassionatestubborndependable

overbearingselfishgreedyspoiledrude

Name: ________________________________ Date:_________________

Chapters XVII-XX

Characterization

Objective: Inferring character traits based on the action of The Odyssey

Activity

Divide the class into small groups to complete the Character Chart.

Consider the characters of Penelope, Telemachus, Antinoüs, Irus, and Eumaeus. Using the followinglist, each group should choose the three most prominent traits that fit each character. List the traitsnext to the corresponding character in the Character Chart.

Next, write a summary statement that gives supportive evidence of why each trait is outstanding in thatcharacter.


Character Traits



insensitiveimpulsiveloyaldaring jealousdishonorabledangerous

condescendingcowardlyresourcefulcruelintelligentwitty

honorablerationaldeterminedgenerousinexperiencedlonely

covetoussarcasticangrycompassionatestubborndependable

overbearingselfishgreedyspoiledrude



Character ChartCharacter Trait Supportive Evidence

Example:

Eurycleia

1. Compassionate 1. Eurycleia cares for Odysseus as if he is her child.

2. Loyal 2. Unlike other maids, Eurycleia remains loyal to Penelope over the years.

3. Dependable 3. Eurycleia keeps her knowledge of Odysseus’ return a secret.

Penelope 1. Lonely 1. Without her husband, Penelope spends much of her free time in her chambers.

2. Resourceful 2. Penelope devises ways in which to stave off her marriage to a suitor.

3. Loyal 3. Penelope does not cheat on Odysseus during the twenty years that he is gone.

Telemachus 1. Inexperienced 1. Telemachus does not know how to maintain control in his home.

2. Angry 2. Telemachus is angry that the suitors will not leave his home; he wishes to have revenge.

3. Honorable 3. Telemachus is unhappy about his mother marrying another man, but he knows that it is the honorable thing to do.

Antinoüs 1. Dishonorable 1. Antinoüs plots against Telemachus while pretending to be kind to his face.

2. Determined 2. Antinoüs is willing to commit murder to marry Penelope.

3. Cruel 3. Antinoüs hits Odysseus, who is disguised as a beggar, in the back with a stool.

Irus 1. Resourceful 1. Irus is a resourceful beggar; he is overweight from eating well.

2. Selfish 2. Irus wants to be the only beggar at Odysseus’ home; Irus tries to chase Odysseus away.

3. Condescending 3. Irus belittles Odysseus for being old and dirty.

Eumaeus 1. Loyal 1. Eumaeus remains a loyal servant to Odysseus, Penelope, and Telemachus.

2. Dependable 2. Eumaeus follows Telemachus’ orders without fail.

3. Daring 3. Eumaeus defends Odysseus against Antinoüs.

Name: ________________________________ Date:_________________

Character Chart



Character Trait Supportive Evidence

Example:

Eurycleia

1. Compassionate 1. Eurycleia cares for Odysseus as if he is her child.

2. Loyal 2. Unlike other maids, Eurycleia remains loyal to Penelope over the years.

3. Dependable 3. Eurycleia keeps her knowledge of Odysseus’ return a secret.

Penelope

Telemachus

Antinoüs

Irus

Eumaeus



Chapter XXI

Speech Writing

Objective: Writing and presenting a speech

Activity

Penelope delivers Odysseus’ bow to the suitors so that they may compete. The suitors are unable todraw the bow, but they are shocked when Odysseus easily fires the weapon and hits the mark. At thispoint, Odysseus is ready to reveal his identity.

Choose one of the following options and write a speech that is one to two pages in length:

• Write an insightful speech for Penelope to present to the suitors when she relinquishes the bow.In the speech, express Penelope’s opinion about the suitors’ past behavior, including the attemptto murder her son. Also, express her outlook on the contest and how she feels about being the prize. If possible, give evidence to support any accusations that Penelope makes. Remember, Penelope is a bold woman who openly speaks her mind.

• Write an informative speech for Odysseus to present to the suitors after he wins the contest. In the speech, have Odysseus reveal his identity and briefly explain his whereabouts for the last ten years. Also, state his intention, which is to kill the suitors, and his reasons why. If possible, give evidence to support any accusations that Odysseus makes. When writing the speech, keep in mind that Odysseus is enraged, and he feels justified in his mission.

The speeches will be presented before the class when they are complete.

Note to Teacher: Speeches will vary in content. Make sure that the students give sufficient supportiveevidence for their arguments, and that the speeches do not stray from the topic. Instruct students on properpresentation techniques, such as maintaining eye contact, speaking at a reasonable pace, and being audible.

Name: ________________________________ Date:_________________

Chapter XXI

Speech Writing

Objective: Writing and presenting a speech

Activity

Penelope delivers Odysseus’ bow to the suitors so that they may compete. The suitors are unable todraw the bow, but they are shocked when Odysseus easily fires the weapon and hits the mark. At thispoint, Odysseus is ready to reveal his identity.

Choose one of the following options and write a speech that is one to two pages in length:

• Write an insightful speech for Penelope to present to the suitors when she relinquishes the bow.In the speech, express Penelope’s opinion about the suitors’ past behavior, including the attemptto murder her son. Also, express her outlook on the contest and how she feels about being the prize. If possible, give evidence to support any accusations that Penelope makes. Remember, Penelope is a bold woman who openly speaks her mind.

• Write an informative speech for Odysseus to present to the suitors after he wins the contest. In the speech, have Odysseus reveal his identity and briefly explain his whereabouts for the last ten years. Also, state his intention, which is to kill the suitors, and his reasons why. If possible, give evidence to support any accusations that Odysseus makes. When writing the speech, keep in mind that Odysseus is enraged, and he feels justified in his mission.

The speeches will be presented before the class when they are complete.





Chapter XXII

Characterization

Objective: Reenacting a character’s thoughts and actions

Activity

Odysseus reveals his identity to the suitors and accuses them of treasonous behavior. The suitors begfor mercy, but Odysseus condemns and executes them.

Suppose that Odysseus, instead of killing the suitors, decides to put them on trial. As a class, act outthe trial for the suitors and decide their fates.

First, with a show of hands, the class should vote on a student to be the judge. Next, divide the classinto three groups: prosecution, defense, and jury. Each group should prepare its role using thefollowing criteria:

Judge: Prepare a list of questions that you feel should be asked by either party. You areresponsible for addressing these questions during the trial if they are not raised.You are also responsible for settling objections that may arise during the trial.Remember to remain objective during the proceedings.

Prosecution: The characters to be represented are Odysseus, Penelope, Telemachus, a lawyer, and witnesses to support the case. Decide on the retribution being sought; collect supporting evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court.

Defense: The characters are the suitors, represented by Antinoüs, Eurymachus, and Melanthius‚ a lawyer; and witnesses to support the defense. Build a defense against the accusations; gather evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. Also, decide what form of punishment the suitors are willing to accept.

Jury: The jury is composed of Ithacan elders, and size is determined by the amount of students left over after the other roles have been filled. As the prosecution and defense prepare, the jury should compose a list of possible sentences for the suitors, which will be voted on if the defense is found guilty. As you listen closelyto both sides, log your impressions, the essential evidence, and any observations you make for each character in the Judgment Chart.

The trial should follow modern law and proceed like a hearing of the American judicial system. Whenthe prosecution and defense have been heard, the jury must decide on a verdict, and sentenceaccordingly.

Note to Teacher: Students should base their cases on information from the book, and, if necessary, be able tocite the location of the information by chapter or page. Examples of possible lawsuits are attempted murder,treason, and theft.

Name: ________________________________ Date:_________________

Chapter XXII

Characterization

Objective: Reenacting a character’s thoughts and actions

Activity

Odysseus reveals his identity to the suitors and accuses them of treasonous behavior. The suitors begfor mercy, but Odysseus condemns and executes them.

Suppose that Odysseus, instead of killing the suitors, decides to put them on trial. As a class, act outthe trial for the suitors and decide their fates.

First, with a show of hands, the class should vote on a student to be the judge. Next, divide the classinto three groups: prosecution, defense, and jury. Each group should prepare its role using thefollowing criteria:

Judge: Prepare a list of questions that you feel should be asked by either party. You areresponsible for addressing these questions during the trial if they are not raised.You are also responsible for settling objections that may arise during the trial.Remember to remain objective during the proceedings.

Prosecution: The characters to be represented are Odysseus, Penelope, Telemachus, a lawyer, and witnesses to support the case. Decide on the retribution being sought; collect supporting evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court.

Defense: The characters are the suitors, represented by Antinoüs, Eurymachus, and Melanthius‚ a lawyer; and witnesses to support the defense. Build a defense against the accusations; gather evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. Also, decide what form of punishment the suitors are willing to accept.

Jury: The jury is composed of Ithacan elders, and size is determined by the amount of students left over after the other roles have been filled. As the prosecution and defense prepare, the jury should compose a list of possible sentences for the suitors, which will be voted on if the defense is found guilty. As you listen closelyto both sides, log your impressions, the essential evidence, and any observations you make for each character in the Judgment Chart.

The trial should follow modern law and proceed like a hearing of the American judicial system. Whenthe prosecution and defense have been heard, the jury must decide on a verdict, and sentenceaccordingly.





Judgment Chart

Prosecution Defense

Odysseus

Overall impression:

Significant points or evidence:

Observations:

Antinoüs

Overall impression:


Observations:

Penelope

Overall impression:


Observations:

Eurymachus

Overall impression:


Observations:

Name: ________________________________ Date:_________________

Judgment Chart



Prosecution Defense

Odysseus

Overall impression:


Observations:

Antinoüs

Overall impression:


Observations:

Penelope

Overall impression:


Observations:

Eurymachus

Overall impression:


Observations:



Judgment Chart (Cont.)

Prosecution Defense

Telemachus

Overall impression:


Observations:

Melanthius

Overall impression:


Observations:

Witness(es):

Names:

Overall impression:


Observations:

Witness(es):

Names:

Overall impression:


Observations:

Name: ________________________________ Date:_________________

Judgment Chart (Cont.)



Prosecution Defense

Telemachus

Overall impression:


Observations:

Melanthius

Overall impression:


Observations:

Witness(es):

Names:

Overall impression:


Observations:

Witness(es):

Names:

Overall impression:


Observations:



Chapters IX-XXII

Epic Hero

Objective: Establishing Odysseus as an epic hero

Activity

Throughout The Odyssey, Odysseus portrays the qualities of an epic hero. Although his character iscomplex and undergoes change, certain traits remain intact.

Suppose that Odysseus is being considered for the Epic Hero Award, but his qualification is beingquestioned because of a lack of witnesses to verify his story.

Divide the class into small groups to complete the Epic Hero Qualification Form. Provide twooccasions from the book where Odysseus demonstrates each required character trait. In addition,supply a witness who can verify each event, as well as an address where the witness can be reached.

Example:

Trait Occasion Witness Address

Courage Odysseus travels toHades.Agamemnon

Agamemnon 1212 Spirits Way Hades

Odysseus sails past Scylla’scrag.

Scylla 126 Monster Chasm Aegean Sea

Name: ________________________________ Date:_________________

Chapters IX-XXII

Epic Hero

Objective: Establishing Odysseus as an epic hero

Activity

Throughout The Odyssey, Odysseus portrays the qualities of an epic hero. Although his character iscomplex and undergoes change, certain traits remain intact.

Suppose that Odysseus is being considered for the Epic Hero Award, but his qualification is beingquestioned because of a lack of witnesses to verify his story.

Divide the class into small groups to complete the Epic Hero Qualification Form. Provide twooccasions from the book where Odysseus demonstrates each required character trait. In addition,supply a witness who can verify each event, as well as an address where the witness can be reached.

Example:




Courage Odysseus travels toHades.Agamemnon

Agamemnon 1212 Spirits Way Hades

Odysseus sails past Scylla’scrag.




Epic Hero Qualification FormTrait Occasion Witness Address

Cunningintellect

Odysseus tricks Polyphemus bygiving the name Noman.

Polyphemus 1 Eye Lane Cyclops Island

Odysseus disguises himself toobserve the suitors.

Telemachus 879 Royal Way Ithaca

Strength

Odysseus arms his bow, whichno other man can accomplish.

Telemachus 879 Royal Way Ithaca

Odysseus holds on to theunderbelly of a large ram toescape the Cyclops.


Courage

Odysseus allows himself to hearthe Sirens’ songs.

First mate Deceased

Odysseus sails throughCharybdis’ straight.


Confidence

Odysseus competes in thePhaeacian game against youngermen.

Alcinoüs 124 Palace Place Phaeacia

Odysseus seizes his bow, loads it,and fires the arrow withouthesitation.

Antinoüs 77 Serpent’s Way

Nobility

Odysseus shows his pride whenhe reprimands Euryalus forbeing rude.

Laodamas 298 Courtyard Drive Phaeacia

Odysseus condemns the suitorsto death for treasonous behavior.

Eumaeus 437 Pig Pen Place Ithaca

Seeks notoriety

While sailing away, Odysseus, inorder to get credit for his escape,boastfully yells his name to theCyclops.


Odysseus proudly tells thePhaeacians about his adventures.

Alcinoüs 124 Palace Place Phaeacia

Name: ________________________________ Date:_________________

Epic Hero Qualification Form




Cunningintellect

Strength

Courage

Confidence

Nobility

Seeks notoriety



Chapter XXIII

Interpreting Homer

Objective: Interpreting Homer’s language

Activity

The Odyssey contains archaic language that, at times, may be difficult to understand.

The following excerpts are taken from the scene in which Penelope and Odysseus are reunited. Imagine how thecharacters must feel after being separated for twenty years, and the emotions each is feeling.

With this scenario in mind, rewrite the following quotations in modern English. Note to Teacher: Answers willvary. Examples are provided.

1. Penelope to nurse:

Why should you thus mock me when I have trouble enough already—talkingsuch nonsense, and waking me up out of a sweet sleep that had taken possessionof my eyes and closed them? I have never slept so soundly from the day my poorhusband went to that city with the ill-omened name. Go back into the women’sroom; if it had been anyone else who had woke me up to bring me such absurdnews I should have sent her away with a severe scolding. As it is your age shallprotect you. (Pg. 233)

Did you have to wake me up for this? I was sound asleep—something I haven’t done since my husband wentaway. Just leave me alone and go back downstairs. You’re lucky that you’re old. If anyone else pulled this stunt, Iwouldn’t have been so nice.

2. Nurse to Penelope:

Then nurse Euryclea said, “My child, what are you talking about? but you wereall hard of belief and have made up your mind that your husband is never com-ing, although he is in the house and by his own fire side at this very moment.Besides I can give you another prood; when I was watching him I perceived thescar which the wild boar gave him, and I wanted to tell you about it, but in hiswisdom he would not let me, and clapped his hands over my mouth; so comewith me and I will make this bargain with you—if I am deceiving you, you mayhave me killed by the most cruel death you can think of. (Pg. 234)

Penelope, what are you talking about? How can you say your husband will never return when he is in thehouse? You never do believe me. I know what I’m talking about. I saw the scar on his leg that he got from theboar. I couldn’t tell you, though, because he made me promise not to say anything, even to you. Come with meand I’ll show you. Just see if I’m lying.

Name: ________________________________ Date:_________________

Chapter XXIII

Interpreting Homer

Objective: Interpreting Homer’s language

Activity

The Odyssey contains archaic language that, at times, may be difficult to understand.

The following excerpts are taken from the scene in which Penelope and Odysseus are reunited. Imaginehow the characters must feel after being separated for twenty years, and the emotions each is feeling.

With this scenario in mind, rewrite the following quotations in modern English.

1. Penelope to nurse:

Why should you thus mock me when I have trouble enough already—talkingsuch nonsense, and waking me up out of a sweet sleep that had taken possessionof my eyes and closed them? I have never slept so soundly from the day my poorhusband went to that city with the ill-omened name. Go back into the women’sroom; if it had been anyone else who had woke me up to bring me such absurdnews I should have sent her away with a severe scolding. As it is your age shallprotect you. (Pg. 233)

2. Nurse to Penelope:

Then nurse Euryclea said, “My child, what are you talking about? but you wereall hard of belief and have made up your mind that your husband is never com-ing, although he is in the house and by his own fire side at this very moment.Besides I can give you another prood; when I was watching him I perceived thescar which the wild boar gave him, and I wanted to tell you about it, but in hiswisdom he would not let me, and clapped his hands over my mouth; so comewith me and I will make this bargain with you—if I am deceiving you, you mayhave me killed by the most cruel death you can think of. (Pg. 234)





3. Penelope to Odysseus:

“Do not be angry with me Odysseus,” she cried, “you, who are the wisest ofmankind. We have suffered, both of us. Heaven has denied us the happiness ofspending our youth, and of growing old, together; do not then be aggrieved ortake it amiss that I did not embrace you thus as soon as I saw you. I have beenshuddering all the time through fear that someone might come here and deceiveme with a lying story; for there are many very wicked people going about.” (Pg. 237)

Odysseus, don’t be mad at me! We’ve been through so much. All these years that we’ve beenseparated—the best years of our lives are gone. I’m sorry that I doubted you, but you have tounderstand. So much time has passed, and I was scared that someone was just trying to trick me.

4. Odysseus to Penelope:

At last, however, Odysseus said, “Wife, we have not yet reached the end of ourtroubles. I have an unknown amount of toil still to undergo. It is long and diffi-cult, but I must go through with it, for thus the shade of Teiresias prophesiedconcerning me, on the day when I went down into Hades to ask about my returnand that of my companions. But now let us go to bed, that we may lie down andenjoy the blessed boon of sleep.” (Pg. 237)

Our troubles aren’t over yet; I still have one more task to complete. It won’t be easy, but Teiresias toldme that it had to be done. I saw him in Hades when I was trying to get information about my trip. Idon’t want to talk about it now, though. Lets go to bed.


“Wife, we have both of us had our full share of troubles, you, here, in lamentingmy absence, and I in being prevented from getting home though I was longing allthe time to do so. Now, however, that we have at last come together, take care ofthe property that is in the house. As for the sheep and goats which the wickedsuitors have eaten, I will take many myself by force from other people, and willcompel the Achaeans to make good the rest till they have filled all my yards. I amnow going to the wooded lands out in the country to see my father who has solong been grieved on my account, and to yourself I will give these instructions,though you have little need of them. At sunrise it will at once get abroad that Ihave been killing the suitors; go upstairs, therefore, and stay there with yourwomen. See nobody and ask no questions.” (Pg. 239)

Sweetheart, fate has been cruel to us these last few years. You had to stay here, wondering if I wasalive or dead; and I had the worst time trying to get home. Now we’re together again, and we mustprotect whatever money we have left. Don’t worry about the stock—I can easily replenish it with helpfrom our neighbors. Right now I need to go visit my father, who has been sick with worry since I’vebeen gone. Listen to me, though. News will spread quickly about what I’ve done to the men. You need tolay low. Go upstairs with your servants, and stay there until I either send word or return. Don’t talk toanyone about what has happened.

Name: ________________________________ Date:_________________

3. Penelope to Odysseus:

“Do not be angry with me Odysseus,” she cried, “you, who are the wisest ofmankind. We have suffered, both of us. Heaven has denied us the happiness ofspending our youth, and of growing old, together; do not then be aggrieved ortake it amiss that I did not embrace you thus as soon as I saw you. I have beenshuddering all the time through fear that someone might come here and deceiveme with a lying story; for there are many very wicked people going about.” (Pg. 237)


At last, however, Odysseus said, “Wife, we have not yet reached the end of ourtroubles. I have an unknown amount of toil still to undergo. It is long and diffi-cult, but I must go through with it, for thus the shade of Teiresias prophesiedconcerning me, on the day when I went down into Hades to ask about my returnand that of my companions. But now let us go to bed, that we may lie down andenjoy the blessed boon of sleep.” (Pg. 237)


“Wife, we have both of us had our full share of troubles, you, here, in lamentingmy absence, and I in being prevented from getting home though I was longing allthe time to do so. Now, however, that we have at last come together, take care ofthe property that is in the house. As for the sheep and goats which the wickedsuitors have eaten, I will take many myself by force from other people, and willcompel the Achaeans to make good the rest till they have filled all my yards. I amnow going to the wooded lands out in the country to see my father who has solong been grieved on my account, and to yourself I will give these instructions,though you have little need of them. At sunrise it will at once get abroad that Ihave been killing the suitors; go upstairs, therefore, and stay there with yourwomen. See nobody and ask no questions.” (Pg. 239)





Chapters XV-XXIV

Motif

Objective: Identifying motifs that contribute to theme

Activity

Several motifs become more apparent once Odysseus returns to his native land.

In order to identify a motif, various factors must be considered. For example, give attention to theactions, dialogue, and incidents that take place in The Odyssey. A motif is usually easier to identifyafter the book has been completed because the reader may then draw connections or identifyrepetitious events.

Three motifs from The Odyssey are listed in the Motif Chart. Become familiar with these motifs byreading the examples that are supplied. As you read, look for and list any behavior, dialogue, or eventthat represents a motif. You may find an answer that relates to the motif but does not fit the examplesgiven.

Write a brief description of each event in the column provided, and record the chapter in the middlecolumn. Locate at least five events for each motif, but feel free to list more than five events.

One example of each motif is provided.

Note to Teacher: The chapters contain several events for each motif, so answers will vary.

Name: ________________________________ Date:_________________

Chapters XV-XXIV

Motif

Objective: Identifying motifs that contribute to theme

Activity

Several motifs become more apparent once Odysseus returns to his native land.

In order to identify a motif, various factors must be considered. For example, give attention to theactions, dialogue, and incidents that take place in The Odyssey. A motif is usually easier to identifyafter the book has been completed because the reader may then draw connections or identifyrepetitious events.

Three motifs from The Odyssey are listed in the Motif Chart. Become familiar with these motifs byreading the examples that are supplied. As you read, look for and list any behavior, dialogue, or eventthat represents a motif. You may find an answer that relates to the motif but does not fit the examplesgiven.

Write a brief description of each event in the column provided, and record the chapter in the middlecolumn. Locate at least five events for each motif, but feel free to list more than five events.

One example of each motif is provided.





Motif ChartMotif Chapter Description of Event

Deception

Examples:

Storytelling

Disguises Lies

FalseImpressions

Trickery

XXI

XVI

XV-XX

XXIV

XXIV

XIX

Antinoüs feigns anger towards the suitors for being eager to try thebow, when he is also eager.

Eurymachus tells Penelope that no one plans to harm Telemachus.

Odysseus disguises himself as a beggar.

Athene disguises herself as Mentor.

Odysseus hides his identity from his father.

Odysseus hides his identity from Penelope.

Loyalty

Examples:

Servant toMaster

Husband andWife

Human to Deity

XXI

XXI

XIX

XIX

XV

XXIV

XXII

XXI

Eumaeus claims loyalty to Odysseus.

The neatherd claims loyalty to Odysseus.

The maid, Eurycleia, keeps Odysseus’ disguise a secret.

Penelope is faithful to her husband.

Eumaeus loyally serves Telemachus.

Odysseus obeys Athene.

Telemachus follows his father in the revolt against the suitors.

The suitors follow Antinoüs.

Parent-ChildRelationships

Examples:

Parent-ChildInteraction

Fatherly Figures

MotherlyFigures

XV

XVI

XXI

XXIV

XXIV

XIX

Eumaeus is a father figure to Telemachus.

Odysseus and Telemachus are reunited.

Penelope respects her son as the decision maker in the household.

Laërtes is depressed by his son’s absence; they are joyfully reunited.

Athene obeys her father, Zeus.

Odysseus calls the maid, Eurycleia, mother because she raised him.

Name: ________________________________ Date:_________________

Motif Chart



Motif Chapter Description of Event

Deception

Examples:

Storytelling

Disguises Lies

FalseImpressions

Trickery

XXI Antinoüs feigns anger towards the suitors for being eager to try thebow, when he is also eager.

Loyalty

Examples:

Servant toMaster

Husband andWife

Human to Deity

XXI Eumaeus claims loyalty to Odysseus.

Parent-ChildRelationships

Examples:

Parent-ChildInteraction

Fatherly Figures

MotherlyFigures

XV Eumaeus is a father figure to Telemachus.



Chapters XIV-XXIV

Chapter Titles

Objective: Revising chapter titles

Activity

The chapter titles in The Odyssey directly state the action of each chapter. Imagine, however, thatHomer is a contemporary writer, and he has brought The Odyssey to your company for publication. Youare pleased with his work, but you feel that changing the chapter titles will further enhance the book.

Rewrite the titles for chapters XIV-XXIV. The new title may summarize the chapter, highlight aparticular scene, or focus on a prominent theme or concept in the chapter.

Note to Teacher: Chapter titles will vary. Students can extend this activity by writing a one-page alternateending to one of the chapters.

For example:

Chapter XIII:“The Final Stretch”

Name: ________________________________ Date:_________________

Chapters XIV-XXIV

Chapter Titles

Objective: Revising chapter titles

Activity

The chapter titles in The Odyssey directly state the action of each chapter. Imagine, however, thatHomer is a contemporary writer, and he has brought The Odyssey to your company for publication. Youare pleased with his work, but you feel that changing the chapter titles will further enhance the book.

Rewrite the titles for chapters XIV-XXIV. The new title may summarize the chapter, highlight aparticular scene, or focus on a prominent theme or concept in the chapter.

For example:

Chapter XIII:“The Final Stretch”





Provide chapter titles in the spaces provided:

Chapter XIV:

Chapter XV:

Chapter XVI:

Chapter XVII:

Chapter XVIII:

Chapter XIX:

Chapter XX:

Chapter XXI:

Chapter XXII:

Chapter XXIII:

Chapter XXIV:

Name: ________________________________ Date:_________________

Provide chapter titles in the spaces provided:

Chapter XIV:

Chapter XV:

Chapter XVI:

Chapter XVII:

Chapter XVIII:

Chapter XIX:

Chapter XX:

Chapter XXI:

Chapter XXII:

Chapter XXIII:

Chapter XXIV:





Wrap-up

PlotCreative Writing

Objective: Modernizing The Odyssey and adapting it to film

Activity

The Odyssey is a fantastic story containing monsters, gods, and glorious heroes. It has been modifiedand put on film numerous times, and now it is your turn.

Imagine that you are a director who has been commissioned to produce a sensational version of TheOdyssey. The movie may be set in the past, present, or future, and the script will be in modern English.Your adaptation should resemble the original storyline, but certain changes are necessary to create aunique movie. The changes are:

• Create a new title• Choose a different setting• Redesign the main characters• Change Odysseus to a female character and Penelope to a male character

Write a synopsis of your movie.

Name: ________________________________ Date:_________________

Wrap-up

PlotCreative Writing

Objective: Modernizing The Odyssey and adapting it to film

Activity

The Odyssey is a fantastic story containing monsters, gods, and glorious heroes. It has been modifiedand put on film numerous times, and now it is your turn.

Imagine that you are a director who has been commissioned to produce a sensational version of TheOdyssey. The movie may be set in the past, present, or future, and the script will be in modern English.Your adaptation should resemble the original storyline, but certain changes are necessary to create aunique movie. The changes are:

• Create a new title• Choose a different setting• Redesign the main characters• Change Odysseus to a female character and Penelope to a male character

Write a synopsis of your movie.





Wrap-up

Song Writing

Objective: Writing and performing a song that summarizes The Odyssey

Activity

Men revere the bard, Demodocus, for his musical talent. Demodocus entertains the Phaeacian courtwith songs about Odysseus, Agamemnon, the gods, and the battle at Troy. His songs not only entertainaudiences, but they also help spread popular tales and myths of the time.

Divide the class into groups. As a group, choose a popular song tune that everyone is familiar with.Compose a poem about The Odyssey that is set in rhythm with the tune. The poem should encompassthe entire epic, highlighting the major events and characters. Create a copy of the song for eachmember of the group, and practice singing it together.

Each group will perform its song in front of the class.

Note to Teacher: Consider using a video camera to record the groups so that they may see theirperformances.

Name: ________________________________ Date:_________________

Wrap-up

Song Writing

Objective: Writing and performing a song that summarizes The Odyssey

Activity

Men revere the bard, Demodocus, for his musical talent. Demodocus entertains the Phaeacian courtwith songs about Odysseus, Agamemnon, the gods, and the battle at Troy. His songs not only entertainaudiences, but they also help spread popular tales and myths of the time.

Divide the class into groups. As a group, choose a popular song tune that everyone is familiar with.Compose a poem about The Odyssey that is set in rhythm with the tune. The poem should encompassthe entire epic, highlighting the major events and characters. Create a copy of the song for eachmember of the group, and practice singing it together.

Each group will perform its song in front of the class.





Wrap-up

Crossword Puzzle

Objective: Utilizing knowledge of The Odyssey to complete a crossword puzzle

Activity

Complete the crossword puzzle using characters, places, and events from The Odyssey.

1E U M

2A E U ST 3L A E R 4T E SH E

5H E R M E S

6M E

7N E L A U

8S

N E E C9P H A E A C

10I A

11H A D E S M Y

R T A LU

12I O C L

13P 14A 15S C 16A R T R H A17B O W G N H U

S A T18D I S

19C U S

20Z

E M I C A E21C I R C E N A L

22L U

D23M E N T O R

24C Y C L O P S

O N U P T25P E N E L O P E 26S I R E N S U

N O S

Across

1 the swineherd3 Odysseus' father5 the Speedy-comer6 captures the old man of the sea9 the last place Odysseus visits before

returning home11 Odysseus goes here to consult Teiresias15 Eurycleia recognizes Odysseus by this17 Odysseus used this to kill the suitors18 Odysseus throws this after he is mocked in a game21 traps the men in pig sties23 Odysseus' friend who was left in charge of

the home24 Odysseus blinds this creature25 Odysseus' wife26 they cast spells with their songs

Down

2 Goddess who aids Odysseus throughout his journey

4 Odysseus ' son7 the Gerenian horseman8 monster that dwells in a cave and eats men10 this beggar fights Odysseus12 Odysseus' native land13 the Land-shaker14 his spirit warns Odysseus against women16 leader of the suitors19 nymph who holds Odysseus captive20 Ruler of the Gods22 flowery plant that makes men forgetful

Name: ________________________________ Date:_________________

Wrap-up

Crossword Puzzle

Objective: Utilizing knowledge of The Odyssey to complete a crossword puzzle

Activity

Complete the crossword puzzle using characters, places, and events from The Odyssey.



1 2

3 4

5 6 7 8

9 10 11

12

13 14 15 16

17

18 19 20

21 22

23 24

25 26

Across

1 the swineherd3 Odysseus' father5 the Speedy-comer6 captures the old man of the sea9 the last place Odysseus visits before

returning home11 Odysseus goes here to consult Teiresias15 Eurycleia recognizes Odysseus by this17 Odysseus used this to kill the suitors18 Odysseus throws this after he is mocked in a game21 traps the men in pig sties23 Odysseus' friend who was left in charge of

the home24 Odysseus blinds this creature25 Odysseus' wife26 they cast spells with their songs

Down

2 Goddess who aids Odysseus throughout his journey

4 Odysseus ' son7 the Gerenian horseman8 monster that dwells in a cave and eats men10 this beggar fights Odysseus12 Odysseus' native land13 the Land-shaker14 his spirit warns Odysseus against women16 leader of the suitors19 nymph who holds Odysseus captive20 Ruler of the Gods22 flowery plant that makes men forgetful



Wrap-up

Sequel

Objective: Writing creatively

Activity

During his trip to Hades, Teiresias of Thebes informs Odysseus that his journey will continue afterreaching Ithaca. Teiresias explains Odysseus’ fate:

“…after you have killed them by force or fraud in your own house, you must take a well madeoar and carry it on and on, till you come to a country where the people have never heard of thesea and do not even mix salt with their food, nor do they know anything about ships, and oarsthat are as the wings of a ship. I will give you this certain token which cannot escape yournotice. A wayfarer will meet you and will say it must be a winnowing shovel that you have gotupon your shoulder; on this you must fix the oar in the ground and sacrifice a ram, a bull, and aboar to Poseidon. Then go home and offer hecatombs to all the gods in heaven one after theother. As for yourself, death shall come to you from the sea, and your life shall ebb away verygently when you are full of years and peace of mind, and your people shall bless you. (Pg. 117)

Write a one-page summary of the sequel to The Odyssey. Create details to fill in the storyline given byTeiresias, and add any new details or characters that you believe will enhance the tale. Remember tomaintain the same setting, time period, and essential characters from The Odyssey.

Note to Teacher: To develop this activity further, have students write the sequel as a short story.

Name: ________________________________ Date:_________________

Wrap-up

Sequel

Objective: Writing creatively

Activity

During his trip to Hades, Teiresias of Thebes informs Odysseus that his journey will continue afterreaching Ithaca. Teiresias explains Odysseus’ fate:

“…after you have killed them by force or fraud in your own house, you must take a well madeoar and carry it on and on, till you come to a country where the people have never heard of thesea and do not even mix salt with their food, nor do they know anything about ships, and oarsthat are as the wings of a ship. I will give you this certain token which cannot escape yournotice. A wayfarer will meet you and will say it must be a winnowing shovel that you have gotupon your shoulder; on this you must fix the oar in the ground and sacrifice a ram, a bull, and aboar to Poseidon. Then go home and offer hecatombs to all the gods in heaven one after theother. As for yourself, death shall come to you from the sea, and your life shall ebb away verygently when you are full of years and peace of mind, and your people shall bless you. (Pg. 117)

Write a one-page summary of the sequel to The Odyssey. Create details to fill in the storyline given byTeiresias, and add any new details or characters that you believe will enhance the tale. Remember tomaintain the same setting, time period, and essential characters from The Odyssey.





Wrap-up

Creative Design

Objective: Creating a book cover for The Odyssey

Activity

Book jackets are an essential part of marketing a book because the jacket is the first thing that a readersees. The cover may be the only reason that a reader looks over a book.

Divide the class into small groups. Each group is to design a book jacket for The Odyssey. Artisticallyinclined students should create an illustration for the cover; however, the group should agree upon thesubject matter for the cover. There are numerous scenes from which to choose. Graphics may be handsketched, computer generated, or a combination of both. Be creative in producing a picture that grabsthe reader’s attention. Also, remember to include the title and author’s name on the cover.

The remaining students in the group should compose the back cover by writing a summary of thebook. The abstract should highlight key events and characters from The Odyssey. Consider the type ofreaders you wish to target and write to appeal to that group. Remember, write enough to createcuriosity without revealing too much of the book.

When the front and back covers are complete, assemble the pieces to make the completed jacket. Eachgroup should then present its work.

Note to Teacher: To extend this activity, have students create a book jacket for a sequel.

Name: ________________________________ Date:_________________

Wrap-up

Creative Design

Objective: Creating a book cover for The Odyssey

Activity

Book jackets are an essential part of marketing a book because the jacket is the first thing that a readersees. The cover may be the only reason that a reader looks over a book.

Divide the class into small groups. Each group is to design a book jacket for The Odyssey. Artisticallyinclined students should create an illustration for the cover; however, the group should agree upon thesubject matter for the cover. There are numerous scenes from which to choose. Graphics may be handsketched, computer generated, or a combination of both. Be creative in producing a picture that grabsthe reader’s attention. Also, remember to include the title and author’s name on the cover.

The remaining students in the group should compose the back cover by writing a summary of thebook. The abstract should highlight key events and characters from The Odyssey. Consider the type ofreaders you wish to target and write to appeal to that group. Remember, write enough to createcuriosity without revealing too much of the book.

When the front and back covers are complete, assemble the pieces to make the completed jacket. Eachgroup should then present its work.





Wrap-up

Essay

Objective: Writing a comprehensive essay

Activity

On separate paper, write a one-page response to four of the following topics.

Note to Teacher: Answers will vary.

1. Odysseus’ character changes as the book progresses. Discuss how his character grows andmatures, and give examples to support your view.

2. Women play an important role in The Odyssey. Choose three female characters and discuss howeach character influences Odysseus. For example, how does each woman help or hinderOdysseus?

3. Choose two significant themes from The Odyssey. State and evaluate the themes.

4. Explain how the suitors conflict with the heroic ideals that Odysseus displays.

5. Compare and contrast Telemachus and Odysseus.

6. Consider the various epithets that are assigned to characters in The Odyssey, such as “godlike”Odysseus, “discreet” Telemachus, and “heedful” Penelope. Discuss the functions of these labels.How are the descriptions appropriate for the characters to which they are assigned? When, if ever,are the labels misleading?

7. Discuss whether or not you think the suitors’ deaths are justified. Support your viewpoint withevidence from the text.

Name: ________________________________ Date:_________________

Wrap-up

Essay

Objective: Writing a comprehensive essay

Activity

On separate paper, write a one-page response to four of the following topics.

1. Odysseus’ character changes as the book progresses. Discuss how his character grows andmatures, and give examples to support your view.

2. Women play an important role in The Odyssey. Choose three female characters and discuss howeach character influences Odysseus. For example, how does each woman help or hinderOdysseus?

3. Choose two significant themes from The Odyssey. State and evaluate the themes.

4. Explain how the suitors conflict with the heroic ideals that Odysseus displays.

5. Compare and contrast Telemachus and Odysseus.

6. Consider the various epithets that are assigned to characters in The Odyssey, such as “godlike”Odysseus, “discreet” Telemachus, and “heedful” Penelope. Discuss the functions of these labels.How are the descriptions appropriate for the characters to which they are assigned? When, if ever,are the labels misleading?

7. Discuss whether or not you think the suitors’ deaths are justified. Support your viewpoint withevidence from the text.





Wrap-up

Quiz

Objective: Testing knowledge of The Odyssey

Activity

Circle the answer for each question.

1. Telemachus travels to Pylos toA. find a husband for his mother.B. collect his father’s treasures from Troy.C. search for information on his father’s whereabouts.D. ask his grandfather for advice.E. Both A and C.

2. Telemachus leaves Ithaca with Athene, who is disguised as A. Mentor.B. Menelaus.C. Eumaeus.D. Helen.E. Antinoüs.

3. The name of Menelaus’ brother, who was slaughtered by his wife, isA. Nestor.B. Mentor.C. Hermes.D. Teiresias.E. Agamemnon.

4. Calypso releases Odysseus at the bidding ofA. Hermes.B. Penelope.C. Athene.D. Zeus.E. Poseidon.

5. Odysseus escapes from Polyphemus’ cave by A. disguising himself as a cow.B. hiding in a haystack.C. receiving help from the neighboring Cyclops.D. hanging underneath a ram.E. promising Polyphemus gold for his release.

Name: ________________________________ Date:_________________

Wrap-up

Quiz

Objective: Testing knowledge of The Odyssey

Activity

Circle the answer for each question.

1. Telemachus travels to Pylos toA. find a husband for his mother.B. collect his father’s treasures from Troy.C. search for information on his father’s whereabouts.D. ask his grandfather for advice.E. Both A and C.

2. Telemachus leaves Ithaca with Athene, who is disguised as A. Mentor.B. Menelaus.C. Eumaeus.D. Helen.E. Antinoüs.

3. The name of Menelaus’ brother, who was slaughtered by his wife, isA. Nestor.B. Mentor.C. Hermes.D. Teiresias.E. Agamemnon.

4. Calypso releases Odysseus at the bidding ofA. Hermes.B. Penelope.C. Athene.D. Zeus.E. Poseidon.

5. Odysseus escapes from Polyphemus’ cave by A. disguising himself as a cow.B. hiding in a haystack.C. receiving help from the neighboring Cyclops.D. hanging underneath a ram.E. promising Polyphemus gold for his release.





6. Odysseus’ crew resists the sirens’ songs byA. sailing around the island where they live.B. plugging their ears with wax.C. locking themselves in the captain’s quarters.D. asking Poseidon for help.E. asking Athene for help.

7. Odysseus’ ship and crew are destroyed becauseA. the crew kills the Sun’s kine.B. Odysseus blinds Polyphemus.C. Calypso is upset that Odysseus leaves her.D. Athene loses a bet with Poseidon.E. the crew insults Hermes.

8. Poseidon punishes the Phaeacians for assisting Odysseus byA. destroying their harbors.B. flooding their city.C. turning their ship into stone.D. kidnapping the king’s daughter.E. None of the above.

9. Odysseus conceals the massacre of the suitors byA. bringing a carnival to town.B. holding a feast for the townspeople.C. performing a theatrical production.D. burning down his house.E. feigning a wedding celebration.

10. Penelope verifies Odysseus’ identity by testing him onA. his bow.B. their bed.C. Telemachus.D. Laërtes.E. the kingdom.

Name: ________________________________ Date:_________________

6. Odysseus’ crew resists the sirens’ songs byA. sailing around the island where they live.B. plugging their ears with wax.C. locking themselves in the captain’s quarters.D. asking Poseidon for help.E. asking Athene for help.

7. Odysseus’ ship and crew are destroyed becauseA. the crew kills the Sun’s kine.B. Odysseus blinds Polyphemus.C. Calypso is upset that Odysseus leaves her.D. Athene loses a bet with Poseidon.E. the crew insults Hermes.

8. Poseidon punishes the Phaeacians for assisting Odysseus byA. destroying their harbors.B. flooding their city.C. turning their ship into stone.D. kidnapping the king’s daughter.E. None of the above.

9. Odysseus conceals the massacre of the suitors byA. bringing a carnival to town.B. holding a feast for the townspeople.C. performing a theatrical production.D. burning down his house.E. feigning a wedding celebration.

10. Penelope verifies Odysseus’ identity by testing him onA. his bow.B. their bed.C. Telemachus.D. Laërtes.E. the kingdom.




APPENDIX

Terms and Definitions

Characterization - the methods, incidents, speech, etc., an author uses to reveal the people in the book.Characterization is depicted by what the person says, what others say, and by his or her actions.

Culture - the ideas, customs, beliefs, skills, etc., of a given people at a given period of time.

Dialogue - conversation between two or more characters.

Epic Hero - a man (very rarely a woman) who seems to conquer most problems he encounters, andwho is usually protected by or descended from gods but does not possess any god-like powershimself. Example: Odysseus in The Odyssey.

Epithet - an adjective or phrase that emphasizes a character’s personality by referring to the attributespossessed by another person or thing. These epithets help the reader understand importantcharacteristics of the people. Example: “Achilles the invincible.” The “Homeric epithet” is aphrase, usually a compound adjective, which serves the same purpose and is frequently appliedto objects as well as humans. Examples: “rosy-fingered Dawn”; “the wine-dark sea.”

Inference - the act of drawing a conclusion that is not actually stated by the author. Example: In ThePigman, John and Lorraine are writing a “memorial epic” about Mr. Pignati. Therefore, the readermay logically assume that Mr. Pignati dies in the book.

Irony - a perception of inconsistency, sometimes humorous, in which the significance and understand-ing of a statement or event is changed by its context. Example: The firehouse burned down.• Dramatic Irony - the audience or reader knows more about a character’s situation than the

character does and knows that the character’s understanding is incorrect. Example: In Medea,Creon asks, “What atrocities could she commit in one day?” The reader, however, knowsMedea will destroy her family and Creon’s by day’s end.

• Structural Irony – the use of a naïve hero, whose incorrect perceptions differ from the reader’scorrect ones. Example: Huck Finn.

• Verbal Irony - a discrepancy between what is said and what is really meant; sarcasm. Example:A large man whose nickname is “Tiny.”

Motif - a situation, incident, idea, or image that is repeated significantly in a literary work. Examples:In Hamlet, revenge is a frequently repeated idea. In The Catcher in the Rye, Holden continuallycomments on the phoniness of people he meets.

Plot - the pattern of events in a literary work; what happens.

Point of View - the position or vantage point, determined by the author, from which the story seems tocome to the reader. The two most common points of view are First-person and Third-person.Examples: First-person point of view occurs in The Adventures of Huckleberry Finn; the readerreceives all information through Huck’s eyes. An example of third-person point of view isDickens’ Hard Times, in which the narrator is not a character in the book.


Setting - when and where the short story, play, or novel takes place. Examples: Macbeth takes place inthe eleventh century in Scotland. The Old Man and the Sea has its main setting on the ocean out-side Havana, Cuba, in an unspecified time in the middle-to-late 20th-century.

Simile - a comparison between two different things using either like or as. Examples: I am as hungryas a horse. The huge trees broke like twigs during the hurricane.

Style - the way an author chooses and uses words, phrases, and sentences to tell the story. Forexample, in an action/adventure story, the author may use simple words and short, choppysentences, because this style moves the story along quickly. In a story about a college professor,the same author may choose to use polysyllabic, unfamiliar words, and long, convolutedsentences.

Theme - the central or dominant idea behind the story; the most important aspect that emerges fromhow the book treats its subject. Sometimes theme is easy to see, but, at other times, it may bemore difficult. Theme is usually expressed indirectly, as an element the reader must figure out. Itis a universal statement about humanity, rather than a simple statement dealing with plot orcharacters in the story. Themes are generally hinted at through different methods: a phrase orquotation that introduces the novel, a recurring element in the book, or an observation madethat is reinforced through plot, dialogue, or characters. It must be emphasized that not all worksof literature have themes in them. Example: In a story about a man who is diagnosed with cancerand, through medicine and will-power, returns to his former occupation, the theme might be:“Real courage is demonstrated through internal bravery and perseverance.” In a poem about aflower that grows, blooms, and dies, the theme might be: “Youth fades, and death comes to all.”


SMALL GROUP LEARNING

Small Group Learning is defined as two to five students working together for a common goal. For it to besuccessful, three basic elements must be present.

1. SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills, donot participate as effectively as they might in small group work. Like any other skill, those neededfor group work must be identified, practiced, and reinforced. To this end, we have included a SocialSkills Behavior Checklist which we will ask you to use to rate your group. At this time, please readthe related objectives listed below.

Social-Behavioral Objectives1. Everyone is addressed by his or her first name.2. Everyone speaks quietly in order not to disturb other groups.3. No one ever uses put-downs or name calling. 4. Everyone is always physically and mentally part of the group. The following are

prohibited and may result in the group’s grade being lowered:A. Putting one’s head down on the desk.B. Reading or working on unrelated items.C. Moving about the room or talking to members of other groups.

5. Everyone is encouraged to participate and does participate.6. Everyone offers praise and encouragement.7. Everyone recognizes that on some points of opinion two equally valid points of view can

be supported.8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the

strength of the facts that support it.

Social-Intellectual Objectives9. Ideas are discussed aloud.10. Ideas are summarized.11. Clarification is asked for and received.12. Explanations are given until everyone understands.13. Ideas, not people, are criticized.14. Difficult ideas are paraphrased.15. Multiple points of view are examined.16. Work is organized within available time and available resources. 17. Questions are asked and answered satisfactorily.18. Ideas are examined, elaborated on, and pulled together.19. Reasons and rationale are asked for and provided.20. Conclusions are challenged with new information.21. Ideas are created in brainstorming.


2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part ofthe students “that we are all in this together; we either sink or swim as a group.” In terms of thisunit, it may mean that everyone in the group will share the group grade on the project, whether itis an “A” or an “F.”

3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how wellthe students have mastered the objectives being taught. Therefore, you must understand that thesmall group process, while it is more fun than other methods, is serious business. At the conclusionof this unit, a test may be used to evaluate how well each individual has mastered the objectives.As a consequence, the student who slacks off in the group or in his homework not only lets thegroup down, but also hurts him or herself.


PROCEDURES FOR SMALL GROUP WORK

As well as mastery of content and concepts, grades will be based on the demonstration of the followingskills.

1. Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from multiplepoints of view and critically probe for strengths and weaknesses.

2. Group Social Skills – Before anything else can be mastered, the small group must functioneffectively as a learning unit, which makes the mastery of these skills the first priority.

Linguistic-Intellectual Examples of these skills in actionSkills to be Demonstrated

Explaining It seems to me… One way of looking at it…How does everyone feel about…The idea that…

Encouraging What’s your idea?I didn’t think of that.Good idea!That helps.Good; go on with that thought.

Clarifying Let’s put it this way...Perhaps if we draw a chart...It may mean that....How does this sound...Where does this lead us?

Elaborating That’s right and it also may include...Another instance of that is when...A point we might also include...

Qualifying I agree with your premise, but...I see it leading somewhere else...That is one reason, but it may also...I agree with the examples, but I come to a different conclusion.Does that conclusion hold up in every instance?

Questioning Why do you say that?What is the proof for that conclusion?Is that a valid generalization?How did you reach that point?

Disagreeing It seems to me there could be a different reason.But looking at it from his point of view...We may be jumping to a conclusion without looking at all the facts.Here’s another way of looking at it...


SMALL GROUP EVALUATION SHEET

Social-Behavioral Skills in our group Poor Good

1. Everyone is addressed by his or her first name. 1 2 3 4 5

2. Everyone speaks quietly. (If one group gets loud, other groups 1 2 3 4 5

get louder to hear each other.)

3. No one ever uses put-downs or name calling. 1 2 3 4 5

4. Everyone is always physically and mentally part of the group. 1 2 3 4 5

5. Everyone is encouraged to and does participate. 1 2 3 4 5

6. Everyone offers praise and encouragement. 1 2 3 4 5

7. Everyone recognizes that on some opinions, two 1 2 3 4 5

equally valid points of view can be supported.

8. Everyone also recognizes, however, that the worth of an idea 1 2 3 4 5

(opinion) depends on the strength of the facts that support it.

Social-Intellectual Skills in our group

9. Ideas are examined and discussed aloud. 1 2 3 4 5

10. Ideas are summarized. 1 2 3 4 5

11. Clarification is asked for and received. 1 2 3 4 5

12. Explanations are given until everyone understands. 1 2 3 4 5

13. Ideas, not people, are criticized. 1 2 3 4 5

14. Difficult ideas are paraphrased. 1 2 3 4 5

15. Multiple points of view are examined. 1 2 3 4 5

16. Work is organized within available time and available resources. 1 2 3 4 5

17. Questions are asked and answered satisfactorily. 1 2 3 4 5

18. Ideas are examined, elaborated on, and pulled together. 1 2 3 4 5

19. Reasons and rationales are asked for and provided. 1 2 3 4 5

20. Conclusions are challenged with new information. 1 2 3 4 5

21. Ideas are created in brainstorming. 1 2 3 4 5

______________Total Score


STUDENT ROLES IN GROUP DISCUSSIONS

1. Reader: The reader’s job is to read the questions aloud and to be sure everyone knows the meaningof unfamiliar words and understands the questions.

2. Recorder: The recorder takes notes and is responsible for writing down the group’s final answers.

3. Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individualswhen they get too loud and for keeping track of the time. Because of a concern for finishing theproject on time, the monitor will be the one to get the students back on task when they stray orget bogged down on one point.

4. Checker and Encourager: This person’s chief responsibility is to encourage all members tocontribute, to compliment when appropriate, and to remind everyone of the necessity of avoidingname calling and/or put-downs.


Directions for Interviews

Planning in Small Groups

First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decidewhat you want to use as your specific questions.

Second, anticipate what the person being interviewed will answer. Use as many quotations from thetext as possible. The answers should be consistent with things the character or narrative text says.

Finally, plan the interviewer’s summary remark. Try to explain how the information in thequestions/answers relates to the plot in general and thematic ideas of the novel.


Dramatization of Scenes in the Novel

Drama: Drama according to Aristotle is “imitated human action” presented through dialogue meant toinstruct or entertain.

Dramatic Monologue: A person speaks to a silent audience, revealing an aspect of his or her character,expressing a viewpoint.

Comments: Often, sections of literary works seem to portray intense or captivating interaction,drama, between characters. While reading, visualize how the characters move in terms of theirgestures and in relation to each other. See them touching each other or backing away. Hear the tonesin their voices and the inflections, volume, and emphasis they use when they speak to each other.Imaginatively experience the feelings and meanings they are communicating to each other.We do not expect that students will be above-average performers, and we do not feel they should bejudged on “acting” as a major criterion in any dramatization. Students should be expected to capturethe characters they portray and exhibit the truth of whatever the activity calls for. These types ofactivities are not intended to be polished Hollywood performances, nor the quality one would even seeon a High School stage. That takes a class in drama or a group of talented performers who have a greatdeal of time to prepare. Our acting activities are designed only to reveal character or plot to theaudience.


Newspaper

News Article - This is an accurate and objective reporting of an event. News articles should include the“Five W’s”: What, When, Where, Who, and Why. A good newspaper writer usually can include all thenecessary information in the first paragraph of the article. This is done so that readers can understandwhat the article is about simply by reading one paragraph and then deciding if they want to read furtherto get more detailed information.

The next paragraphs in the news article expand on the Five W’s of the first paragraph.

Example:Last night at 10 PM, a train from Philadelphia, PA to Pittsburgh slid off the tracks near Johnstown. Noinjuries were reported, but the train had been carrying flammable materials. A spokesperson for thePennsylvania Railroad, Mr. Robert Graves, said that while there was no evidence of sabotage, “that pos-sibility is being looked into by police.” This is the second derailing on this route in two years.

The rest of the article would expand upon and give background and further information on the accident.

Editorial - This is a piece in which the writer gives opinions about an issue. A possible solution may besuggested. The requirements of the Five W’s and absolute, unbiased accuracy are not adhered to asstrictly as they are in a news article.

Example:How many train wrecks will we have before the government steps in? Will it take a fatality before trainsin our state are made safer? Should explosives, poisonous materials, and hazardous wastes continue tobe shipped with only minor considerations to safety? This newspaper’s opinion is a firm and resounding“No!” If the Federal Transportation Commission does not recognize its own failings and correct theproblems, it will be our local politicians’ job to re-route trains carrying potentially dangerous cargoesaway from our communities.


Human-Interest Story - This type differs from the previous two because it has a different overall intent.As in a news article, the intent is to inform the reader of facts, but in the human-interest story, writersadd the element of appealing to the readers’ sympathies. Answering the Five W’s is usually adhered to,but not as strictly as in the news article. Frequent topics of human-interest stories are animals, heroicdeeds, strange occurrences of fate, money, etc.

Example:Huddled among the broken railroad cars and destroyed contents of yesterday’s train derailment near us,sat someone’s lost puppy. Police found it early this morning after hearing whimpering from inside oneof the cars. The poor dog’s leg had been severed in the accident, and it was trapped by rubble. Hadanother hour elapsed, it probably would have died, says a local veterinarian, who treated the mixed-breed, black-and-white dog. According to the vet, Stumpy, as the dog is now called, has received morethan twenty requests for adoption since his lucky rescue was accomplished.

Headline – This is a short heading over an article, which is set in large type, and which gives anindication of the subject of the article. Headlines are short and are designed to catch the readers’ interest.All important words in the headline should be capitalized. Each article in a newspaper contains aheadline. The wording of headlines is very important. If they say too much, readers may skip reading thearticle; if they are too vague, the subject may not interest the reader. Simple words such as a, and, the arefrequently left out of headlines.

Examples:Train Jumps Tracks; Second in Two Years

Two Train Wrecks Are Too Many

Injured Puppy Found in Train Debris

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Our Complete Teacher’s Kits Make GreatLiterature Accessible to ALL Your Students

ShakespeareITU17 HamletITU23 Julius CaesarITU24 King LearITU27 MacbethITU28 Merchant of Venice, TheITU29 Midsummer Night’s Dream, AITU31 Much Ado About NothingITU35 OthelloITU43 Romeo and JulietITU108 Taming of the Shrew, The ITU132 Tempest, TheITU131 Twelfth Night

DramaITU1 All My SonsITU147 An Enemy of the PeopleITU3 AntigoneITU6 Crucible, TheITU149 Cyrano de BergeracITU9 Death of A SalesmanITU10 Doll’s House, AITU138 Effect of Gamma Rays on Man

in-the-Moon Marigolds, TheITU150 EverymanITU14 Glass Menagerie, TheITU155 Hedda GabblerITU21 Importance of Being Earnest, TheITU22 Inherit the WindITU141 Man For All Seasons, AITU64 MedeaITU30 Miracle Worker, TheITU62 Misanthrope, TheITU144 Night Thoreau Spent in Jail, TheITU32 Oedipus the KingITU36 Our TownITU63 PygmalionITU39 Raisin in the Sun, AITU44 Rosencrantz and

Guildenstern are DeadITU46 School for Scandal, TheITU48 She Stoops to ConquerITU50 Streetcar Named Desire, AITU55 Twelve Angry MenITU56 Waiting for Godot

Prose and PoetryITU68 1984ITU69 Across Five AprilsITU20 Adventures of Huckleberry

Finn, TheITU98 Adventures of Tom Sawyer, The

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Individual Learning Packets/Teaching Units

$29.99 each • Satisfaction Guaranteed

EACH UNIT identifies scholarly objectives andposes questions designed to develop mastery of

those objectives. Our multiple choice/essay tests arealso constructed to test for those objectives. Becauseour mission is to write materials that will enable thestudent who uses the unit to go on and read moreliterature with more understanding, we include nopuzzles, no word-find games, no extensive biogra-phies, and only as much back-ground as is necessary.

New titles are constantly being added.

Call or visit our website for a

current listing.

ITU143 Alice in WonderlandITU82 All Quiet on the Western FrontITU166 And Then There Were NoneITU2 Animal FarmITU73 AnthemITU158 Autobiography of

Jane Pittman, The ITU118 Awakening, The ITU145 Bean Trees, TheITU74 BeowulfITU125 Billy Budd ITU185 Black BoyITU146 Bless Me UltimaITU164 Bluest Eye, TheITU76 Brave New WorldITU81 Bridge to TerabithiaITU4 Call of the Wild, TheITU57 CandideITU58 Canterbury Tales, The (sel.)ITU5 Catcher in the Rye, TheITU188 Cay, TheITU83 Cheaper by the DozenITU133 Chocolate War, TheITU130 Chosen, TheITU75 Christmas Carol, AITU184 Cold Sassy TreeITU173 Contender, TheITU190 Connecticut Yankee in King

Arthur’s Court, AITU192 Crime and PunishmentITU102 Cry, The Beloved CountryITU7 Daisy MillerITU8 Day No Pigs Would Die, AITU170 DemianITU177 Diary of A Young Girl:

Anne Frank

PRESTWICK HOUSEI N C O R P O R A T E D

S T E P H E N C R A N E

The Red Badge of Courage

INDIVIDUAL LEARNING PACKET/TEACHING UNIT

ITU40 Red Badge of Courage, TheITU41 Red Pony, TheITU72 Rime of the Ancient Mariner, TheITU42 Roll of Thunder, Hear My CryITU45 Scarlet Letter, TheITU134 Sense and SensibilityITU47 Separate Peace, AITU107 Siddhartha ITU95 Sign of the Beaver, TheITU70 Silas MarnerITU49 Slaughterhouse FiveITU19 Snows of Kil. & Other

Stories by HemingwayITU96 SounderITU119 Spoon River AnthologyITU153 Stranger, TheITU97 Summer of My German

Soldier, TheITU121 Sun Also Rises, TheITU111 Tale of Two Cities, AITU151 TexITU51 That Was Then,This Is NowITU109 Their Eyes Were Watching GodITU110 Things Fall Apart ITU52 Time Machine, TheITU53 To Kill A MockingbirdITU123 Treasure Island ITU54 Turn of the Screw, TheITU124 Uncle Tom’s Cabin ITU192 WaldenITU122 War of the Worlds, The ITU100 Watsons Go To

Birmingham-1963, TheITU167 When I Was Puerto RicanITU178 When The Legends DieITU80 Where the Red Fern GrowsITU157 White FangITU71 Wrinkle in Time, A ITU99 Wuthering Heights

Save Time and Money withDownloadable Teaching Units!

IF YOU DON’T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate thecost of shipping, we now have the solution to your problems. The same Teaching Units,

Response Journals, Mastery of Writing and, Mastery of Grammar programs that you havetrusted for years to prepare your students are now available for immediate download! EachUnit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. TheUnit or Journal is downloadable directly from our site, saving you shipping charges. Visithttp://www.prestwickhouse.com for more details.

ITU193 Dr. FaustusITU84 Dr. Jekyll & Mr. HydeITU175 DraculaITU171 DublinersITU126 Edith Hamilton’s MythologyITU168 Education of Little Tree, TheITU11 Ethan FromeITU12 Fahrenheit 451ITU120 Farewell to Arms, AITU116 Farewell to ManzanarITU85 Flowers for AlgernonITU13 FrankensteinITU117 Giver, TheITU77 Good Earth, TheITU15 Grapes of Wrath, TheITU115 Great ExpectationsITU16 Great Gatsby, TheITU152 GrendelITU59 Gulliver’s TravelsITU182 Hard TimesITU79 HatchetITU18 Heart of DarknessITU86 Hiding Place, TheITU191 HiroshimaITU136 Hobbit, TheITU181 HolesITU87 HomecomingITU67 Hound of the Baskervilles, TheITU113 House on Mango Street, TheITU165 How the Garcia Girls

Lost Their AccentsITU159 Hunchback of Notre Dame, TheITU187 Iliad, TheITU104 I Am The CheeseITU88 I Know What You Did

Last SummerITU89 I Know Why the Caged

Bird SingsITU183 Inferno, TheITU114 Invisible Man - Ellison ITU156 Invisible Man, The - Wells ITU174 Island of the Blue Dolphins

ITU139 Island of Dr. Moreau, TheITU105 Jacob Have I Loved ITU90 Jane EyreITU91 Johnny TremaineITU142 Joy Luck Club, TheITU92 Julie of the WolvesITU180 Jungle, TheITU93 Killing Mr. GriffinITU140 Learning Tree, TheITU160 Lesson Before Dying, AITU25 Lord of the FliesITU194 Lord of the Rings (Fellowship of

the Rings)ITU26 Lost HorizonITU60 Metamorphosis, TheITU169 Moby DickITU65 My Antonia ITU186 My Brother Sam is DeadITU103 Narrative of the Life of

Frederick Douglass ITU163 Narrative of Sojourner Truth ITU128 Native Son ITU94 NightITU176 Number the StarsITU106 O Pioneers! ITU101 Odyssey, TheITU33 Of Mice and MenITU34 Old Man and the Sea, TheITU154 Once and Future King, TheITU78 One Day in the Life of

Ivan DenisovichITU137 One Flew Over the Cuckoo’s NestITU37 Outsiders, TheITU38 Pearl, TheITU135 Picture of Dorian Gray, TheITU61 Pigman, TheITU148 Pigman’s Legacy, TheITU129 Portrait of the Artist

as a Young Man, AITU172 Prayer for Owen Meany, AITU112 Pride and PrejudiceITU127 Prince, The

1 - 8 0 0 - 9 3 2 - 4 5 9 3 • FA X 1 - 8 8 8 - 7 1 8 - 9 3 3 3 • w w w. p r e s t w i c k h o u s e . c o m

BY REFLECTING ON what they have read, students develop newideas and link these ideas to their lives. To facilitate this process, inthe tradition and spirit of the response-centered teaching move-

ment, we offer reproducible response journals. For an objective evalua-tion, a reproducible test for the novel is also included. The journals arepriced at only $19.95. Response Journals are also available with a set of 30books for most of the titles above. To receive a free sampler of our ResponseJournals call 1.800.932.4593.

Response Journals for young adult and selected adult novels

Relating Literature To Their Lives

IRJ58 1984IRJ05 Across Five Aprils IRJ34 Adventures of

Huckleberry Finn, The IRJ40 Adventures of Tom Sawyer, The IRJ49 Alice’s Adventures in WonderlandIRJ91 Angela’s Ashes IRJ55 Animal Farm IRJ23 Anne Frank: Diary of a

Young Girl, The IRJ87 Around The World in Eighty Days IRJ41 Bean Trees, The IRJ39 Call of the Wild, The IRJ31 Catcher in the Rye, The IRJ95 Chocolate War, The IRJ24 Christmas Carol, A IRJ67 Crucible, The IRJ09 Day No Pigs Would Die, A IRJ32 Death of a Salesman IRJ8264 Death Be Not Proud IRJ85 Devil’s Arithmetic, The IRJ8299 Dibs: In Search of Self IRJ47 Dr. Jekyll and Mr. Hyde IRJ51 Dracula IRJ79 Durango Street IRJ78 Education of Little Tree IRJ92 Ender’s Game IRJ46 Ethan Frome IRJ35 Fahrenheit 451 IRJ94 Fences IRJ59 Flowers for Algernon IRJ43 Frankenstein IRJ8256 From the Mixed-up Files of Mrs.

Basil E. Frankweiler IRJ37 Giver, The IRJ64 Good Earth, The IRJ99 Great Expectations

IRJ29 Great Gatsby, The IRJ952X Hamlet IRJ07 Hatchet IRJ10 Hero Ain’t Nothin’ But a

Sandwich, A IRJ57 Hobbit, The IRJ66 Holes IRJ26 House on Mango Street, The IRJ11 I Know Why the Caged Bird Sings IRJ76 Indian in the Cupboard, The IRJ45 Invisible Man, The (Wells) IRJ84 Jane Eyre IRJ73 Johnny Tremain IRJ56 Joy Luck Club, The IRJ62 Julius Caesar IRJ04 Killing Mr. Griffin IRJ63 Lesson Before Dying, A IRJ918X Light in the Forest, The IRJ75 Lion, the Witch, and the

Wardrobe, The IRJ22 Lord of the Flies IRJ68 Lyddie IRJ65 Macbeth IRJ966X Midsummer Night’s Dream, A IRJ77 Miracle Worker, The IRJ904X Much Ado About Nothing IRJ50 My Antonia IRJ06 My Darling, My Hamburger IRJ98 My Name is Asher Lev IRJ96 Narrative of the Life of Frederick

Douglass IRJ13 Nothing but the Truth IRJ60 Number the Stars IRJ54 O Pioneers! IRJ70 Odyssey, The IRJ27 Of Mice and Men IRJ28 Old Man and the Sea, The

IRJ03 Outsiders, The IRJ71 Parrot in the Oven IRJ30 Pearl, The IRJ01 Pigman, The IRJ08 Pistachio Prescription, The IRJ82 Prayer for Owen Meany, A IRJ86 Prince and the Pauper, The IRJ33 Raisin in the Sun, A IRJ81 Rebecca IRJ38 Red Badge of Courage, The IRJ42 Roll of Thunder, Hear My Cry IRJ61 Romeo and Juliet IRJ80 Rumble Fish IRJ97 Scorpions IRJ21 Separate Peace, A IRJ74 Shane IRJ14 Sign of the Beaver, The IRJ48 Silas Marner IRJ69 Slam! IRJ935X Soldier’s Heart IRJ7624 Staying Fat for Sarah Byrnes IRJ90 Story of My Life, The IRJ44 Sun Also Rises, The IRJ921X Their Eyes Were Watching God IRJ8272 Things Fall Apart IRJ89 Through the Looking Glass IRJ25 Time Machine, The IRJ17 To Kill a Mockingbird IRJ52 Treasure Island IRJ72 Tuck Everlasting IRJ83 Uncle Tom’s Cabin IRJ53 War of the Worlds, The IRJ36 Watson Go to Birmingham-

1963, The IRJ02 Where the Red Fern Grows IRJ93 Witch of Blackbird Pond, The

Save Time and Money with DownloadableResponse Journals!

IF YOU DON’T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate the cost ofshipping, we now have the solution to your problems. The same Teaching Units, Response

Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years toprepare your students are now available for immediate download! Each Unit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directlyfrom our site, saving you shipping charges. Visit http://www.prestwickhouse.com for more details.




current listing.

Ready-to-go Activity Packsfor popular classroom novelsIN RESPONSE TO TEACHER REQUESTS for activities related to state-

mandated objectives and/or national guidelines, we have createdactivity packs for frequently taught novels and selected works ofnon-fiction.

Save Time and Money withDownloadable Activity Packs!

If you don’t have time to wait for FedEx or UPS to arrive, or you want to eliminate the cost of ship-ping, we now have the solution to your problems. The same Teaching Units, Response Journals,Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepareyour students are now available for immediate download! Each Unit contains the same high-qualityresources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from oursite, saving you shipping charges. Visit http://www.prestwickhouse.com for more details.

• Role playing• Creating dramatizations• Five modes of writing• Completing maps and charts

• Creating collages• Drawing editorial cartoons• Staging sets and scenes• Conducting surveys

• Writing screenplays• Creating scenarios, and more.• Responding to photographs and

pictures


IPA0111 Adventures of Huckleberry

Finn, The

IPA6334 Adventures of

Tom Sawyer, The

IPA6393 Animal Farm

IPA0118 Awakening, The

IPA0113 Call of the Wild, The

IPA0108 Catcher in the Rye, The

IPA0116 Edith Hamilton’s Mythology

IPA0127 Education of Little Tree, The

IPA6342 Ethan Frome

IPA0106 Frankenstein

IPA6369 Giver, The

IPA613X Great Expectations

IPA0105 Great Gatsby, The

IPA0121 Hamlet

IPA0125 Hatchet

IPA0120 Holes

IPA0103 House on Mango Street, The

IPA0124 Indian in the Cupboard, The

IPA0119 Julius Caesar

IPA0110 Lord of the Flies

IPA0122 Macbeth

IPA0117 Maus I and II

IPA6288 Midsummer Night’s Dream, A

IPA630X Much Ado About Nothing

IPA0104 Narrative of the Life of

Frederick Douglass, The

IPA0109 Of Mice and Men

IPA0115 Old Man and the Sea, The

IPA6318 Othello

IPA0107 Outsiders, The

IPA0114 Red Badge of Courage, The

IPA0126 Romeo and Juliet

IPA0112 Scarlet Letter, The

IPA6415 Separate Peace, A

IPA6326 Siddhartha

IPA0123 Slam!

IPA6377 Tale of Two Cities, A

IPA6296 Tears of a Tiger

IPA0102 Their Eyes Were Watching

God

IPA0100 To Kill a Mockingbird

IPA6350 Wuthering Heights

All Titles $35.95 Each



current listing.

Activities include group and/or individual work

Activity Packs are now available for:

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