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Andrea BlanchardED 431-01

Roger KropfApril 24, 2012

An Odyssey through The Odyssey9th Grade English A

Table of ContentsPage

3 Unit Calendar

6 Lesson Plan Day 1- Prewrite on TravelPrewrite Assignment

9 Lesson Plan Day 2- Epic HeroesEpic Heroes DefinedBlank Epic Heroes sheet

12 Lesson Plan Day 3- Building BackgroundIntro Questions

15 Lesson Plan Day 4- Picturing Characters and Place in The OdysseyMeet and Greet Handout

18 Lesson Plan Day 5- Understanding Calypso in The OdysseyAn Odyssey through The Odyssey Comprehension Questions

25 Lesson Plan Day 6- Escaping the Cyclops

27 Lesson Plan Day 7- Parts of Speech in The OdysseyParts of Speech Notes SheetNouns, Verbs, and Adjectives Example SheetParts of Speech Pre-Test‘The Enchantress Circe’ Selection

33 Lesson Plan Day 8- Pronouns in The Odyssey

35 Lesson Plan Day 9- The Adverbs in ‘Cattle of the Sun God’

37 Lesson Plan Day 10- Mapping out PrepositionsMapping out Prepositions

40 Lesson Plan Day 11- Articles, Conjunctions, and Interjections in The Odyssey Part IIPop Quiz

43 Lesson Plan Day 12- The End of The OdysseyParts of Speech Review SheetThe Odyssey Review Sheet

46 Lesson Plan Day 13- Review Day: Parts of Speech and The Odyssey

48 Lesson Plan Day 14- Unit Assessment: Parts of Speech and The OdysseyUnit AssessmentUnit Assessment Answer Sheet

Unit Calendar

Day 1 Topic: Frontloading The Odyssey- TravelObjective: TSWBAT discuss their experiences with travel both near and far.Activities: Prewrite on one of the following topics: travel for work, favorite trip, and dream vacation

Read responses to small group Classroom discussion over students’ experiences

Day 2 Topic: Frontloading The Odyssey- Epic HeroesObjective: TSWBAT define ‘epic hero’ and describe how it could apply to fictional characters.

Activities: Brainstorm modern-day heroes Determine personal definition of ‘hero’ Define ‘epic hero’ Analyze popular characters to determine their status as epic heroes

Day 3 Topic: Frontloading The Odyssey- History behind The OdysseyObjectives: TSWBAT discuss key historical events that lead to the telling of The Odyssey.

Activities: Brainstorm a list of events and people associated with ancient Greece Read ‘An Introduction to the Odyssey’ Respond to comprehension questions over that selection

Day 4 Topic: Frontloading The Odyssey- Picturing Place and PeopleObjectives: TSWBAT identify the main characters in The Odyssey and be familiar with the setting of the story.

Activities: Virtual tour of Greek Isle via taggalaxy.com and online images Character mapping activity Begin reading The Odyssey

Day 5 Topic: The Odyssey- Understanding CalypsoObjectives: TSWBAT respond to a set of general comprehension questions on The Odyssey.

Activities: Read ‘Calypso, the Sweet Nymph’ Discuss how to interpret epic poetry Work with partners to complete comprehension questions

Day 6 Topic: The Odyssey- Escaping the CyclopesObjectives: TSWBAT analyze the text from Odysseus’s perspective.

Activities: Quick write on surviving an encounter with a Cyclops. Discuss survival strategies Listen to ‘The Cyclops’ on CD Respond to comprehension questions Read ‘The Enchantress Circe’ Complete comprehension questions for homework

Day 7 Topic: Parts of Speech in The OdysseyObjectives: TSWBAT identify at least three different parts of speech in a passage from The Odyssey.

Activities: Pre-test on parts of speech Discuss prior knowledge of parts of speech Introduce nouns, verbs, and adjectives Identify nouns, verbs, and adjectives in a passage from The Odyssey Read ‘The Land of the Dead’ and complete comprehension questions

Day 8 Topic: Pronouns in The OdysseyObjectives: TSWBAT define pronouns and identify them in a selection from The Odyssey.

Activities: Watch School House Rock video on pronouns Teacher will read ‘The Sirens; Scylla and Charybdis’ aloud List all pronouns found in this selection Complete comprehension questions

Day 9 Topic: Adverbs in ‘The Cattle of the Sun God’Objectives: TSWBAT identify adverbs in a selection from the text.

Activities: Complete and reference and practice sheet examining adverbs Read ‘The Cattle of the Sun God’ independently Identify at least two types of adverbs in ‘The Cattle of the Sun God’ Listen to “Father and Son Meet’ on CD Complete all comprehension questions to date

Day 10 Topic: The Odyssey- Mapping out PrepositionsObjectives: TSWBAT use prepositions appropriately in a variety of sentences.

Activities: Introduce the phrase The bee flew _____ the bottle to help brainstorm a list of prepositions

Watch video about prepositions Draw a map of Odysseus’s travels in The Odyssey: Part I Write a six sentence paragraph using as many prepositions as possible Circle all prepositions in the paragraph

Day 11 Topic: The Odyssey- Articles, Conjunctions, and Interjections

Objectives: TSWBAT identify all eight parts of speech in example sentences.

Activities: Pop quiz on parts of speech Introduce articles, conjunctions, and interjections Watch videos on interjections and conjunctions Choose stanza from The Odyssey and identify all parts of speech used Read ‘Father and Son Meet’ and ‘The Great Bow’ With a partner complete all comprehension questions for selections

Day 12 Topic: The Odyssey-The ConclusionObjectives: TSWBAT discuss The Odyssey, its conclusion, and its main themes.

Activities: Make predictions about the end of The Odyssey Teacher reads ‘Death at the Palace’ aloud Students independently read ‘Odysseus and Penelope’ Respond to remaining comprehension questions Begin parts of speech review sheet Begin The Odyssey review sheet

Day 13 Topic: The Odyssey Review DayObjectives: TSWBAT reflect on all that they have learned in this unit.

Activities: Complete comprehension questions Complete parts of speech review sheet Complete The Odyssey review sheet Conferences with struggling students Final questions answered before test

Day 14 Topic: The Odyssey AssessmentObjectives: TSWBAT complete the unit exam on The Odyssey and parts of speech

Activities: Complete the test on The Odyssey

Lesson Plan Day 1Grade Level: 9th Grade Instructor: Andrea BlanchardSubject Area: English 9A Class Length: 68 minutes

Prewrite on Travel

I. Standards W.9-10.3: Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

II. Objectives TSWBAT discuss their experiences with travel both near and far.

III.Anticipatory Set TSW brainstorm trips they have been both near and far.

IV. Input1. Task Analysis

1. TTW introduce the three possible prewriting topics: Travel for Work, Favorite Trip, and Dream Vacation.

2. TSW choose which of the three topics they would like write about. 3. TSW have twenty minutes to write on their chosen topic. The online stopwatch will count

down their remaining time. 4. TSW count off in fives.5. TSW read their prewrites aloud to each other.6. TSW vote on their favorite writing from their group and that student will share their

writing with the rest of the class.7. TSW then discuss their travels and their dream vacations with the class. 8. TTW conduct a poll to determine who had traveled out of state and out of the country.

2. Thinking Levels1. Knowledge: TSWBAT discuss their own travel experiences.2. Application: TSWBAT apply their own experiences to a prompt.3. Analysis: TSWBAT analyze their trips or dream vacations. 4. Evaluation: TSWBAT evaluate their trips.

3. Learning Styles1. Linguistic: sharing prewrites2. Auditory: listen to peers share3. Visual: assignment projected on screen4. Interpersonal: sharing in groups 5. Intrapersonal: personal reflection on prewrites

4. Materials1. Assignment sheets2. Pencils3. projectors

V. Assessment and Reflection

1. TTW assess their prewrites for depth and understanding.2. TSW reflect on their travel experiences or aspirations.

VI. Closure1. TSW share their prewrites and reflect on their responses to the prompt.

VII. Relevance1. In class practices of self-reflection help students master this skill to be used outside of the

classroom to reflect on activities, decisions, and actions of their own choosing.

Write about TravelFor this assignment, you will need to choose one of the following three prompts. Respond to as many of the questions listed under each prompt as possible in the 20 minutes allotted. Your grade for this assignment will reflect the depth of your responses to each question addressed and your use of complete sentences. You will not be penalized for not answering each of the questions. Good luck and have fun with this assignment!

A) Traveling for WorkHave you ever considered jobs in the following areas?

Military Business Sales Tourism Hotel Management Pilot/Flight Attendant

One thing that all of these jobs have in common is that they all give you the opportunity to travel. Explain why one of the above jobs is of interest to you. Would you like to travel for work? How can you see traveling as an advantage to the job? How could traveling be seen as a disadvantage? Would you consider travelling a perk or a hassle of your chosen job? For your job, would you anticipate traveling nationally or internationally? Where would you like to travel to most for work? Where wouldn’t you like to travel?

B) Favorite Trip

Think of all of the trips you have taken in your lifetime with your family or friends. They may have been trips to visit family in state or vacations out of state or maybe even out of the country. Which of all of the trips you have been on was your favorite? Why? How did you plan for your trip? What preparations did you need to make? What pit stops did you make along the way? What did you do once you arrived to your destination? Explain your favorite part of your trip and why it was your favorite.

C) Dream VacationImagine that you just won $5,000 and you decided to spend your winnings on your dream vacation. Where would you go? Who would you take with you and why? How would you plan on traveling? Would you make pit stops along the way? Where to and why? What would you want to do when you arrived at your destination? Would you plan out your whole trip or mostly play it by ear? How long would you want to be gone? How would you share your trip experience once you were home (pictures, internet, etc.) and who would you tell about your trip and why?


Epic Heroes

I. Standards L.9-10.6: Acquire and use accurately general academic and domain-specific works and

phrases.

II. Objectives TSWBAT define ‘epic hero’ and describe how it could apply to fictional characters.

III.Anticipatory Set TSW brainstorm a classroom list of heroes.


1. TSW brainstorm a list of all of the heroes they can think of and a student volunteer will record the list on the white board.

2. TSW analyze their list to look for commonalities or differences between the people listed.3. TSW determine their own definition of a hero.4. TTW supply students with a handout listing the seven characteristics of the epic hero.5. TTW explain each of the seven characteristics.6. TSW discuss to what extent their list of heroes fit the definition of epic heroes and how

well epic heroes fit their broad definitions of heroes. 7. TSW discuss what modern society values in their heroes and what ancient Greek society

valued in theirs. 8. TSW watch scenes from Disney’s Hercules and watch for the seven characteristics of

epic heroes in that movie’s protagonist. 9. TTW model how to determine if a character is an epic hero.10. TSW choose one hero from the master list and determine if he/she fits the definition of

epic hero.11. TSW discuss what are the easiest and hardest characteristics to match modern characters

to off of the list of characteristics of epic heroes. 2. Thinking Levels

1. Knowledge: TSWBAT list heroes.2. Comprehension: TSWBAT define hero.3. Application: TSWBAT apply what they know about epic heroes to one character.4. Evaluation: TSWBAT evaluate one hero against the standard for an epic hero.

3. Learning Styles1. Linguistic: discussion heroes2. Auditory: listening to discussion3. Visual: movie clips4. Logical: assessing heroic qualities5. Intrapersonal: evaluating a personal hero6. Interpersonal: classroom discussion

4. Materials1. Worksheets2. Whiteboard3. Hercules movie4. Pencils

V. Assessment and Reflection1. TTW assess students’ ability to determine an epic hero through their discussion.2. TSW assess one character against the standard of the epic hero.

VI. Closure1. TSW discuss what was the most challenging aspect of epic heroes to identify in modern

heroes and answer the question as to why.

VII. Relevance1. Times are forever changing and values evolve as culture does. The ability to assess those

changes and compare them to modern equivalents is a skill that will enlighten students to the evolution of history and its impact on their modern day world.

Epic

Her

oUnusual circumstance of birth

An event leads to adventure or quest

has family or homeland, but lives away from them/it

Has a special weapon that only he can use

Has supernatural help

Muse prove himself many times on an adventure

Spiritually rewarded when he dies

Hero __________________

Epic

Her

o

Lesson Plan Day 3 Grade Level: 9th Grade Instructor: Andrea BlanchardSubject Area: English 9A Class Length: 68 minutes

Building Background

I. Standards RL. 9-10.10: Read and comprehend literature… with scaffolding as needed at the high end of

the range.

II. Objectives TSWBAT discuss key historical events that lead to the telling of The Odyssey.

III.Anticipatory Set TSW compile a list of all of the historical background they have on The Odyssey.


1. TSW brainstorm a list of events and people that they associate with ancient Greece, and a volunteer will write the class’s ideas on the white board.

2. TTW divide their prior knowledge into two categories: events of the Trojan War and general knowledge of ancient Greece.

3. TTW explain that The Odyssey is the sequel to The Iliad and that anything to do with the Trojan War will be background knowledge for The Odyssey.

4. TTW elaborate on any vague or missed details about key elements of Greek history including mythology and the gods.

5. TSW read “An Introduction to The Odyssey” in their textbooks. 6. TSW respond to 18 comprehension questions that correspond to their reading with

partners.2. Thinking Levels

1. Knowledge: TSWBAT recognize keys historical facts and events about ancient Greece.2. Comprehension: TSWBAT understanding the role the Trojan War played in relation to

The Odyssey.3. Application: TSWBAT apply what they read to the comprehension questions.4. Analysis: TSWBAT analyze their prior knowledge of ancient Greece.

3. Learning Styles1. Linguistic: reading independently2. Auditory: classroom discussion3. Visual: brainstormed list on board4. Logical: placing facts into the categories of Trojan War and Post-Trojan War5. Intrapersonal: independent work6. Interpersonal: classroom discussion

4. Materials1. Whiteboard2. Questions3. Textbooks

V. Assessment and Reflection1. TTW assess students’ prior knowledge of ancient Greece.2. TTW assess students’ responses to the comprehension questions.3. TSW reflect on their own prior knowledge of ancient Greece.

VI. Closure1. TSW respond to comprehension questions about what they read about Homer and ancient

Greece in their text.

VII. Relevance1. Assessing prior knowledge on a topic allows students to determine what they already know

and gives them some background for understanding a particular text. Assessing prior knowledge can also be a real world skill that can be used when decision making or while planning an activity.

Intro QuestionsAnswer the following questions on a separate sheet of paper.An Introduction to the Odyssey 1. Summarize the history a reader of The Odyssey needs to be fa-

miliar with to understand this epic.

Epics and Values2. How does your literature book define ‘epic’?3. How are epics and values related?4. What epics listed are you familiar with?

The War-Story Background5. Briefly explain the war-story of Troy.6. Define hero in your own words.7. How does your literature book’s definition of hero differ from

your own definition?8. Describe Odysseus and how he is similar and different from

other heroes.

The Wooden-Horse Trick9. Whose idea was the wooden horse?

The Ancient World and Ours10. How is the Ancient World different to the world we live in to-

day?

Search for their Place in Life11. What background on Odysseus does your book give you in

this section?12. How long has Odysseus been gone from home? How long

since the war was over?

Relationships with the Gods13. How does your book define ‘myth’?

14. What is an alter ego and what is Odysseus’s alter ego?

Who is Homer?15. Based on information from your textbook, who is Homer?16. What were rhapsodies?

How were Epics Told? 17. How were epics told and how is it similar or different from

how stories are told today?

A Live Performance18. What can you think of in today’s world that is similar to a live

performance of an epic?Lesson Plan Day 4

Grade Level: 9th Grade Instructor: Andrea BlanchardSubject Area: English 9A Class Length: 68 minutes

Picturing Characters and Place in The Odyssey

I. Standards RL. 9-10.10: Read and comprehend literature…with scaffolding as needed at the high end of

the range.

II. Objectives TSWBAT identify the main characters in The Odyssey and be familiar with the setting of the

story.

III.Anticipatory Set TSW take a virtual tour of the Greek Isles via taggalaxy.com and other online picture tools.


1. TSW view images of the Greek Isles to better visualize the setting of The Odyssey. 2. TTW use taggalaxy and other online tools to find photographs of the Isles.3. TSW discuss what they see in the images and set the scene for The Odyssey. 4. TTW tell the class about her own experiences in Greece.5. TTW introduce the character mapping activity to students. 6. TTW model what a character map might look like using the online concept map tool from

spicynodes.com.7. TSW complete their own visual of the characters in The Odyssey giving a description of

each character listed. 8. TTW circulate answer questions about characters.

9. TTW prepare students to begin reading The Odyssey by reading the summary from the text of the first several Books that the students abridged version s of the text skip.

2. Thinking Levels1. Knowledge: TSWBAT recognize key characters in The Odyssey. 2. Comprehension: TSWBAT understand what the setting looks like for this text.3. Application: TSWBAT apply their organization skills to a list of characters from the text.4. Analysis: TSWBAT analyze the photos of the Greek Isles.

3. Learning Styles1. Linguistic: reading through the list of Greek names and places2. Auditory: listening to the teacher read the summary at the start of The Odyssey 3. Visual: pictures of Greek Isles4. Logical: organizing characters into a concept map5. Intrapersonal: working independently6. Interpersonal: classroom discussions

4. Materials1. Projector2. SpicyNodes concept map3. Blank paper4. Pencils/colored pencils

V. Assessment and Reflection1. TTW assess students’ concept maps.2. TSW reflect on the pictures of Greece for discussion.

VI. Closure1. TSW listen to the summary of the start of The Odyssey to prepare them for the next day’s

reading of the text.

VII. Relevance1. For those who enjoy reading, it is often a very visual experience because they can picture the

events taking place in the book vividly. Providing pictures to students to help them visualize the setting of this text may help them learn how to visualize scenery for future reading.

Meet and GreetOn pages 647-648 of your textbook there is a list of characters you will encounter in the Odyssey. Create some manner of diagram of all of the CHARACTERS you will meet in this story below. This will include the humans, the gods, and the monsters or creatures listed. You may choose to draw a concept map, a hierarchy, a web, a detailed list, etc. Be sure that your diagram helps you to remember the characters and their relationships with each other.


Understanding Calypso in The Odyssey

I. Standards RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the

grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of the range.

II. Objectives TSWBAT respond to a set of general comprehension questions on The Odyssey.

III.Anticipatory Set TSW review the summary of the first few Books in The Odyssey from the day before.


1. TSW voluntarily recall information from the reading the day before.2. TTW read Odysseus’s plea to the Muses aloud to the class. 3. TTW model how to respond to a list of comprehension questions that correspond to that

selection from the text.4. TTW project an image of Calypso from a popular adaptation of her character in The

Pirates of the Caribbean series. 5. TSW listen to a CD recording of the selection of the text titled “Calypso.”6. TTW ask for volunteers to provide answers to the comprehension questions for this

selection to serve as a final model of how to respond to the questions fully. 7. TSW work in partners to complete the remainder of the questions on the text. 8. TTW circulate around the room to answer student questions individually.9. TSW continue reading The Odyssey when they have finished their questions.

2. Thinking Levels1. Knowledge: TSWBAT identify key plot points of The Odyssey. 2. Comprehension: TSWBAT respond to basic comprehension questions from the text. 3. Application: TSWBAT apply what they read to the comprehension questions.4. Analysis: TSWBAT analyze the text through the completion of the questions.

3. Learning Styles1. Linguistic: classroom discussion2. Auditory: listening to the book read aloud3. Visual: image of Calypso4. Logical: responding to comprehension questions5. Interpersonal: working with partners

4. Materials1. Textbooks2. Comprehension questions3. Pencils4. Image of Calypso5. Audio CD

V. Assessment and Reflection1. TTW assess student understanding of The Odyssey by previewing their responses to the

comprehension questions.

VI. Closure1. TSW respond to comprehension questions on The Odyssey.

VII. Relevance2. Reading comprehension is a skill that students will need to continue to prefect both for

school and personal purposes. Most if not all jobs require some amount of reading and the comprehension of that reading is essential for true understanding of the material.

An Odyssey through The OdysseyTell the Story

1. Who does Homer appeal to, and what does he ask her for? (Summary at top of 651)2. What is Odysseus trying to do? (lines 5-9)3. What happens to his men? (lines 10-15)

Part 1: WanderingsCalypso, the Sweet Nymph (pg. 652)

4. What is Hermes sent to do and by whom? (Summary at top of 652)5. Describe Odysseus’ condition when Hermes arrives. What is he doing? (lines 71-79)6. What does Calypso want from Odysseus, and what does he tell her? (lines 101-119)

I am Laertes’ Son (pg. 656)7. Who is Odysseus telling his story to, and why? (Summary at top of 656)8. Where is Odysseus from, and how does he describe this place? (lines 130-137)

9. What happened with Calypso, and how does Odysseus justify this? (lines 137-143)10. How do Odysseus and his men behave towards the Cicones? What do you think of this? Do

armies behave like this in modern times? Explain. (lines 149-160)11. What does this episode suggest about the problems Odysseus has with his men?12. What god is upset with Odysseus and his men? How does he show this? (lines 179-190)13. What is your first impression of Odysseus? Which of his qualities and values seem most ad-

mirable to you?

The Lotus Eaters (pg. 658)14. What were the Lotus Eaters like? (lines 204-210)15. What happened to the crewmembers that ate the Lotus plant, and what does Odysseus do about

it? (lines 207-218)

The Cyclops (pg. 660)16. Describe Polyphemus. (Summary at top of 660)17. Which goddess guides Odysseus, and what is she the goddess of? (summary at top of 660)18. How does Odysseus answer the Cyclops’ question about where his ship was, and why does he

answer it in this way? (lines 273-276)19. How did the men realize that this creature was certainly not friendly? (lines 277-296)20. Why doesn’t Odysseus kill the Cyclops while he is sleeping? (lines 289-296)21. What does Odysseus tell the Cyclops his name is? Why doe he do this? (lines 358-361)22. What is the “gift” Polyphemus “gives” Odysseus after Odysseus answers his question? (lines

362-364)23. How does Odysseus save his men and himself?24. What things does Odysseus tell the Cyclops after the men are free? Is this a good idea? (lines

502-506)25. What happens as a result of these words? (lines 529-539)26. What new characteristics does this section show us about Odysseus? How does Homer show us

these things?

The Enchantress Circe (Pg. 673)27. What gift does Aeolus give Odysseus and why? (summary at top of 673)28. How does this plan go awry? (summary at top of 673)29. Who is Circe and what does she do to Odysseus’ men? (lines 565-576)30. Compare and contrast how Cyclops and Circe treat guests: How do they violate the laws of hos-

pitality?31. What does Circe tell Odysseus he must do to get home? (summary at top of 675)

The Land of the Dead (pg. 675)32. What does Odysseus do to get the souls of the dead to appear to him? (lines 584-592)33. What does Tiresias warn Odysseus (and his men) not to do? (lines 624-633)

34. What will happen if he does not obey this warning? (lines 630-637)

Sirens; Scylla and Charybdis (pg. 678)35. What four things does Circe warn Odysseus of, and why is each dangerous? (lines 659-716)36. What are the sirens, and what harm could they bring to the crew? (lines 661-668)37. What does Odysseus tell his men that Circe said they must do to protect them all from the

Sirens? (lines 717-731)38. What does Odysseus do to protect his men? (lines 740-746)39. Hoe does Odysseus react to the Sirens’ song? (lines 748-763)40. Gods, goddesses, and other characters in mythology often represent basic human qualities. What

do the Sirens represent to you and why?41. Is Odysseus right to keep his decision to sail toward Scylla from his men? Give reasons for your

answer.42. As Odysseus and his crew near Scylla and Charybdis, how do the men react? (lines 763-769)43. How does Odysseus show himself to be an effective leader of men? (lines 770-789)44. Describe Charybdis. (lines 802-816)45. What happens to six of Odysseus’ men? (lines 817-832)

The Cattle of the Sun God (pg. 684)46. When the men land, what does Odysseus warn them of? (lines 853-858)47. Why does Odysseus leave his men and go inland? What does he do there? (lines 879-908)48. What happens while he is gone? (lines 879-908)49. How do the men justify what they have done? (lines 892-894)50. What happens when they do go to sea? Why (specifically) does this happen? (summary at bottom

of 686)

Part II: Coming Home (pg. 690)51. Who appears to help Odysseus, and what does she do for him? (summary on top of 690)52. Whose hut does Odysseus seek out? Describe that individual. (summary on top of 690)53. Who is Telemachus, and what has he been doing for the past year? (summary on 690)54. What has happened at Odysseus’ home while he was gone? (Summary on 690)

The Meeting of Father and Son (pg. 691)55. Describe the reunion between Telemachus and Eumaues. (lines 944-955)56. Why does Telemachus tell Odysseus he can’t stay in the palace hall? (summary at bottom of 692)57. Why is Telemachus suspicious of Odysseus? Do you think that this suspicion is justified? Ex-

plain. (summary at bottom of 692-lin 1008)

Beggar and the Faithful Dog (pg. 694)58. What background do we learn on Argos? (lines 1036-1048)59. How does he react when he hears Odysseus’ voice? (lines 1049-1052)

60. Odysseus asks Eumaeus why the dog is in the condition he is. What does Eumaeus tell him? (lines 1063-1077)

61. Why doesn’t Odysseus greet Argos? 62. What happens at the end of this segment? Is it just a coincidence? Explain. (lines 1079-1081)

The Epic Continues (pg. 696)63. How does Penelope unknowingly “warm her husband’s heart”? (summary on 696)64. How does Eurycleia recognize Odysseus? (summary on 696)65. What deity has been with Odysseus throughout his entire ordeal? What does she tell Odysseus

will happen the next day? (summary on 696)

The Test of the Great Bow (pg. 698)66. What "impossible task” does Penelope come up with to test her suitors? (lines 1116-1121)67. Which three men prove to be loyal to Odysseus? (lines 1127-1139)68. What has Telemachaus done in advance to help ensure Odysseus’ victory over the suitors? (sum-

mary on 701)69. What is the suitors’ reaction when “the beggar” takes up the bow? (lines 1174-1184)70. What “sign” comes from the Heaves, and who sends it? (lines 1194-1198)71. What does Odysseus (still disguised as the beggar) do once the bow is strung? (lines 1199-1207)72. What does Odysseus say to his son? What does he mean by this? (lines 1208-1215)

Death at the Palace (pg. 703)73. Who is Odysseus’ first target, and why did he choose him? Describe what happened. (lines 1225-

1240)74. How do the other suitors react to this? (lines 1241-1252)75. What does Eurymachus suggest to Odysseus? (lines 1264-1279)76. What are Odysseus’ reasons for slaying the suitors? (lines 1280-1287)77. Do you think Odysseus’ revenge is justified? Explain.

Odysseus and Penelope (pg. 706)78. Why is Telemachus displeased with his mother, Penelope? (lines 1314-1321)79. What is her response to his complaint? (lines 1322-1328)80. What changes does Athena perform on Odysseus? (lines 1338-1347)81. What is Penelope’s test, and how does Odysseus pass it? (lines 1355-1389)


Escaping the Cyclops



II. Objectives TSWBAT analyze the text from Odysseus’s perspective.

III.Anticipatory Set TSW complete a 10 minute quick write responding to the following prompt: Imagine that it

is you and not Odysseus that is stuck on an island with a vicious, man-eating Cyclops. You are trapped in his cave, and it is up to you to plan a means of escape to save your own life and the lives of your men. Keep in mind there is a slab of rock covering the door that you and your men cannot budge. Also, the Cyclops is both larger and stronger than any of your men,

and he desperately wants you for dinner. What would you do? How would you try and escape? What are your chances of survival?


1. TSW review where we left our protagonist Odysseus the last time we read our story. 2. TTW read aloud the last stanza that we read where Odysseus is attempting to plan an

escape for him and his men from the Cyclops. 3. TSW complete a 10 minute quick write imagining themselves in Odysseus’s place. The

online stopwatch will be displayed on the screen counting down their time remaining. 4. TSW share their escape attempts with a partner and five involuntary volunteers will be

selected at random to share their stories with the class. Afterward, volunteers will be taken who would like to share their escape attempts as well.

5. TSW listen to Odysseus’s attempt at escape, and then they will discuss how their strategies were similar and/or different, and given the text, the students will be asked to analyze the likelihood of their escape attempt.

6. TSW listen to the remainder of the Cyclops story.7. TSW complete reading comprehension questions about the Cyclops story. 8. TSW independently read ‘The Enchantress’ Circe and respond to the comprehension

questions provided by the teacher.9. TTW discuss the advantages and disadvantages to reading the stories aloud and reading

them alone to assess the students’ varying comprehension of the different books read different ways.

2. Thinking Levels1. Knowledge: TSWBAT identify key events in The Odyssey.2. Comprehension: TSWBAT respond to comprehension questions.3. Application: TSWBAT apply what they know about the Cyclops and Odysseus to their

quick writing assignment.4. Analysis: TSWBAT analyze the likeliest escape route off the Cyclops’ island.5. Evaluation: TSWBAT evaluate their escape routes in comparison to Odysseus’s.

3. Learning Styles1. Linguistic: sharing escape strategies2. Auditory: listening to The Odyssey on CD3. Logical: planning an escape route4. Intrapersonal: assessing likelihood of survival5. Interpersonal: sharing escape plans with partners

4. Materials1. Textbooks2. Paper3. Comprehension questions4. Pencils5. CD player

V. Assessment and Reflection1. TTW assess the students’ comprehension of the audio CD versus their independent learning

to determine the best mode of understanding this text.

2. TSW reflect on their escape strategies in comparison to Odysseus’s plan.

VI. Closure1. TSW discuss how they best learn about The Odyssey, via CD or independent reading.

VII. Relevance1. During the quick write, the students will be using their prior knowledge of the text along with

their own logic to set an escape route off of the Cyclops’ island. Being able to assess the dangers of a situation and determine a plan of action are real life skills that can be translated into the students’ own lives.


Parts of Speech in The Odyssey



RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.

II. Objectives TSWBAT identify at least three different parts of speech in a passage from The Odyssey.

III.Anticipatory Set TSW complete a pre-test on parts of speech requiring them to list the eight distinct parts of

speech and giving at least two examples of each.

IV. Input

1. Task Analysis1. TSW complete a pre-rest on the eight parts of speech. They will be given about five

minutes to complete this task. When finished, students should review the story, “The Enchantress Circe” from The Odyssey on the back of their test.

2. TTW list the eight parts of speech for students and explain that they will be taking the rest of the week to discuss each of the eight in depth.

3. TTW ask for a volunteer to define ‘noun’ because it should be a familiar term.4. TTW introduce the first part of speech, the noun, via a three minute video from School

House Rock on youtube.com. 5. TSW re-read “The Enchantress Circe” while circling all of the nouns they come across

with a partner. 6. TTW go over the story, helping to identify all of the nouns as they read the story aloud. 7. TTW introduce the concept of verbs using the same School House Rock video series.8. TSW identify verbs in the same “The Enchanted Circe” passage by underlining them with

their same partner.9. TTW discuss verbs and ask for examples from the students. 10. TTW introduce the final concept of the day, adjectives, by again using a video.11. TSW highlight any adjectives they see in the passage with their partner.12. TSW have the remaining class time to read “The Land of the Dead” and to continue

working on their comprehension questions for The Odyssey. 2. Thinking Levels

1. Knowledge: TSWBAT recognize the eight parts of speech.2. Comprehension: TSWBAT define in their own words at least three parts of speech.3. Application: TSWBAT apply their working definitions of nouns, verbs, and adjectives to

a selection from The Odyssey. 4. Analysis: TSWBAT analyze a passage for at least three different parts of speech and how

they operate in the passage. 3. Learning Styles

1. Linguistic: reading passages2. Auditory: listening to the video3. Visual: watching the video4. Logical: assessing parts of speech5. Intrapersonal: assessing prior knowledge of parts of speech6. Interpersonal: working with partners to label parts of speech

4. Materials1. Literature books2. Pencils3. Pre-test/worksheet4. Comprehension questions

V. Assessment and Reflection1. TSW demonstrate their prior knowledge of parts of speech with the pre-quiz.2. TTW assess students’ prior knowledge and their working knowledge of parts of speech.

VI. Closure1. TSW apply their new knowledge of parts of speech to a passage from The Odyssey and then

continue reading and responding to the comprehension questions.

VII. Relevance1. Understanding the parts of speech improves students’ writing in the classroom and outside of

it. A working understanding of the components of a sentence help students understand sentence structure and helps students grasp the concept of varying sentence types in writing.

Parts of SpeechNoun: __________________________________________________________Examples: ________________________________________________________

Pronoun: ____________________________________________________

Examples: ___________________________________________________

Verb: __________________________________________________________

Examples: ________________________________________________________

Adjective:_________________________________________________________Examples: ________________________________________________________

Article: _____________________________________________________

Examples:____________________________________________________

Adverb:__________________________________________________________Examples: ________________________________________________________

Preposition:_______________________________________________________Examples: ________________________________________________________

Conjunction: ______________________________________________________Examples: ________________________________________________________

Interjections: ______________________________________________________Examples:_______________________________________________________

Parts of Speech Notes

Nouns: _____________________________________________________________________________

____________________________________________________________________________________

Example

s:___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________

Identify NOUNS in the following sentence

The Cyclops hid in his cave long after Odysseus and his men left his island home.

Verbs:______________________________________________________________________________

__________________________________________________________________________________

Example

s:___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________

Identify the VERBS in the following sentence.

Circe cast a spell on the unfortunate sailors who turned into pigs.

Adjectives:_________________________________________________________________________

__________________________________________________________________________________

Example

s:___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________

Identify the ADJECTIVES in the following sentence.

The beautiful Calypso wept when her beloved Odysseus abandon her and her enticing island.

Parts of Speech Pre-Test

Directions: Below, list the eight parts of speech. Include at least TWO examples of each.

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

_____________________ Examples:____________________________________________

‘The Enchantress Circe’ Selection“In the wild wood they found an open glade,

540 around a smooth stone house—the hall of Circe— and wolves and mountain lions lay there, mild in her soft spell, fed on her drug of evil. None would attack—oh, it was strange, I tell you— but switching their long tails they faced our men 545 like hounds, who look up when their master comes with tidbits for them—as he will—from table. Humbly those wolves and lions with mighty paws fawned on our men—who met their yellow eyes and feared them. In the entranceway they stayed 550 to listen there: inside her quiet house they heard the goddess Circe. Low she sang in her beguiling voice, while on her loom she wove ambrosial fabric sheer and bright, by that craft known to the goddesses of heaven. 555 No one would speak, until Politet—most faithful and likable of my officers—said: ‘Dear friends, no need for stealth: here’s a young weaver singing a pretty song to set the air atingle on these lawns and paven courts. 560 Goddess she is, or lady. Shall we greet her?’

So reassured, they all cried out together, and she came swiftly to the shining doors to call them in. All but Eurylochus— who feared a snare—the innocents went after her. 565 On thrones she seated them, and lounging chairs, while she prepared a meal of cheese and barley and amber honey mixed with Pramnian wine, adding her own vile pinch, to make them lose desire or thought of our dear fatherland. 570 Scarce had they drunk when she flew after them with her long stick and shut them in a pigsty—

bodies, voices, heads, and bristles, all swinish now, though minds were still unchanged. So, squealing, in they went. And Circe tossed them 575 acorns, mast, and cornel berries—fodder for hogs who rut and slumber on the earth. Down to the ship Eurylochus came running to cry alarm, foul magic doomed his men! But working with dry lips to speak a word 580 he could not, being so shaken; blinding tears welled in his eyes; foreboding filled his heart.” (from Book 10)


Pronouns in The Odyssey




II. Objectives TSWBAT define pronoun and identify them in a selection from The Odyssey.

III.Anticipatory Set TSW watch the School House Rock video on pronouns to refresh their memory of them.


1. TSW watch the School House Rock video. 2. TSW discus the definition of pronouns.3. TSW involuntarily volunteer to give examples of pronouns.4. TTW expand on their list of pronouns by explaining the variety of different types of

pronouns. 5. TSW fill in their Parts of Speech worksheets with a definition and examples of pronouns.6. TTW read ‘The Sirens; Scylla and Charybdis’ aloud to the class.7. TSW list pronouns found in ‘The Sirens; Scylla and Charybdis,’ a selection from The

Odyssey.8. TSW complete their comprehension questions for this selection.

2. Thinking Levels1. Knowledge: TSWBAT identify pronouns.2. Comprehension: TSBAT define pronouns.3. Application: TSWBAT recognize pronouns in a selection of reading.4. Analysis: TSWBAT analyze what makes a word a pronoun.

3. Learning Styles

1. Linguistic: reading The Odyssey2. Auditory: song on pronouns3. Visual: video on pronouns4. Logical: figuring out what is and isn’t a pronoun5. Intrapersonal: working independently

4. Materials1. Video2. Projector3. Textbook4. Worksheets

V. Assessment and Reflection1. TTW assess students’ comprehension questions.2. TSW reflect on their prior knowledge of pronouns.

VI. Closure1. TSW complete their comprehension questions.

VII. Relevance1. Pronouns are common words that replace a noun in a sentence. An understanding of

pronouns allows the students to use pronouns in their own speech and to identify pronouns in texts.


The Adverbs in ‘Cattle of the Sun God’I. Standards

RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of the range.


II. Objectives TSWBAT identify adverbs in a selection of text.

III.Anticipatory Set TSW discuss the significance of adverbs and how they are used in different parts of speech.


1. TSW use their prior knowledge of parts of speech to define adverbs.2. TTW handout a reference guide for students on adverbs.3. TTW define the four different types of adverbs and give four examples of each used in a

variety of sentences that also serve as a review of recent material from The Odyssey. 4. TSW identify examples of adverbs in two examples for each type of adverb.5. TSW volunteer to list the adverbs used in each sentence and will be asked to walk

through the process of identifying them after the teacher models it. 6. TSW read “Cattle of the Sun God” independently.7. TTW complete a progress check of student’s responses to the comprehension questions

for The Odyssey to date.8. TSW list six adverbs used in this selection of The Odyssey. 9. TSW share their lists of adverbs with the class. 10. TTW summarize Books 13, 14, and 15 of The Odyssey. 11. TSW listen to “Father and Son Meet” on CD.12. TSW complete their comprehension questions for these two selections.

2. Thinking Levels

1. Knowledge: TSWBAT identify adverbs.2. Comprehension: TSWBAT define adverb.3. Application: TSBWBAT determine adverbs used in a text.4. Analysis: TSWBAT analyze how they decide which words are adverbs.

3. Learning Styles1. Linguistic: reading The Odyssey2. Auditory: listening to a selection from The Odyssey3. Logical: determine adverbs in a passage4. Intrapersonal: independent work

4. Materials1. Audio CD2. Textbook3. Comprehension Questions

V. Assessment and Reflection1. TTW assess students’ completion of comprehension questions.2. TTW assess student responses to the adverb examples.3. TSW assess their own understanding of adverbs.

VI. Closure1. TSW complete the necessary comprehension questions.

VII. Relevance1. Students will assess the differences between adverbs and adjectives and be able to determine

the difference. Being able to distinguish between the two will allow them to have a better grasp of the concept for their future reading and writing endeavors.


Mapping out Prepositions

I. Standards RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including

the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


II. Objectives TSWBAT use prepositions appropriately in a variety of sentences.

III.Anticipatory Set TSW use the phrase, “The bee flies _____ the bottle” to make a list of prepositions.


1. TTW define preposition. 2. TTW put a picture of a bottle on the projector and explain how the phrase “The bee flies

_____ the bottle” is a tool for identifying prepositions.3. TSW be asked to fill in the phrase “The bee flies _____ the bottle” with all of the

prepositions they know. 4. TSW demonstrate their knowledge of prepositions by volunteering to share their

examples of “The bee flies _____ the bottle.”5. TSW watch the School House Rock prepositions video.6. TTW introduce the Mapping out Prepositions activity.7. TSW draw a map of Odysseus’ journey through ancient Greece and then write a six

sentence paragraph using as many prepositions correctly as possible. 8. TSW spend their remaining time reading the next section of The Odyssey.

2. Thinking Levels1. Knowledge: TSWBAT identify prepositions.2. Comprehension: TSBWBAT define prepositions.3. Application: TSWBAT use prepositions correctly in complete sentences.

3. Learning Styles1. Linguistic: reading The Odyssey2. Auditory: song on prepositions3. Visual: mapping activity4. Logical: mapping journey logically5. Naturalistic: determine Odyssey’s path through ancient Greece6. Intrapersonal: working independently 7. Interpersonal: classroom discussion

4. Materials1. Projector2. Video3. Textbooks4. Printer paper5. Pencils6. Coloring tools

V. Assessment and Reflection1. TTW assess students’ paragraph including prepositions.2. TSW assess their own understanding of prepositions through the mapping activity.

VI. Closure1. TSW continue reading The Odyssey.

VII. Relevance1. Students will learn a tool for identifying most prepositions that they will be able to apply to

their reading and writing lives in the future.

Mapping out Prepositions

We have just finished The Odyssey Part I and Odysseus has just made it home from traveling throughout Greece for ten years. On a plank sheet of white paper draw a colorful map of Odysseus’ journey labeling all of the pit stops he makes that we read about in our selections of the story.

On a separate sheet of lined paper, write a six sentence paragraph that describes his journey in detail using as many prepositions as possible. There will be a prize for the person(s) with the highest number of prepositions in their paragraph.

Good luck and have fun!!


Articles, Conjunctions, and Interjections in The Odyssey Part II




II. Objectives TSWBAT identify all eight parts of speech in example sentences.

III.Anticipatory Set TSW complete a pop quiz on the parts of speech.


1. TSW take a pop quiz covering the seven parts of speech discussed so far and this quiz will mimic the exact type of questions on the final exam.

2. TSW grade their own quizzes to assess their understanding of parts of speech.3. TTW introduce articles to the students and list the only three words that fall into this

category. 4. TSW identify the articles from their quiz questions. 5. TSW watch the School House Rock video on interjections and then will identify them on

the quiz. 6. TSW define conjunctions from prior knowledge. 7. TTW introduce the acronym FAN BOYS to help students remember conjunctions.8. TSW watch the Conjunction Junction video. 9. TSW identify conjunctions on their quizzes. 10. TSW read the next section of The Odyssey Part II and answer the comprehension

questions.11. TSW choose one stanza from that story and determine the parts of speech used in it with

a partner.

2. Thinking Levels1. Knowledge: TSWBAT identify the eight parts of speech.2. Comprehension: TSWBAT define the eight parts of speech.3. Application: TSWBAT assess the eight parts of speech used in several example

sentences.4. Analysis: TSWBAT analyze sentences and how parts of speech are used.5. Evaluation: TSWBAT analyze their own understanding of parts of speech.

3. Learning Styles1. Linguistic: reading The Odyssey2. Auditory: listening School House Rock songs3. Visual: watching video4. Logical: assessing parts of speech 5. Intrapersonal: working independently

4. Materials1. Projector2. Videos3. Quizzes4. Comprehension Questions5. Pencil

V. Assessment and Reflection1. TTW assess the students’ scores on the pop quiz.2. TSW assess their understanding of parts of speech as demonstrated on the pop quiz and the

stanza analysis activity.

VI. Closure1. TSW apply their knowledge of parts of speech to a stanza from The Odyssey demonstrating

their understanding of how parts of speech operate from a real world example.

VII. Relevance1. Students already use all eight parts of speech on a daily basis and understanding them helps

them to use these words more accurately in both speech and writing.

Name:_____________________________

A. Noun B. Verb C. Adjective D. Pronoun E. Adverb F. Prepositions

1. She went silently into the kitchen and made a healthy lunch.

2. When Jacob left first, they began to talk.

3. Wait! I thought we had to leave now, but I guess we can leave later.

Name:_____________________________





Name:_____________________________






The End of The Odyssey




II. Objectives TSWBAT discuss The Odyssey, its conclusion, and its main themes.

III.Anticipatory Set TSW make predictions about how The Odyssey will end.


1. TSW predict how The Odyssey will end and how our main conflicts will be resolved. 2. TSW brainstorm a list of possibilities which a student volunteer will record on the board.3. TSW discuss possible endings given textual clues. 4. TSW finish reading the two sections of The Odyssey independently.5. TSW complete their comprehension questions with partners. 6. TSW begin working on parts of speech review sheet.7. TSW begin working on The Odyssey review sheet.8. TTW conference with struggling students. 9. TSW ask final outstanding questions on this unit.

2. Thinking Levels1. Knowledge: TSWBAT discuss key elements of The Odyssey.2. Comprehension: TSBWBAT discuss why events have been important in the epic poem so

far.3. Analysis: TSWBAT analyze events in the poem to predict future events.4. Evaluation: TSWBAT evaluate the text to make predictions.

3. Learning Styles1. Linguistic: reading The Odyssey

2. Visual: visual brainstormed list3. Logical: making predictions4. Intrapersonal: independent reading5. Interpersonal: work with partners.

4. Materials1. Textbook2. Comprehension questions3. Pencils4. Lined paper

V. Assessment and Reflection1. TTW assess students’ predictions to determine their comprehension of the story.

VI. Closure1. TSW complete their work for this unit independently and begin studying for the test.

VII. Relevance1. Making predictions is a useful life skill that can be applied to daily life by making predictions

about upcoming events in real life.

Name: __________________________________

Identifying Parts of Speech Review SheetDirections: Label the appropriate part of speech above each of the words below.

1. Wow! Spring break is only in one month!

2. I am going to mountainous Utah for my spring break this year.

3. Hey, are you going anywhere in April?

4. Spring break will be here soon, and summer will come shortly after.

5. I would like to spend my long summer in beautiful Ireland or Greece, but I will be Grand

Rapids or Kalamazoo instead.

6. Write a sentence with 3 nouns, 2 verbs, and 2 adjectives and identify each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Write a sentence with 2 adverbs and 2 pronouns and identify each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Write a sentence with 6 prepositions and identify each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Write a sentence with 3 conjunctions and identify each.________________________________________________________________________________________________________________________________________________________________________

A. NounB. VerbC. AdjectiveD. PronounE. AdverbF. PrepositionG. ConjunctionH. ArticleI. Interjection

____________________________________________________________________________________

10. Write a sentence with at least 1 interjection and 2 articles and identify each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Review Day: Parts of Speech and The Odyssey




II. Objectives TSWBAT assess their own mastery over the material covered in this unit by completing the

review sheets over The Odyssey and parts of speech.

III.Anticipatory Set TSW present tableaus to the class of the eight most importance scenes from the The Odyssey.


1. TSW draw the name of a scene from The Odyssey out of a bucket. 2. TSW get into groups of students who all drew the same scene and prepare a tableau, or

movie still, to depict their scene.3. TSW have 7 minutes to prepare their tableau and make nametags for their characters.4. TSW present their tableaus and their classmates will guess their scene.5. TSW complete their review sheets for The Odyssey and parts of speech.6. TSW ask any final questions regarding any material covered in the unit.

2. Thinking Levels1. Knowledge: TSWBAT identify all eight parts of speech.2. Comprehension: TSWBAT determine key scenes from The Odyssey as depicted by their

classmates.3. Application: TSWBAT apply their knowledge of the unit to their review sheets.4. Analysis: TSWBAT analyze events in The Odyssey to create a tableau.5. Synthesis: TSWBAT create a tableau based on a scene from their text.

3. Learning Styles1. Linguistic: Question and answer session about this unit2. Auditory: Question and answer session about this unit

3. Visual: watching classmates’ tableaus4. Logical: determining scene based on tableau5. Intrapersonal: working with others to create tableau

4. Materials1. Review sheets2. Pencils3. Name tags4. Online timer

V. Assessment and Reflection1. TTW assess students’ tableaus for comprehension of text.2. TSW assess their own understanding of the unit by completing the review sheets.

VI. Closure1. TTW conduct a question and answer session to tie up any loose ends about this unit before

the test.

VII. Relevance1. Assessing visual clues is a skill students will be able to exercise any time that they view a

television show, a movie, or a play. Practicing this skill in class better prepares them to utilize this skill outside of the classroom.


Unit Assessment: Parts of Speech and The Odyssey




II. Objectives TSWBAT complete the unit exam on The Odyssey and parts of speech.

III.Anticipatory Set TSW ask any last minute questions before completing the unit exam.


1. TSW ask the teacher any last minute questions.2. TSW complete the four parts of the exam.3. TSW work quietly and independently at their desks.

2. Thinking Levels1. Knowledge: TSWBAT recognize key terms, events, and characters from The Odyssey.2. Comprehension: TSWBAT respond to matching and multiple choice questions. 3. Application: TSWBAT apply their knowledge of epic heroes to the essay prompt.4. Analysis: TSWBAT analyze the character of Odysseus for the essay prompt. 5. Evaluation: TSWBAT evaluate Odysseus as an epic hero.

3. Learning Styles1. Linguistic: reading test questions2. Logical: responding to test questions3. Intrapersonal: working independently

4. Materials1. Tests2. Pencils

V. Assessment and Reflection1. TTW assess the students’ comprehension of The Odyssey through this final assessment.

VI. Closure1. TSW complete their unit exams.

VII. Relevance1. Students will need to demonstrate what they learn in a variety of ways and for a variety of

reasons in the future and assessments emphasize the importance of gaining and retaining details, facts, and information.

An Odyssey through The Odyssey: The Assessment

Part I: Character Matching

Directions: Match the following characters on the left with their characteristic on the right.

A. HomerB. OdysseusC. ZeusD. PoseidonE. AthenaF. CalypsoG. CirceH. PolyphemusI. PenelopeJ. Telemachus

1. _____ Son of Odysseus2. _____ A Cyclops3. _____ Wife of Odysseus4. _____ King of gods5. _____ A rhapsody or minstrel 6. _____ Favors Odysseus7. _____ An epic hero8. _____ Seduces Odysseus9. _____ Turns men into swine10._____ Odysseus’ alter ego

Part II: Content Questions

Directions: Choose the best option for each of the following questions.

11. Which of the following is true about Homer?a. He was a brave soldier during the Trojan War.b. He was part of the Greek elite.c. He would have sung most of the Odyssey. d. He had many affairs with women throughout Greece.

12. What was the cause of the Trojan War?a. Struggle for landb. A woman

c. Different religionsd. Food shortage

13. How long did the Trojan War last?a. It never happenedb. 4 years

c. 8 yearsd. 10 years

14. Which of the following is NOT true about the Greek Gods?a. They were perfectb. They lived on Mt. Olympusc. They interfered in the lives of peopled. They argued

15. In the beginning, who does Homer appeal to?a. Calypsob. Athena

c. The Mused. Poseidon

16. In the Odyssey, what is Odysseus trying to do?a. Win the Trojan Warb. Find a deeper meaning to life

c. Escape Poseidond. Go home

17. For the majority of Part I, who is Odysseus’s audience?a. King Alcinuousb. Athena

c. Calypsod. Telemachus

18. How long is Odysseus kept on Calypso’s island?a. 20 yearsb. 10 years

c. 7 yearsd. 3 years

19. Which of the following best describes a person who has just eaten Lotus?a. Seizures and convulsionsb. Loss of perspectives and prioritiesc. Loss of memoryd. Paralysis

20. Odysseus and his men escape Polythemus disguised as what?a. Sailorsb. Dogs

c. Travelersd. Sheep

21. Which characteristic best explains Odysseus as he leaves the island of the Cyclops?a. Humbleb. Regretful

c. Exhaustedd. Arrogant

22. How does Odysseus defeat Circe and release his men from captivity?a. A magical herbb. Athena’s help

c. He turns her into a pigd. He chops off her arm

23. Which basic human quality do the Sirens represent?a. Angerb. Temptation

c. Ignoranced. Hostility

24. Why does Odysseus choose to travel so close to Scylla?a. He believes he can defeat herb. Athena tells him toc. Better to lose 6 men then a whole crewd. The waters by the Charybdis are too rough

25. Of all of the conflicts in Part I of The Odyssey, which bothers Odysseus the most?a. The loss at the hand of the Cyclopsb. The empty rows at Ismarosc. The loss of life due to Scyllad. The cannibals in the Laestrygonians

26. How do the men justify eating the cattle of the Sun God?a. They were calling the Sun God’s bluffb. They didn’t believe in Teiresiac. It was better to die at sea than starve on landd. They believed Odysseus could protect them

27. How do Odysseus’s men die at the end of Part I?

a. Poseidonb. Zeus

c. Food Poisoning d. Athena

28. How does Odysseus get back to Ithaca?a. He swimsb. A boat

c. The magic of Athenad. With the help of a sea nymph

29. How does Athena assist Odysseus in the beginning of Part II?a. Disguises him as a beggarb. Lets him sleep

c. Leads him to Eumaeusd. Shows him images of Penelope

30. Where is Telemachus when Odysseus arrives home on Ithaca?a. In his bedroomb. In jail

c. In Spartad. Antinous

31. Why can’t Odysseus stay at the Palace Hall?a. He’d be abused by the drunken suitorsb. Penelope has forbidden any overnight guestsc. They’re out of guestsd. Antinous has banned guests

32. Why is Telemachus suspicious Odysseus?a. He doesn’t recognize himb. Antinous wanred him

c. He fears he may be a godd. Odysseus’s special bow

33. In the end, what happens to Argos?a. He’s killed by on of Odysseus’s menb. He dies of natural causesc. Zeus strikes him downd. He dies defending Odysseus

34. How does Eurycleia recognize Odysseus?a. His voiceb. His hair

c. His scard. His confession

35. What has Telemachus done in advance to help ensure Odysseus’s victory over the suitors?a. Poisoned Argosb. Booby trapped the bridge

c. Removed the weaponsd. Put a drug in the wine

36. How did the suitors respond to Odysseus’s deliberate stringing of the bow?a. With aweb. They didn’t react

c. With impatienced. With anger

37. Who is Odysseus’s first target?a. Eumaeusb. Argosc. Antinousd. Eruyonomous

38. Where was Penelope during the battle with the suitors?a. In the gardenb. In her room

c. In the chapeld. In the kitchen

39. When does Penelope finally recognize Odysseus?a. When he’s bathed and covered in oilb. She had always know it was him

c. When he passes her testd. When he eats

40. What is Penelope’s test for Odysseus?a. Mentioning his bed had been movedb. 3 details of their wedding dayc. Service food she’s allergic tod. Her mother’s maiden name

Part III: Parts of Speech

Directions: Match the underlined words in the sentences below with the letter for the appropriate part of speech.

A. NounB. VerbC. AdjectiveD. PronounE. AdverbF. PrepositionG. ConjunctionH. ArticleI. Interjection

41. 42. 43. 44. 45. 46. 47. 48.Penelope misses her husband who has been traveling by boat for ten years.

49. 50. 51. 52. 53. 54. 55.The ugly Cyclops strokes his sheep gently but cannot see them.

56. 57. 58. 59. 60.Odysseus makes many detours on his way home and meets many terrifying beasts.

61. 62. 63. 64. Hooray! Telemachus and Odysseus finally meet!

65. 66. 67. 68. 69. 70.The goddess Calypso wants Odysseus to stay with her and be her lover.

Part IV: Essay Question

Directions: Respond to the following essay prompt on a separate sheet of paper. Be sure to answer the prompt fully and use at least four direct references to the text to support your opinion. Your answer should be in complete sentences; eight sentences minimum. The rubric for this essay is included below.

Do you think that Odysseus is an epic hero? Explain. In what ways does he behave like an epic hero? In which ways does he not? Be sure to reference the seven characteristics of the epic hero in your response. Does he match your personal definition of a hero? Why or why not.

Rubric (30 points)

_____ / 2 pts. Clearly stated opinion_____ /20 pts. Four direct references to text

____ 1st reference * References must clearly support ____ 2nd reference opinion and relate directly to the ____ 3rd reference text. Clarity and depth of analysis ____ 4th reference are essential.

_____ /5 pts. Answers prompt fully_____ /3 pts. Appropriate spelling/grammar

Name: ___________________________ Hour: ________

An Odyssey through The Odyssey: The Assessment

Part I: Character Matching

1. _____2. _____3. _____4. _____5. _____6. _____7. _____8. _____9. _____10. _____

Part II: Content Questions

11. _____12. _____13. _____14. _____15. _____16. _____17. _____18. _____19. _____20. _____21. _____22. _____23. _____24. _____25. _____26. _____27. _____28. _____29. _____30. _____31. _____32. _____33. _____34. _____35. _____36. _____37. _____38. _____39. _____40. _____

Part III: Parts of Speech

41. _____42. _____43. _____44. _____45. _____46. _____47. _____48. _____49. _____50. _____51. _____52. _____53. _____54. _____55. _____56. _____57. _____58. _____59. _____60. _____61. _____62. _____63. _____64. _____65. _____66. _____67. _____68. _____69. _____70. _____

** Please complete essay on a separate sheet of paper

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