Beruflich Dokumente
Kultur Dokumente
Table of Contents
Introduction ........................................................................................ Page 3
Goals .................................................................................................. Page 4
Instructional Objectives and Targets .................................................. Page 5
Grade Level and Curriculum Standards ............................................. Page 6
Pre-assessment ................................................................................... Page 9
Unit Sequence .................................................................................... Page 12-70
Lesson 1 ............................................................................................. Page 12
Lesson 2 ..............................................................................................Page 31
Lesson 3 ............................................................................................. Page 35
Lesson 4 ............................................................................................. Page 41
Lesson 5 ............................................................................................. Page 48
Lesson 6 ............................................................................................. Page 51
Lesson 7 ............................................................................................. Page 53
Lesson 8 ............................................................................................. Page 56
Lesson 9 ............................................................................................. Page 61
Assessment.......................................................................................... Page 71
Reflection ........................................................................................... Page 72
Bibliography ....................................................................................... Page 75
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Introduction
The study of literatureof all kindsis an essential part to every student's education. As
English teachers, it is crucial that the literature we select is appropriate, culturally sensitive and
diverse, academically challenging, relevant and interesting to the readers, illustrative of quality
literature that models writing practices and techniques, and, most importantly, thought
provoking. One of the most widespread misconceptions about the English discipline is the
reading is a passive actwhen it most surely is not! Reading is active. It's hard work. It involves
a lot of thinking, which brings us to the conclusion that thinking is also hard. However, thinking
is what we teachers prize above everything: it is what makes us better teachers. It is the goal that
every teacher, no matter their subject, has for every single one of our students: to think. For the
English teachers, good literature, when taught effectively and in an engaging manner, does just
this. It's not necessary for students to love every novel we hand them; just that each piece of
literature gets them to think.
A sample of literature that meets many of the qualities outlined above is one of the oldest
surviving examples of human literature: Homer's Greek epic The Odyssey. There is no disputing
the popularity and wide spread use of this epicit is references across cultures and across
disciplines. It's also not the easiest text to entice young or reluctant readers into. Yet, it is a story
of adventure, romance, monsters, and magic. In the unit I have created, students explore the full
text of The Odyssey in a translated version. The focus of this unit is to get students thinking
about the essential question: What is a hero? As we explored The Odyssey and read about the
cunning Odysseus, students revised and classified this question into more questions they had:
Does a hero have to be a man? How have heroes changed? Why do we have heroes? What makes
a hero?
The activities and lessons included in this lesson guide students through answering these
questions and more. I used student-centered, social-learning activities and proven literacy
strategies to scaffold students' ability to conquer a difficult and old piece of literature. Many
activities rely on discussion and student directed discussion questions. The culminating piece to
this lesson is two-fold: a performance task and essay writing. In the performance task, students
assumed roles of lawyers by defending either Odysseus or the Cyclops Polyphemos, where
students were forced to confront and question the reliability of Odysseus' true heroic nature.
Many students decided that, at least according to our society's values, Odysseus is not a hero.
This realization then led into the final assessment, which was a compare-contrast essay where
students compared Odysseus (as a representative of the ancient Greek hero) to a hero of their
choosing (as a representative of a contemporary hero). Overall, students excelled in both
summative assessments.
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Goals
1. The learner will understand what it means to be a hero. The overarching goal of this
unit is founded in the essential question: What is a hero? The primary goal for this unit is
for students to be able to understand this question, contemplate it, and provide a wellthought out answer to it based on their own personal learning, experiences, and
understandings from the text, activities, and discussions.
2. The learner will appreciate Greek mythology and literature for its differences from
contemporary society and literature. By this, students will be understand how Greek
mythology is different, why we study it, and how we can learn from it. The intent here is
not for students to necessarily enjoy or like classical Greek literature; rather it is for them
to acknowledge and be cognizant of its value.
3. The learner will strengthen their critical thinking skills. Through classroom
discussion, small group explorative activities, and writing exercises, students will hone
and sharpen their critical eye when reading texts. It is crucial that students are not only
able to decode words and comprehend, but that they are able to questions and challenge
what they read.
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Instructional Objectives
By the end of this unit,
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Reading: Literature
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
Writing
CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-appropriate form and in a manner that
anticipates the audience's knowledge level and concerns.
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Language
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a
range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of
a word or phrase.
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Pre-Assessment
In the beginning of the year, freshmen students took two forms of pre-assessment. The first was a
reading comprehension exam. The exam consisted of several passages with multiple choice
questions requesting students to determine word meaning based on context, to summarize main
points of the text, and to identify purpose and intent of the authors. This test grade did not affect
students' grades in class, but more importantly served to inform the teacher about each student's
reading level, stamina, and comprehension skills. This pre-assessment was important in setting
the pace for reading of The Odyssey. It also aided in illuminating common weak areas that many
students could benefit from by a whole-class mini lesson throughout the reading of the first class
text.
The second pre-assessment activity aimed to gauge students' understanding of Greek mythology.
This pre-assessment took the form of an anticipatory set survey where students answered
agree/disagree questions related to universal themes and motifs found in Greek mythology and
especially in The Odyssey. Additionally, students answered matching questionswhich was
ungradedabout the names of the major thirteen Greek gods and goddesses with their
descriptions and powers. This activity spanned a fifteen minute time in class, including
explanation of directions, independent work, and discussion.
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______ 2.
______ 3.
Life is unfair.
______ 4.
______ 5.
______ 6.
______ 7.
______ 8.
______ 9.
______ 10.
______ 11.
______ 12.
______ 13.
______ 14.
______ 15.
______ 16.
______ 17.
People should express their feelings and say what they think/feel.
______ 18.
______ 19.
Responsibility is important.
______ 20.
You should take care of your loved ones first, and then worry about others.
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A. sun god
______ 2. Poseidon
______ 3. Hades
______ 4. Apollo
______ 5. Ares
______ 6. Athena
______ 7. Aphrodite
______ 8. Artemis
______ 9. Hermes
I. god of war
6 8 correct
Less than 6
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Unit Sequence
LESSON 1: The Gods and Goddesses of Greek Mythology
I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from
the text.
b. CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus, taking votes on key
issues, and presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
Behavioral/Objective: After this lesson, students will be able to correctly identify and
describe 11 of the 13 major gods and goddesses of Greek mythology.
Anticipatory Set: Students will use the first five (5) minutes of class time to take a survey
to test their knowledge of the Greek gods and goddesses.
Objective/Purpose: "Today we are going to learn about some of the major gods and
goddesses of Greek mythology that we will encounter in our reading of The Odyssey. In
pairs, everyone will be assigned a certain god or goddesses to "research" and then report
back to the class on. In this way, you and your partner will be responsible for being our
class expert on whichever god or goddesses you receive."
Input
a. Task Analysis
i. Call class to attention. State objective.
ii. Greek Mythology Survey (5 min)
iii. Check survey answers. Students will use math skills to calculate their
percentage correct. (3 min)
iv. State instructions for activity, assign partner pairs, and pass out materials
(5 min)
v. Model expectations for students as "experts" (5 min)
vi. Students work in pairs to research by reading informational texts provided
(10 min)
vii. Students report and present to class their findings. Class will take notes on
graphic organizer. Teacher will model note taking on the white board or
through a computer attached to a projector. (20 min)
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VI.
VII.
viii. Exit Question: Students will reflect on all of the gods and goddesses and
choose one that they find most interesting. They must explain why. (5
min)
b. Thinking Levels
i. Knowledge: Students will be able to name, describe, and relate their
knowledge of a specific god or goddess in an informal oral report to the
class.
ii. Comprehension: Students will be able to comprehend material presented
in the informational texts and paraphrase information in a way that is
presentable to their peers.
iii. Evaluation: Students will be able to assess the 13 gods and goddesses
under study to appraise which one they find the most interesting through
an internal process of comparison and contrast.
c. Learning Styles or Accommodations
i. Interpersonal: Students will need to work with a peer in order to digest
information from the texts as well as to relay the information to the whole
class.
ii. Visual: Students will be able to see the teacher's notes on the board.
iii. Auditory: Students will be able to hear their classmates relay information.
iv. Accommodations will be made for students with visual or auditory
impairments. The dual presentation of information through student report
(orally) and the teacher's transcription of notes (visual) is intended to aide
students in their access to knowledge.
d. Methods and Materials
i. Methods: demonstration, partner work, visual
ii. Materials needed: Anticipatory set, informational texts on Greek gods and
goddesses, graphic organizer (The Gods of Olympus), lined paper for exit
questions, and a computer and project (optional)
Modeling
a. The teacher will walk students through directions for activity and model
expectations for partner work.
b. The teacher will model how to take notes of students' reported information on the
board or computer/projector.
Checking for Understanding
a. The teacher will ask students if they understand directions, using the thumbs-up
method to gauge responses.
b. Before moving onto the next god/goddess, the teacher will ask the class if there
are any questions and/or if they are ready to move on (choral response).
c. The teacher will move about the room during work time to assist with partner
work or answer specific questions.
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VIII.
IX.
X.
Guided Practice
a. Students will witness the teacher's modeling of the activity, instructions, and
expectations.
Independent Practice
a. Students will work with a partner.
Closure
a. Evaluation: Students' informal oral report to the class will be evaluated for
accuracy and inclusion of all required information. The teacher may also use
observation and checks-for-understanding to gauge student attainment of
information.
b. Exit Question: Students will turn in their exit slips as they leave class. This will
serve as a formative assessment.
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(Zoos)
Description: King of the Greek gods, Zeus ruled the sky from his throne on Mount Olympus. He
is the youngest of the titan Kronos' 6 children: his brothers include Poseidon and Hades, and his
sisters are Hera, Demeter, and Hestia. According to mythology, Zeus ruled over his unruly
family of Olympians while they bickered and fought and got jealous of each other. Zeus always
had an eye for beautiful women, which often got him in trouble with his wife, Hera (yes, who is
also his sister). A less-than-stellar father figure, Zeus once tossed Heras son Hephaestus off the
top of Mount Olympus because the baby was too ugly. A few of his demigod children include
Perseus and Heracles (Hercules).
Symbols: Eagle and lightning bolt
Roman name: Jupiter
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Hera
(Hair-ah)
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Poseidon
(Po-sigh-dun)
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Demeter
(Duh-mee-ter)
Goddess of Agriculture
Description: Demeter was one of the quieter goddess. As long as the crops were growing
and the farmers were happy, Demeter was content. But dont underestimate her importance.
Demeter was essential to the ancient Greeks' harvest. One of the most famous stories about
Demeter tells of how her daughter, Persephone, was kidnapped by Demeter's brother, Hades,
and taken to the Underworld. When Hades stole her daughter Persephone, Demeter stopped
all plants from growing, and people started starving. Demeter and Hades finally worked out
an agreement though that allowed Persephone to spend half of the year with her mother and
the other half of the year with her uncle-husband-kidnapper Hades in the Underworld. As
part of her mourning, Demeter would only allow the crops to grow when Persephone was
with her. Thus, the seasons were created and explained.
Symbol: Torch, Corn plant
Roman name: Ceres
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Ares
(Air-eez)
God of War
Description: God of war, Ares is the proud and cruel son of Zeus and Hera. He is
inseparable from his shield and helmet. He loves battle, has immense strength, but tends to
lack the smarts for war tactics and strategy, preferring more of the brute strength approach..
During the Trojan War, Ares fought on the side of the Trojans. In many myths, Ares is
quick to anger, rash, and impatient, but he also has a softer side as he and Aphrodite are
lovers.
Symbol: A bloody spear (his weapon of choice) and a wild boar
Roman name: Mars
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Athena (Ah-thee-nah)
Apollo
(Ah-paul-oh)
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Artemis
(Ar-tem-iss)
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Hephaestus
(Huh-fess-tus)
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Aphrodite (-fro-d-tee)
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Hermes
(Her-meez)
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Dionysus
(D-oh-n-sus)
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God of Wine
Description: Dionysus was born a mortal. When he invented wine, which so impressed his
father Zeus, Zeus promoted Dionysus to god. Dionysus mostly spent his time partying it up
in ancient Greece. He is known for his debauchery and nonsense. Once a crew of sailors
tried to kill him, thinking the god was too incapacitated to fight back. Dionysus turned them
into dolphins and sent them over the side. He also once led a drunken army to India where
he captured some tigers. Overall though, Dionysus was a minor god and didn't play too large
of a part in many myths.
Symbol: the grape vine and wine
Roman name: Bacchus
Hades (Hay-deez)
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god of:
Symbol:
Distinguishing Traits:
goddess of:
Symbol:
Distinguishing Traits:
god of:
Symbol:
Distinguishing Traits:
goddess of:
Symbol:
Distinguishing Traits:
god of:
Symbol:
Distinguishing Traits:
Greek goddess: Athena
Symbol:
Distinguishing Traits:
goddess of:
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god of:
Symbol:
Distinguishing Traits:
goddess of:
Symbol:
Distinguishing Traits:
god of:
Symbol:
Distinguishing Traits:
goddess of:
Symbol:
Distinguishing Traits:
god of:
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god of:
Symbol:
Distinguishing Traits:
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
b. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
Behavioral/Objective: After this lesson, students will be able to describe and define 2 of
following 3 terms/concepts/people: Homer, epic poem, epic hero.
Anticipatory Set: Students will use the first 5 minutes of class to rate their level of
agreement on 20 thematic statements regarding universal themes related to The Odyssey.
This will get them thinking about some of the themes we will encounter in the epic and
prime them for some of the characters, conflicts, situations, and topics we will discuss.
Objective/Purpose: Today we are going to use our knowledge of the ancient Greek gods
and goddesses to help us understand the backdrop of The Odyssey.
Input
a. Task Analysis
i. Call class to attention. State objective.
ii. Warm up/Do It Now (Grammar) on parts of speech (10 min)
iii. Anticipatory Set discussion (5 min)
iv. PowerPoint Mini-Lecture and Discussion
1. Hand out note sheet to students
2. Before going to each slide with the answer, ask students to
contemplate the following questions on the Introduction to The
Odyssey Note Sheet:
a. What is a myth? What is an epic poem? Who was Homer?
b. The teacher will conduct the mini-lesson including
pertinent information that students will need to know to
prepare them for the epic. Students should take note of all
of the information. (10 min)
3. PowerPoint Review: Use the projector to show images/pictures of
the gods and goddesses the students learned about yesterday. Ask
the students to name and describe the gods/goddesses. ( 5 min)
v. Pass out copies of The Odyssey to students. Have students record their
book number next to their name on the Book Log Sheet. (5 min)
vi. Read Aloud Chapter (Book) 1: The teacher will begin reading Book 1
aloud to the class, with students following along in their copies. The
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VI.
VII.
VIII.
IX.
X.
Closure
a. Evaluation: Observation, classroom discussion, note taking, and participation
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Directions: Take as detailed as notes as possible during this introductory lesson into The Odyssey. The
questions below will help you throughout the later unit on The Odyssey and may even appear on later
quizzes or exams.
I.
II.
III.
IV.
V.
VI.
VII.
Which gods and goddesses can we expect to meet in this epic poem?
What are some themes or types of conflict we may encounter in The Odyssey?
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
b. CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
c. CCSS.ELA-Literacy.SL.9-10.1.c Propel conversations by posing and responding
to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. CCSS.ELA-Literacy.SL.9-10.1.d Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and, when warranted, qualify
or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Behavioral/Objective: After this lesson, students will be able to correctly identify Roman
Numerals 1-10 correctly 90% of the time. Students will also be able to engage in
discussion about a passage of literature.
Anticipatory Set: The teacher will ask students to share their first impressions of the epic
and last nights reading with a partner. As a pair, students will generate excitement and
clarify misconceptions.
Objective/Purpose: Today we are going to study Roman Numerals, and, afterwards, we
will discuss the first two chapters of the epic in order to discern what is going on.
Input
a. Task Analysis
i. Call class to attention. State objective.
ii. Warm up/Do It Now (Vocab and Roman Numerals) (10 min)
iii. First Impressions. Ask students to share their initial thoughts and feelings
of the reading from yesterday and last night. Students should share with a
neighbor first then as a whole class. (10 min)
iv. Discussion. Explain how discussion will run and encourage students to
bring their own questions to the table. Some questions to consider for
discussion: (20 min)
1. Describe Odysseus. What do we know about him so far? Is he
well-liked by other characters? Why or why not?
2. What do we know about Telemachos so far?
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VI.
VII.
VIII.
IX.
X.
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Book 1:
1. How is Odysseus described in book 1? Is he well-liked by other characters? By the gods?
Cite evidence.
2. Which of Odysseus qualities and values seem most admirable to you?
3. Why can't Odysseus make it home? What or who prevents him?
4. Why do you think it's important to Telemachos that a stranger/visitor is not left standing
at the door?
5. Do you think Telemachos believes his father is alive? Why or why not?
Book 2:
6. Describe the situation with the suitors.
7. What do you think about the situation with the suitors? What would you do if you were
Penelope or Telemachos?
8. Why is Athena bent on helping Telemachos? How does she assist and guide him?
Book 3:
9. What happened between Agamemnon and his wife, Clytaimnestra? How is she different
from Odysseus's wife, Penelope?
10. How is Telemachos received by Nestor?
Book 4:
11. What does Menelaos learn about Odysseus from the Old Man of the Sea?
12. In what ways is Penelope depicted as strong? How is she also depicted as weak?
13. Why is Penelope described as the "true hearted" (61)?
Book 5:
14. What is Odysseus doing when we first meet him? Why is he doing this?
Book 6:
15. Why is it important for Odysseus to enter the Phaician city after the girls?
Books 7 & 8:
16. Why does everyone give offerings to the gods? What is the purpose?
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17. Explain the phrase "the stranger's due that is right and proper" (95). What does it reflect
about ancient Greek culture?
18. Odysseus still has not told King Alcinoos and the Phaician people his name. Why do they
continue to treat him as an honored guest without even knowing who he is?
19. What might be a moral or lesson from the song about Aphrodite, Ares, and Hephaestus?
Book 9:
20. Odysseus is wanted as a husband by many women (Calypso, Circe, Nausicaa), but he
refuses them, saying he must be loyal to his wife. In your opinion, is Odysseus actually
being loyal to Penelope?
21. How does Odysseus get in trouble for expecting hospitality out a Cyclops?
22. How does Odysseus escape the Cyclops?
23. How does Odysseus outwit Polyphemos?
24. Why does Odysseus yell back and mock Polyphemos once he is on his ship? Do you
think it was wise of him to do this? Explain.
25. How does knowing someone's name (identity) give another person power over them?
Book 10:
26. How is Odysseus responsible for his men, both by saving them but also for placing them
in danger?
27. Why do Odysseus's men follow and listen to him?
28. What qualities has won Odysseus his men's loyalty?
29. Would you follow Odysseus to the ends of the earth? Explain.
Book 11:
30. Name three ghosts that Odysseus sees when he ventures to the land of the dead.
31. What warning does Teiresias give Odysseus? (about the cattle of the sun god Helios)
32. How are the ghosts of the women and wives represented? Or, how does Odysseus
describe them? What are their accomplishments in life?
Book 12:
33. What do you think about the crews decision to ignore the warning from Teiresias?
34. Did the men deserve to die? Why or why not?
Book 13:
35. How does Poseidon punish the Phaicians for helping Odysseus? Why does Poseidon do
this?
36. What does Athena disguise Odysseus as once he reaches Ithaca?
Book 14:
37. There are many characters who claim to be loyal (Odysseus, Penelope, the Swineherd).
Are all or any of these characters truly loyal? How so?
38. What is the Swineherd's relation to Odysseus' house and family?
Book 15:
39. How are women represented in this chapter? How are they represented throughout the
whole epic?
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62. Why is Penelope doubtful that Odysseus has really returned? What does this say about
her character?
63. How does Penelope test her husband?
Book 24:
64. We finally meet Odysseus' father, Laertes. Describe him (his appearance and
personality).
65. Why are the townspeople of Ithaca outraged? What do they want to do?
66. Who do you think was in the right, Odysseus or the townspeople? Why?
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from
the text.
b. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
Behavioral/Objective: After this lesson, students will be able to identify, characterize, and
describe, citing supporting evidence, for at least 3 of the major characters in the epic.
Anticipatory Set: The teacher will ask students about their favorite character so far.
Students should raise their hand to share with the class. The teacher may also choose to
use a vote method to see which character(s) are the most popular with students at this
point. Further questions to prompt student thinking may be used such as, Why is he/she
your favorite? What qualities do you value in ____?
Objective/Purpose: "Today we are going to explore a few of the major themes in The
Odyssey. Our goal is to be able to fully explain and support at least two of the three
themes we will discuss with evidence from the epic and sound reasoning."
Input
a. Task Analysis
i. Call class to attention.
ii. Warm up/Do It Now: Students will have five (5) minutes of class time to
complete the DIN. Then teacher and students will check answers together
orally. Also, introduce Vocabulary 3. (10 min)
iii. Quiz 1. Pass out materials and give instructions. (Approx. 15-20 minutes)
iv. Anticipatory Set (2 min): Students will respond to the following question
in writing: Who is your favorite character so far? Why?
v. State objective.
vi. Discussion: Following this, the teacher and class will discuss the reading
homework, asking for volunteers to share their questions from the
anticipatory set. Discussion may also address questions on the quiz, or
other concerns or points raised by students. (15 min)
vii. Pass out Character Chart. Model one character entry on the board with the
class. Students have the remaining class time to either 1) work on the
character chart, or 2) begin reading tonight's homework.
viii. At the end of class, students will turn in the DIN.
b. Thinking Levels
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VI.
VII.
VIII.
IX.
X.
b. Students may choose to work individually during the latter half of class time.
Closure
a. Evaluation: Reading Quiz
b. Exit Question: What was the most confusing part of last night's reading? This
will help the teacher assess where confusions lie and if there are any holes in the
instruction of the material.
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Personality Traits
Physical Description
Major Roles in
Epic
Other Facts
Odysseus
Telemachos
Penelope
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Antinoos
Agamemnon
Menelaos
Nestor
Name
Personality Traits
Physical Description
Other Facts
Calypso
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Circe
Alcinoos
Arete
Nausicaa
Proteus
Polyphemos
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Eurycleia
Eumaois
Laertes
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from
the text.
b. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text
and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective
summary of the text.
c. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
d. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
Behavioral/Objective: After this lesson, students will be able to identify and explain,
citing evidence from the epic, for at least 2 of the 3 themes discussed in this lesson.
Anticipatory Set: Students will respond to twenty (20) statements that relate to various
universal themes.
Objective/Purpose: Today we are going to explore three themes from the chapters we
have read so far.
Input
a. Task Analysis
i. Call class to attention. State objective.
ii. Anticipatory Set: Use 5 more minutes of class time to ask for volunteers to
share a few of their responses to the statements.
i. Give instructions on how the activity will run in stations and what is
expected of the students. The teacher should model how she/he would
rotate through the stations. (5 min)
ii. Activity: Thematic Stations (30 mi)
1. Students will rotate from station to station, staying in their small
groups. Each station will have a prompt for students to think about
and discuss within their group. Groups will have 10 minutes at
each station.
2. Station 1: Loyalty and Betrayal
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VI.
VII.
VIII.
IX.
X.
b. The teacher will move about the room to further check for understanding and
address any confusion as needed.
Guided Practice
a. The students will be able to rely on the others in their group/station to
comprehend directions, the prompt, or thematic ideas in the epic.
b. The teacher will guide students through the expectations of the activity.
c. The teacher will guide students through rotation of the activity, alerting students
to time remaining and when to move on.
Independent Practice
a. Students will work independently on the task at each station, although they are
encouraged to talk through their ideas with one another.
b. Students will be able to reflect individually at the end of class.
Closure
a. Evaluation: Students will submit all of their work at the end of the hour. This will
be assessed for completeness, ideas, and fulfillment of the objective.
b. Exit Question: This will serve to force the students to reflect on learning as well
as offer the teacher a way to assess what students are really learning and identify
any misconceptions or confusions early on.
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
b. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
Behavioral/Objective: After this lesson, students will be able to correctly identify, label,
and apply the 8 parts of speech 80% of the time.
Anticipatory Set: Warm up/Do It Now on parts of speech
Objective/Purpose: Today we are going to go conduct an in-depth study of the parts of
speech using a Grecian styled game from The Odyssey.
Input
a. Task Analysis
i. Call class to attention. State objective.
ii. Warm up/ Do It Now (Grammar) on parts of speech (10 min)
iii. Mini-Lesson One Sentence Grammar Activity (10 min)
iv. Group Work: Students will work with a partner to choose one sentence
from the epic to label the parts of speech. Afterwards, groups will share
with the class their sentence and how they labeled the parts of speech. (10
min)
v. Grecian Grammar Game: Students will be put into teams (approx. 4-5
teams). The teacher will project a sentence onto the white board. Students,
in their teams, will need to
1. identify the missing words part of speech, or
2. label the bolded/underlined words part of speech, or
3. create an example of the designated part of speech. (20-30 min)
vi. Exit Question: Which part of speech is the most difficult to understand
and/or identify for you?
b. Thinking Levels
i. Knowledge and Comprehension: Students will need to identify and label
the various parts of speech.
ii. Application and Synthesis: Students will need to construct a sentence
given the instructions and parameters of which parts of speech to use.
c. Learning Styles or Accommodations
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VI.
VII.
VIII.
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
c. CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
d. CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9-10 reading and content, choosing flexibly from a range
of strategies.
e. CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
f. CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Behavioral/Objective: After this lesson, students will be able to interpret a text for what it
says at face value as well as what is said in the undercurrents.
Anticipatory Set: Students will contemplate the question, What does it mean to be
loyal?
Objective/Purpose: Today we are going to discuss what it means to be loyal and to be
responsible.
Input
a. Task Analysis (Intended to span 2 days)
i. Call class to attention. State objective.
ii. Warm up/Do It Now (10 min)
iii. Quiz 2 (15 min)
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iv.
VI.
VII.
VIII.
IX.
X.
b. Alternatively, the questions of the TPS literacy strategy serve a dual purpose of
checking for understanding as well.
Guided Practice
a. The teacher will guide students through the literacy strategy and the discussion. A
timer will be projected onto the board so that students can monitor themselves as
well.
Independent Practice
a. Students will think independently, but will have the added comfort and security of
scaffolding of the pairing and sharing portion.
Closure
a. Exit Question: Students will answer in their own words: "What does it mean to be
loyal?"
b. Evaluation: Participation, observation,
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, and presentation of alternate
views), clear goals and deadlines, and individual roles as needed.
b. CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
c. CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
d. CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
e. CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Behavioral/Objective: By the end of this unit, students will be able to clearly express the
ideas and opinions in speech, backing them with logical reasoning and textual support.
Students will also be able to consider multiple perspectives to the same story and be able
to work collaboratively.
Anticipatory Set: Students will make a T-chart outlining which character was more in the
right in Book 9: Odysseus or Polyphemos. Students will have 10 minutes to list as many
ideas and reasons as to why each character was more heroic or justified in his actions.
Objective/Purpose: (student friendly language)
Input
a. Task Analysis (Intended for 2 days)
i. Do-It-Now (Review) (10 min)
ii. Anticipatory Set (10 min)
iii. Introduce the discussion-debate activity. Split class into three groups:
Odysseus lawyers, Polyphemos lawyers, and the Jury. Pass out
materials. (5 min)
iv. Students will work in their large groups to provide reasons and arguments
to defend their client. They should reference the text and logic. (35 min)
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VI.
VII.
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VIII.
IX.
X.
a. The teacher will move about the room to check in with groups and pairs. The
teacher will be available for questions and re-direction if students get moving in
the wrong direction.
b. Furthermore, the teacher should use "check" questions in the beginning of the
lesson to ensure that all students are on the same page and up to speed with the
events that happen in Book 9 of The Odyssey.
i. For example, some clarifying questions may include:
1. Who is Odysseus? Who is Polyphemos?
2. How did they meet/run into each other? Why?
3. What happened in the cave?
4. How did Odysseus escape the cave? The island?
5. What was the last thing Odysseus said to Polyphemos? Why did he
do this? How does this affect the rest of the epic?
Guided Practice
a. Students will be guided by both the teacher and their peers in their collaborative
group work.
Independent Practice
a. There will not be extensive opportunities for independent practice in this lesson.
However, anticipatory set and the reflection/closure/exit question allow students
to work independently.
Closure
a. Formative Assessment: Group work, observation, exit question
b. Summative Assessment: The debate/court trial will serve as the entire unit's
summative assessment and takes the shape of a performance task. Students will be
graded both individually (on their contribution to the group, ideas, behavior,
effort, use of time, and reflection) and collectively (the quality of arguments and
reasoning from a group and their presentation).
c. Exit Question/Reflection: Who do you think is in the right, Odysseus or
Polyphemos? Explain. Also, please tell me how this activity went for you: How
was it working with others in a group? Did you run into conflicts? If so, how did
you solve them? What is the most important thing you learned from this activity?
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II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
b. CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims, reasons, and
evidence.
c. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form
and in a manner that anticipates the audience's knowledge level and concerns.
d. CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the
major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
e. CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline in
which they are writing.
f. CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or section
that follows from or supports the argument presented.
Behavioral/Objective: By the end of this lesson, students will understand the writing
process, be able to participate in writing workshop, and will have produced a piece of
writing to submit that identifies a precise claim, supports it through textual evidence and
logical reasoning, maintains a formal tone and style, and contains an insightful
conclusion.
Anticipatory Set: The teacher will lead a whole class brainstorm on the board over the
characteristics of what makes a hero. The students will then participate in a sequence of
activities answering a single question that will gear them up for writing a thesis without
the added anxiety of formulating a thesis.
Objective/Purpose: "Today, and for the rest of the week, we are going to devote class
time to something called writing workshop. We are all going to compare Odysseus, our
representative of an ancient Greek hero, to a contemporary hero that you choose."
Input
a. Task Analysis (Intended to span 4 days or more)
i. Call class to attention each day. State objective.
ii. Day 1
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VI.
VII.
VIII.
IX.
X.
of heroism and the qualities discussed in class, as well as the events of the
epic in order to glean whether Odysseus is truly hero material.
ii. Application and Analysis: Students must apply their knowledge and
analyze it using critical thinking.
iii. Synthesis: Students must be able to hold all of this knowledge and
processes in mind in order to write their ideas down and create an essay.
c. Learning Styles or Accommodations
i. Interpersonal: The essence of writing workshop relies on conversation.
Therefore, students will need to talk and collaborate with their peers.
ii. Verbal/Linguistic: Students will use words and writing to express their
ideas.
iii. Kinesthetic: Students will be able to move about the room during
workshop time.
iv. Intrapersonal: The writing time in class allows students to work
individually and independently.
d. Methods and Materials
i. Ways of Presenting: mini lesson lectures, group discussion, group
brainstorm (collaboration), writing workshop, revision, modeling
ii. Materials: White board, assignment sheets, paper, possible
computers/laptops if available
Modeling: The teacher will model how to write an outline for the essay. The teacher will
use the overhead projector to compare two unrelated-to-the-text, but well-known, heroes:
Spiderman and Achilles.
Checking for Understanding: The teacher will use the following methods and questions to
check for understanding.
a. Who knows what a thesis statement is? Can we try to explain it?
b. What is an outline? What's the purpose? Why do we do it?
c. Other methods: choral response, thumbs-up/down, observation, stand up if...., etc.
Guided Practice: The modeling of outline writing will guide the students through getting
started on their essays. Students will also have the added support of their peers in writing
workshop.
Independent Practice: Students will need to the bulk of the writing on their own as this is
not a group activity.
Closure
a. Exit Question (for the last day): From your writing, who did you determine to be
the better example of a hero? Why?
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Explanation: ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Explanation: ___________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
Explanation: ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Next, answer the question: Is Odysseus a (good) hero? State your opinion and reasoning
below.
Opinion/Stance:
Reasons/Support:
1.
2.
3.
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Explanation:
Now, choose a modern day hero. How does she/he compare to Odysseus? What traits about
your chosen hero make them heroic?
Chosen Modern Hero:
Similarities with Odysseus:
Using the space below and in complete sentences, explain which hero you think is more
heroic, Odysseus or the modern hero you have chosen.
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Due: _________________________________________
Ideas:
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/ 10
Essay accurately states and describes personality traits of each hero.
Writer insightfully compares and contrasts the two heroes in a meaningful way (not
obvious).
Ideas are clear, focused, and well developed.
Organization
-
Style
-
/ 10
Writer's voice is interesting and inviting, showing understanding and genuine interest in
the topic.
Words chosen are specific, accurate, effective and vivid.
Sentences are grammatically correct, flow smoothly, and vary in length and structure.
Process
-
/5
Presentation
-
/ 10
Conventions
-
/ 10
/5
Essay is typed in Times New Roman or similar 12 point font, OR written neatly in blue
or black ink, one side of page, skipping lines.
Total
/ 50
Comments:
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Assessment
To evaluate the effectiveness of instruction and implementation of the unit plan, data from the actual
assessments given to two classes of freshmen English are provided. The first hour freshmen English class
includes 32 students. The fifth hour freshmen English class includes 30 students. Neither class is the
result of intentional tracking; however, due to tracking in mathematics courses, other subjects have felt
ripple effects such that the student population of first hour is much more outgoing, exuberant, and chatty.
Generally, students in this class are more oriented around social motivation and their peers. In contrast,
the fifth hour student population is slightly more subdued: they are more reserved, quiet, and
academically focused. On average, fifth hour sees fewer disciplinary and behavioral problems.
Overall, the differing personalities of each class made for interesting instruction of the same material.
Additionally, each class had different needs, questions, and required different accommodations. More so,
the class personalities are reflected in the data for each summative assessment of the unit. In first hour
freshmen English, the average score on the performance task was 91.2%, and the average score on the
essay was 78.7%. In fifth hour freshmen English, the average score on the performance task was 86.9%,
and the average score on the essay was 88%. While each class did very well, it is both interesting and
fitting that first hour performed slightly higher on the performance taskwhich required more active
movement and social interactionand that fifth hour performed significantly higher on the linguistic
assessment of writing an essaya task that relies more intrapersonal skills and less kinesthetic
movement.
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Reflection
What was successful?
Although imperfect, there were many successful aspects to this unit plan. In particular, the
instruction and planning of this unit Homer's The Odyssey was successful at engaging reluctant
students in discussion. The unit was based on a belief that learning is social so discussion
questions were used throughout. Both teacher-given discussion questions and student-generated
discussion questions were used. Time was allotted for whole class and small group discussions
to promote social learning and foster interest. Lastly, I believe that this unit was successful in
terms of how student learning was assessed: meaningful evaluation of student understanding was
prioritized. Thus, students were able to express understanding of the text through authentic
collaborative work and presentation in the court trial-inspired performance task. This activity
was well received by both the students and the cooperating teacher.
How is it possible for Poseidon to hold such a big grudge? Why doesnt he just grow
up and let it go?
How big was the Cyclops? How can he be big enough to throw a rock that changed
the direction of their ship, but small enough to milk sheep?
Why does Odysseus betray his wife Penelope by sleeping with other women (Circe,
Calypso)?
Why does the crew trust and follow Odysseus without questioning him?
Why would Odysseus disguise himself as a beggar if he will be perceived as someone
untrustworthy?
that I may change is the translation/version. This unit uses the full text version translated by
W.H. D. Rouse. This translation is different from both of the two other versions I have
previously read, and I noted differences in spelling of the names and devotion to more minor
events of the epic. Next time I would like to try using the abbreviated version of The Odyssey,
which focuses on the major events of Odysseus' travels.
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Bibliography
Common Core State Standards. (2014) English language arts standards. Retrieved from
http://www.corestandards.org/ELA-Literacy/
Homer. (n.d.) The Odyssey. (W.H.D. Rouse, Trans.) New York, NY: Signet Classics. (Translated
work re-published 2007).
Rhinehalt, B. (n.d.) Unit plan for The Odyssey. Retrieved from
http://ncteachdurhamcohortwinzeler.wikispaces.com/file/view/The+Odyssey+Unit+Plan.
pdf
Riordan, R. (2014). Meet the Greek gods. In The Online World of Rick Riordan. Retrieved from
http://www.rickriordan.com/my-books/percy-jackson/explore-mythology/greekgods.aspx
The British Museum. (2014). Gods and goddesses. Retrieved from
http://www.ancientgreece.co.uk/gods/explore/exp_set.html
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