Multiple Intelligences Unit Plan Template EDUC 522 Unit Title: The Odyssey Grade Level: 9th Grade

Subject: The Odyssey Objective(s): Students will be able to: 1. Draw conclusions and identify the main ideas of a nonfiction article. 2. Recognize and appreciate shared characteristics of literature across cultures. 3. Interpret the possible influences of historical context on a literary work. 4. Understand literary terms, such as epic, epic hero, epic simile, and epithet. 5. Understand and appreciate a classic epic poem and epic hero. Intelligences: Interpersonal Intrapersonal Visual Verbal Logical Musical Naturalist Kinesthetic Time Frame: 4 Weeks Technologies: Standards: Digital: Computers Internet Skype Google Lit Trips Google Pics Forums Blogs iMovie Garageband Microsoft Excel Microsoft Word iPad, iPad apps ShareBoard app. Animation Creation app. ScriptPro app. Notability Wordle.com Fodey.com YouTube.com DiscoveryEducatio n.com Flowcabulary.com
Common Core State Standards Reading Standards for Literature RL.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. RL.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. Reading Standards for Information RI.2: Determine a central idea of a text and analyze 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. RI.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.6: Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Writing W.2: Students write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and

Teacher: Mrs. Berry

Non-Digital: Pencil Paper Journals Handouts Worksheets Poster Board

endnotes. CA Speaking and Listening SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 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. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. 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. 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. SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task. CA a. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade.) CA SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Technology Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression.

2. Communications and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. d. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Materials: URLs: Homers World: Examining the Homeric Epics http://ancienthistory.about.com/od/homer/p/HomerGuide.htm What Makes a Hero? http://www.slideshare.net/sofiafeist/epic-herocharacteristics What Makes a Hero? YouTube Video http://www.youtube.com/watch? v=Hhk4N9A0oCA The Greek Gods and Goddesses WebQuest http://www.zunal.com/webquest.php?w=17290 An Overview of Classical Greek History from Mycenae to Alexander http://www.perseus.tufts.edu/hopper/text? doc=Perseus:text:1999.04.0009&redirect=true Perseus Encyclopedia: Homer http://www.perseus.tufts.edu/hopper/text? doc=Perseus:text:1999.04.0004:id=homer&redirect=true Map of the Wanderings (Odysseus)

Intelligences: Verbal, Visual Naturalist Interpersonal, Visual Verbal Visual, Intrapersonal, Musical Visual, Intrapersonal, Naturalist Logical, Naturalist, Verbal, Visual Visual, Intrapersonal, Logical, Naturalist Logical, Naturalist,

http://www.irasov.com/odyssey_map.htm Odysseus Needs a Job http://www.webenglishteacher.com/msb/odyresume.pdf

Visual Intrapersonal, Logical, Verbal

Google Pics http://images.google.com/url? sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=iWWbjTScoJV1M&tbnid=AsDbPakx8P-BMM:&ved=0CAUQjRw&url=http%3A Visual, Intrapersonal, %2F%2Fwww.badassoftheweek.com Logical %2Fodysseus.html&ei=vIyyUbjqBLC8jALHzoAQ&bvm=bv.47534661,d .cGE&psig=AFQjCNGMBIyLDRbUl_m5G5Z5SBAFcIjBTQ&ust=13707 42320957865 Great Books: Homers Odyssey http://app.discoveryeducation.com/player/view/assetGuid/65B691330B2E-4CFE-A66A-0A5941794D18 The Odyssey Movie Clip http://www.youtube.com/watch?v=c-7_8yMcLo Wheel of Destiny: Heros Journey http://www.youtube.com/watch? v=dSbMhufHMVw The Michael Carlos Museum, The Odysseys Online Greece http://carlos.emory.edu/ODYSSEY/GREECE/home.html Suggestions for Pairing Contemporary Music and Canonical Literature http://www.corndancer.com/tunes/tunes_db.html Examples from Similes From The Odyssey http://blog.flocabulary.com/homeric-simile-examples/ Digital: Computers Internet Skype Google Lit Trips Google Pics Forums Blogs iMovie Garageband Microsoft Excel Microsoft Word iPad, iPad apps ShareBoard app. Animation Creation app. ScriptPro app. Notability Visual, Intrapersonal, Naturalist Visual, Intrapersonal, Musical Kinesthetic, Interpersonal Musical, Visual Kinesthetic, Logical Musical, Verbal, Interpersonal Musical, Verbal, Visual, Interpersonal

Kinesthetic, Visual Logical, Intrapersonal Visual Logical, Naturalist Visual Verbal, Interpersonal Verbal, Intrapersonal, Musical, Kinesthetic Musical, Visual, Kinesthetic Logical, Naturalist Verbal, Intrapersonal

Visual, Interpersonal, Musical, Kinesthetic, Logical

Wordle.net Fodey.com YouTube.com DiscoveryEducation.com Flowcabulary.com Non-Digital: Pencil Paper Journals Handouts Worksheets Poster board Procedures: Week 1: Examining the Homeric Epics Day 1: What Makes a Hero? slideshow presentation. Students will view a brief slideshow presentation found online that identifies the definition of an epithet and an epic simile, and shows examples of these definitions used in the Odyssey. Students will define these specific terms and create vocabulary flashcards to recall throughout the unit. Students will be challenged to write on their blogs an epithet describing their traits. Day 2: Homers World: Examining the Homeric Epicsnonfiction article. Students will read the nonfiction article found at http://ancienthistory.about.com/od/homer/p/HomerGuide.htm and list three important elements of the epics plot, which includes the Trojan War, the heroism of Odysseus, and the interference of the Gods. After students have read the article, they will summarize the main idea of each section and discuss with a partner their responses. Students will choose one of the elements (Trojan War, the heroism of Odysseus, or the interference of the Gods) from the article, and write a newspaper article on Fodey.com to explain the section they chose. They must include three references from the article. Day 3: Wordle. Students will use their summaries from the previous day and create 3 Wordles at www.wordle.net, which review the elements of the epics plot. Students will select three large words from each Wordle and create an epic simile that models after Homers epic simile. Each student will present one Wordle and epic simile in front of the class. Day 4: Greek Gods and Goddesses Resume. Students will visit http://www.zunal.com/webquest.php?w=17290, a WebQuest to research information on different Greek Gods and Goddesses. Then, students will download a resume template into Microsoft Word and complete a task by creating a resume detailing their experiences, qualifications, and character traits that they might possess that will land a job of a God or Goddess of the Gods.

Visual Verbal Intrapersonal, Visual Visual Musical

Kinesthetic, Logical, Intrapersonal, Visual, Naturalist

Intelligences: Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal

Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal

Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Kinesthetic

Day 5: Campaign Speech. Students will use their Resumes from the previous day. Students will prepare a campaign speech to present in front of the class. After each student reads their resumes and why they qualify to be a God or Goddess, students will text their votes to www.voteeverywhere.com. Once all votes are counted, the class will declare the new God or Goddess. Week 2: New Coasts and Poseidons Son (Book 9) Day 1: Reading the Odyssey, Book 9. Teacher will read a section from the textbook out loud. Students will identify the external and internal conflicts among the characters while reading the Odyssey by using a graph. Then, they will discuss with partners what they find. Students will write a short summary from the point of view of one of the slain sailors on the boat, describing his feelings towards Odysseus. They will post their short summary on the classroom blog. Day 2: Share Board Pro App. Students will get in groups and choose on character they identified in the graph they created from the previous day and create a collage, drawing, or pictures that illustrates the personality traits of the character, what the character might have looked and dressed like, and where the character might have lived using the app Share Board Pro. Students will research using the following websites: http://www.perseus.tufts.edu/hopper/text? doc=Perseus:text:1999.04.0004:id=homer&redirect=true and http://www.perseus.tufts.edu/hopper/text? doc=Perseus:text:1999.04.0009&redirect=true Day 3: iMovie. Students will watch a YouTube video called What Makes a Hero? http://www.youtube.com/watch?v=Hhk4N9A0oCA and collaborate in their groups to discuss the characteristic traits of an epic hero and the heros journey. Students will create their own epic hero and produce a one to two-minute trailer using iMovie to showcase their epic hero.

Visual Verbal Logical/Mathematical Naturalist Interpersonal Kinesthetic Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Musical Kinesthetic

Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Musical Kinesthetic Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal

Day 4: Google Pics. Students will brainstorm to relate the photographs in Google Pics to the story of Odysseus return home. They will describe in their journals what Odysseus might see, hear, and smell when he arrives home. Students will re-read an important section in their textbooks and be asked to recognize the distinctive and shared characteristic of Odysseus culture, such as archery, which has been a competitive event for centuries around the world, and describe its characteristics. Day 5: Semantic Mapping and Notability. Students will get into groups and research using Google search engine distinct characteristics of Odysseus culture. Students will fill in a semantic mapping worksheet to categorize the research they find online. They should illustrate both the scenes events and its underlying emotion of the characters and relate it to todays culture. They will create a short multimedia presentation using Notability and post it online on the classroom blog.

Week 3: Sea Pearls and Defeat (Book 12) Day 1: Reading the Odyssey, Book 12. Teacher will read Chapter 12 from the Odyssey out loud. Students will review their vocabulary cards they made during week one and make up new epithets to describe several of the characters, including Circe and Odysseus. Students will view the short video from Flocabulary, http://blog.flocabulary.com/homeric-simileexamples/ to help them while creating their epithets. Day 2: Animation Creation App. Students will choose one of the scenes in book 12 and illustrate it using Animation Creation app. They will need to focus on emphasizing and drawing the characters and the setting they choose to illustrate. They will share their final creation with the whole class. Day 3: Compare and Contrast Maps. Students will go online to view The Map of the Wanderings http://www.irasov.com/odyssey_map.htm and compare and contrast the different maps on the website. Students will be given a blank map to label and color code of places Odysseus and his men have sailed to. Students will write a short summary using Microsoft Word describing their map and include at least two quotes from the book. Day 4: Cyclops Land Map. Students will create and design a map of the Cyclops land, showing where Odysseus beached his ship, where the cave was, and the course of the ship as it was washed back and forth by the Cyclops boulders. They will research examples of different maps using Google search engine and Wikipedia.

Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Visual Verbal Logical/Mathematical Naturalist Intrapersonal Musical Kinesthetic Visual Verbal Logical/Mathematical Naturalist Interpersonal Kinesthetic

Day 5: Wheel of Destiny, Heros Journey Game. Students will watch the YouTube video http://www.youtube.com/watch?v=dSbMhufHMVw to guide them through the instructions on how to play the game Wheel of Destiny. Students mission is to experience the journey of an epic hero. They must make the right choices along their journey in order to cross the finish line. Students will play games independently until they have completed the heros journey. Week 4: The Homecoming (Book 21, 22, and 23) Day 1: Reading Book 21, 22, and 23. Class will get in three groups and read the assigned book. Once each group has read their assigned book they will research online the poems historical background using the suggested web sites and respond to the questions on the worksheet given to each group. http://carlos.emory.edu/ODYSSEY/GREECE/home.html , http://www.perseus.tufts.edu/hopper/text? doc=Perseus:text:1999.04.0004:id=homer&redirect=true. Once the students have completed the questions, students will begin to translate their assigned books into a script form using Script Pro app. Day 2: Scripts (Script Pro App.). Students will edit their scripts on

Script Pro they created from the previous day and practice role-playing their assigned books. Each group member will be assigned a different role to focus on for the role-playing activity, such as using language, costumes that emphasize key characteristic traits, props, and creating the stage area. They can use play reviews from newspaper and magazines found online as models. Day 3: Role-play. Students will have the opportunity to compare their scripts to other play reviews and videos they find online. http://articles.orlandosentinel.com/2013-02-20/entertainment/os-odysseyreview-orlando-shakes-20130125_1_robbin-watts-orlando-shakespearetheater-theater-review http://www.youtube.com/watch?v=5KMNu4sZRSc Students will brainstorm costumes, props, and other ideas for creating the stage area. Day 4: Role-playing Presentations. Students will produce their final role-playing presentations in front of the class. Each group will take notes when other groups are performing and summarize each play. Students will post their notes on the classroom blog.

Visual Verbal Logical/Mathematical Naturalist Interpersonal Musical Visual Verbal Logical/Mathematical Naturalist Interpersonal Musical Kinesthetic

Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Musical Kinesthetic Visual Verbal Logical/Mathematical Naturalist Interpersonal Intrapersonal Musical Kinesthetic

Day 5: Edit Role-play Presentations on iMovie. Students will be recorded when presenting their plays in front of the class and will edit their videos using iMovie. They will need to include intro and exit music, proper transitions, and at least 3 different camera angles. They will post their final presentation on YouTube.

Product: Week 1 Day 2: Fodey Newspaper Article = Covers one of the elements (Trojan War, the heroism of Odysseus, or the interference of the Gods) and gives 3 quotes. Between 100-200 words

Intelligences: Visual, Verbal, Intrapersonal

Day 4: Greek Gods or Goddess Resume = Lists 5 experiences Lists 5 qualification Lists 5 characteristic traits

Verbal, Naturalistic, Logical, Interpersonal, Intrapersonal

Week 2 Day 3: iMovie Trailer = 1-2 minutes Verbal, Visual, Kinesthetic, Mention 5 characteristic traits of an Naturalist, Interpersonal, epic hero and journey (i.e., skills, strength, honor) Musical Day 5: Semantic Map = Post on classroom blog 5-10 slideshow presentation Mention scenes event and character Visual, Naturalist, Interpersonal, Logical, Kinesthetic

Week 3 Day 3: Compare and Contrast Map = Label/color code all cities Short summary included on back 2 quotes Day 4: Cyclops Land Map = Showing beached ship, where cave was, and course of the ship as it washed back and forth by the Cyclops boulders Week 4 Day 2: Rough Draft of Script = Roles assigned 2 articles researched Day 4 & 5: Role Play Presentation and iMovie = Notes posted on blog iMovie includes intro and exit music, proper transitions, and 3 different camera angles Presentation posted on YouTube Assessment: *See Attached Rubrics

Visual, Naturalist, Intrapersonal, Logical, Kinesthetic Visual, Naturalist, Intrapersonal, Logical, Kinesthetic

Interpersonal, Kinesthetic, Musical, Visual, Verbal Interpersonal, Kinesthetic, Musical, Visual, Verbal

Intelligences:

Presentation Ideas and Notes: (optional)

Technologies to be used:

Week One Rubric Fodey Article

50 Points
Covers one element (Trojan War, the heroism of Odysseus, or the interference of the Gods) with 3 or more references from article.

40 Points
Covers one element (Trojan War, the heroism of Odysseus, or the interference of the Gods) with only 2 references from article.

30 Points
Covers one element (Trojan War, the heroism of Odysseus, or the interference of the Gods) with only 1 reference from article.

0 Points
Covers no elements (Trojan War, the heroism of Odysseus, or the interference of the Gods) with no references from article.

Total

Resume

Lists 5 experiences, 5 qualifications, and 5 characteristic traits of a hero.

Lists 4 experiences, 4 qualifications, and 4 characteristic traits of a hero.

Lists 3 experiences, 3 qualifications, and 3 characteristic traits of a hero.

Lists no experiences, no qualifications, and no characteristic traits of a hero.

Total:

Week Two Rubric iMovie Trailer

50 Points
1-2 minutes, 5 characteristic traits of an epic hero and/or journey

40 Points
1-2 minutes, 4 characteristic traits of an epic hero and/or journey

30 Points
1-2 minutes, 3 or less characteristic traits of an epic hero and/or journey

0 Points
Incomplete or did not finish

Total

Semantic Map

Worksheet complete and 5-10 slides posted on blog.

Worksheet complete and 4 slides posted on blog.

Worksheet complete and less than 3 slides posted on blog.

Incomplete or did not finish

Total:

Week Three Rubric Compare and Contrast Map

50 Points
Map is labeled and color coded correctly, includes short summary, and 2 quote

40 Points
Map is mislabeled and color coded, but includes short summary, and 2 quote

30 Points
Map is mislabeled and color coded, includes short summary, but missing 2 quote

0 Points
Incomplete or did not finish.

Total

Cyclops Map

Showing beached ship, where cave was, and course of the ship

Showing 2 of the 3 requirements

Showing 1 of the 3 requirements

Incomplete or did not finish.

Total:

Week Four Rubric

50 Points
All roles are assigned and 2 articles have been researched

40 Points
All roles assigned and 1 article has been researched

30 Points
Half roles assigned and 1 article has been researched

0 Points
Incomplete or did not finish.

Total

Rough Draft Script

Presentation and iMovie

iMovie includes intro and exit music, proper transitions, and 3 different camera angles. Presentation posted on YouTube

iMovie includes only 2 of the 3 requirements. Presentation posted on YouTube

iMovie includes only 1 of the 3 requirements. Presentation is posted on YouTube

Incomplete or did not finish.

Total: