The Odyssey Unit

English 1-2 Curriculum Guide

Version 1.0: September 2009

Table of Contents: The Odyssey Activity Introduction to Unit Unit Template with Learning lan Student rogress !onitoring "cademic Vocabular# re$assessment The %ournal o& 'd#sseus (e)eloping Voice Using Imager# and *igurati)e Language Vigorous Verbs (ialogue unctuation "postrophes +ulminating "ssessment: ,riting a Stor# &rom "nother oint o& View (i&&erentiation -esources . &ound in original materials/ Page
! " # $ 1% 1! 1" 1& 1# 1$ 1' 2% 2( (&

0ote that the ma1orit# o& the lesson plans and acti)ities are &ound in the original curriculum pac2et3 which appears at the end o& this unit guide. See the Learning lan &or suggested acti)ities.

)ntroduction
4ou probabl# remember reading The Odyssey when #ou were in school3 and #our grandparents and their parents most li2el# read it as well. +an an epic poem that is o)er two thousand #ears old still ha)e rele)ance &or our classrooms toda#5 The answer3 according to a recent sur)e# o& S Language "rts teachers3 is a resounding 6#es37 since it is one o& the most widel# taught te8ts in the ninth grade across the district. The te8t3 howe)er3 because o& its length and poetic &orm3 can be daunting to teachers and students ali2e. *ortunatel#3 there are a great deal o& resources a)ailable to S teachers to assist them in planning and di&&erentiating their approach to The Odyssey. In addition to the te8t itsel& which is a)ailable to all teachers through the multimedia librar# and the materials &ound here in this unit guide3 we also ha)e access to the outstanding original curriculum pac2et de)eloped se)eral #ears ago b# district teachers .and is located at the end o& this unit guide/9 additionall#3 in the :olt Elements of Literature3 Third +ourse3 contains signi&icant sections o& the poem3 translated b# -obert *it;gerald3 paired with man# contemporar# poems and non&iction te8ts. <ssential support &ound in the :olt materials are a retold )ersion = still in poetic &orm = o& The Odyssey3 at a lower reading le)el and an introduction to 'd#sseus %ourne#3 called 6,here in the ,orld (id 'd#sseus >o57 &ound in the Visual +onnections pac2et. " note on the re)ision:

The materials &ound here are not e8pected to replace the no)el?s earlier e8ceptional materials3 but rather to complement them9 the page numbers &ound on the Stage @ Learning lan re&er to the page numbers o& the original materials. The acti)ities highlighted here are those that most closel# relate to the unit?s identi&ied priorit# standards and lead most directl# to the culminating assessment that as2s students to write their own )ersion o& a con&lict in The Odyssey3 but &rom a di&&erent point o& )iew.

*riginally +ritten and com,iled by:

Aarbara Aerger3 !arshall +ampus "le8 >ordin3 +le)eland :igh School Lee ritchard3 >rant :igh School Bris Spurloc23 &ormerl# o& >rant :igh School am >arrett3 *ran2lin :igh School

Edited and revised by:

!

amela >arrett3 *ran2lin

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The Odyssey Unit Tem,late -tage 1: .esired *utcomes

Priority -tandards:
$/%"/ redict &uture outcomes supported b# the te8t3 using conte8tual clues. $/%&/ (raw conclusions about the author?s purpose. $/%#/ "nal#;e characteri;ation $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices , $/%$/ (e&ine how tone or meaning is con)e#ed in poetr#. $/11/ Use )ariet# o& &actsCdescripti)e words to paint an image in the mind o& reader. $/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting.

Understandings:
Students will understand that:

Essential 0uestions: ,hat elements o& a stor# ma2e it a good stor#5 :ow does a stor# changes when a di&&erent character tells the stor#5

Stor#telling can be simple #et comple8 ,hat is said is important3 but how it is said is eDuall# important >ood stories must be cra&ted3 using )arious literar# de)ices3 tone3 and correct con)entions.

Students will know:

Students will be able to:

The plot and characters o& The 'd#sse# to be able to write &rom another characterEs point o& )iew Various literar# de)ices and &igurati)e language to be able to cra&t a stor#

,rite an e&&ecti)e stor# that trans&orms a scene &rom The 'd#sse# to another point o& )iew. -ecogni;e the elements that contribute to a stor#?s point o& )iew.

-tage 2: Assessment Evidence Culminating Assessment

(learning task) Students will rewrite an episode &rom The Odyssey told &rom another characterEs point o& )iew and include the elements o& an e&&ecti)e stor#3 including setting3 characteri;ations3 dialogue3 etc.

*ther Evidence
'd#sse# %ournal Various :andouts on particular cra&t lessons throughout the unit -eading aloud in class articipation in )arious group tas2s

-tage !: 1earning Plan

0ote that man# acti)ities re&er to pages numbers in the original curriculum materials &or The Odyssey.

Activity Title
Pre-Assessment

Priority -tandards
$/11/ Use )ariet# o& &actsCdescripti)e words to paint an image in the mind o& reader. $/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting. $/%"/ redict &uture outcomes supported b# the te8t3 using conte8tual clues. $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/%$/ (e&ine how tone or meaning is con)e#ed in poetr#. $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/%$/ (e&ine how tone or meaning is con)e#ed in poetr#. $/%&/ (raw conclusions about the author?s purpose. $/%#/ "nal#;e characteri;ation $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/11/ Use )ariet# o& &actsCdescripti)e words to paint an image in the mind o& reader. $/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting. $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/%$/ (e&ine how tone or meaning is con)e#ed in

This Guide 1%

*riginal Guide

Tea Party 2omeric E,ithets

& 12

2omeric -imiles

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The 3ournal of *dysseus

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Point of 4ie+ and Tone

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Using )magery and 5igurative

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&

Activity Title
1anguage 6ulti,le Points of 4ie+

Priority -tandards
poetr#. $/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting. $/%#/ "nal#;e characteri;ation $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/%$/ (e&ine how tone or meaning is con)e#ed in poetr#. $/12/ +ontractions and apostrophe usage $/1!/ Use dialogue $/11/ Use )ariet# o& &actsCdescripti)e words to paint an image in the mind o& reader. $/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting.

This Guide

*riginal Guide "&

.evelo,ing 4oice

1"

4igorous 4erbs

1#

A,ostro,hes .ialogue Punctuation

1' 1$ 2%

Culminating Assessment: Creating a -hort -tory from a 7e+ Point of 4ie+

-tudent Progress 6onitoring: The Odyssey

Student

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$/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions.
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$/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting.

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Student

$/%'/ (escribe the &unction and e&&ect upon a literar# wor2 o& common literar# de)ices, $/%$/ (e&ine how tone or meaning is con)e#ed in poetr#.
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$/11/ Use )ariet# o& &actsCdescripti)e words to paint an image in the mind o& reader.

$/1!/ Use dialogue3 interior monologue3 suspense3 and the naming o& speci&ic narrati)e actions3 including mo)ement3 gestures3 and e8pressions.
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$/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting.

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Academic 4ocabulary
The )ocabular# used e8tensi)el# in this unit: "udience +haracteri;ation +onnotation +on)entions (enotation (ialogue (irect Fuotation "ntecedents <diting <pic <pithets *igurati)e Language Simile "llusion *lashbac2 imager# 0arration lot 'mniscient oint o& View -e)ision Setting Thesis Tone

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Pre-Assessment: The Odyssey Unit

-tudent learning: the purpose o& this pre$assessment is to determine #our students? present abilities to demonstrate the &eatures o& an e&&ecti)e stor#telling and how point o& )iew a&&ects the narrati)e3 as well as their 2nowledge o& >ree2 m#tholog#. 6aterials: blan2 paper and m#tholog# sheet that &ollows Time: 90 minutes -te,s: 1. "s a class3 as2 students to brainstorm a list o& &air# tales and &ables the# 2now well: Little -ed -iding :ood3 >oldiloc2s3 +inderella3 etc. 2. "s2 them to discuss with a partner or small group about the perspecti)e or point o& )iew &rom which each o& the stories is told .generall#3 it is the protagonist?s point o& )iew/. Then3 as2 them to consider the points o& )iew o& other characters in the stor#. 7ote: There are a lot o& e8amples o& this 2ind o& acti)it#3 including *ractured *air# Tales and The Real Story of the Three Little Pigs .&rom the wol&?s perspecti)e/. @. 0e8t3 as2 students to choose one o& the &air# tales or &ables and to re$tell the stor# &rom a di&&erent character?s point o& )iew. (irect them that the# should assume that their reader is un&amiliar with the original stor# and that the# should ma2e it interesting and compelling to read with all the elements the# can thin2 o& that ma2e a good stor#: details3 dialogue3 setting3 &lashbac2s3 con&lict3 etc. G. 'nce the# &inish writing their stor#3 as2 them to complete the >ree2 m#tholog# identi&ication sheet. Ae sure to remind them that the# are not e8pected to 2now all o& the names and places on the sheet9 it is onl# a pre$assessment.

7ote: it is essential that students recei)e &eedbac2 on their pre$assessment .through the scoring guide or other means/ so that the# 2now where the# stand in relation to the topics and priorit# standards addressed in this unit.

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Gree8 6ythology: 7ames and Places

Identi&# or describe as man# o& the &ollowing as possible. These are names that we will encounter in our stud# o& The 'd#sse#. 4ou are not e8pected to be able to identi&# them all.

"chilles HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH "pollo HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH "thena HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH +al#pso HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH +irce HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH +#clops HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH :ades HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH :elios HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH :eracles HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH :ermes HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Ithaca HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 'd#sseus HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH enelope HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH oseidon HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Sirens HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHIHHHHHHHHHHHHHHHHHH Teiresias HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Telemachus HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Tro1an :orse HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Tro# HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Jeus HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH :ow would #ou describe #our interest in >ree2 and -oman m#tholog#5

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Pre-Assessment -coring Guide: The Odyssey

&-( E9ceeds The narrati)e $/11/ Use )ariet# includes a wide o& )ariet# o& sensor# &actsCdescripti)e details and concrete words to paint an language that is image in the e8tremel# e&&ecti)e mind o& reader. in communicating plot and character to the reader. $/1!/ Use <)en in this dra&t dialogue3 interior &orm3 the stor# monologue3 includes success&ul suspense3 and the use o& se)eral 2e# naming o& elements o& an speci&ic narrati)e e&&ecti)e narrati)e: actions3 suspense3 dialogue3 including and bloc2ing. mo)ement3
gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting.

Priority -tandard

"-! 6eets The narrati)e includes some sensor# details and concrete language that attempts to communicate plot and character to the reader. The stor# includes some use o& the elements o& an e&&ecti)e narrati)e: suspense3 dialogue3 and bloc2ing.

2-1 .oes not yet meet The narrati)e does not include man# sensor# details and or concrete language.

"spects o& an e&&ecti)e narrati)e = dialogue3 suspense3 or bloc2ing = are not present at this time.

:ac8ground 8no+ledge of Gree8 mythology

The stor# has an clearl# established point o& )iew and has demonstrated how point o& )iew a&&ects the stor#. E9tensive bac8ground (emonstrates a deep and thorough 2nowledge o& names and places associated with >ree2 m#tholog#

The stor# has an established point o& )iew that is distinct &rom the original stor#. -ome bac8ground (emonstrates some bac2ground 2nowledge o& the ma1or >ree2 gods and goddesses.

The point o& )iew ma# be di&&icult to determine at this point. 1ittle bac8ground (emonstrates limited current bac2ground 2nowledge o& >ree2 m#tholog#

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;eading ;es,onse-The 3ournal of *dysseus

-tudent 1earning: Students will demonstrate their literal and in&erential comprehension o& a di&&icult te8t while impro)ing their narrati)e writing s2ills b# re$telling a tale. Students will &ocus o the writing s2ills o& word choice3 sentence &luenc#3 )oice3 point o& )iew3 and tone. 6aterials 7eeded: 2andouts: The Odyssey %ournal "ssignment Odyssey %ournal: Student !odels Odyssey %ournal eer -esponse A,,ro9imate Time: 'ngoing assignment throughout the reading go the te8t. 4ou will want to schedule interim deadlines and occasional peer responses. -te,s: 1. "s2 students: :ow man# o& #ou regularl# write in a 1ournal or diar#5 ,hat re the bene&its o& 2eeping a 1ournal5 To #ou5 To posterit#5 2. I& #ou li2e3 #ou can ha)e students actuall# write a 1ournal entr# &rom their own perspecti)e. ,hat are the 2inds o& things that are worth recording in a 1ournal5 @. (istribute assignment sheet and read it with students. Ae sure to read the student samples and stress that there is room &or creati)it# and V'I+< in this assignment. Students should de)elop a distincti)e )oice &or 'd#sseus: it doesnEt ha)e not sound li2e &a2e :omer. G. +reate intermediate due dates throughout #our unit so students can get peer response to their wor2 be&ore &inali;ing it.

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.evelo,ing 4oice
.adapted &rom Birb# and LinerEs nside Out/ -tudent 1earning: Students will create e8amples o& emoti)e tone o& )oice. Students will trans&er e8amples o& )oice to the culminating 'V written assignment. 6aterials 7eeded: %ournal or paper and pen A,,ro9imate Time: 'ne class period -te,s: 1. List situations where an angr# )oice might be used: o +ar accident o Lost directions or late to an e)ent o o -e&lect to one particular time where #ou used Kangr# tal2K and write a paragraph in that )oice. :ere is a short e8ample based on number two. K,hat do #ou mean #ou wrote the directions down and le&t them on the counter5K KThatEs what IEm sa#ing9 I wrote them down but I was in a hurr#.K K>ood 1ob3 wa# to go3 thatEs reall# going to help now. Than2s to #ou we are going to be the last ones to the surprise part#. SurpriseLK KItEs not m# &ault #ou 2ept sa#ing3 get in the car3 get in the car3 and got me out o& m# rh#thm.K This would be an e8ample o& angr# )oice although #ou and I 2now the tone becomes emotional3 &ast$paced3 and test#. 2. 0ow thin2 o& an opposite )oice3 the so&t or cooing tone o& so&t tal2. ,hen does one use so&t tal2 in situations5 o "s2ing a &a)or o <8plaining a complicated tas2 o -omantic situation o o :ere is an e8ample when as2ing a &a)or or number one &rom the list: K(ad3 please ma# I ha)e the car tonight5 I promise I will lea)e the gas tan2 &ull.K KI donEt 2now "le83 I might need the car to run an errand.K K+Emon old sport3 #ou can do that tomorrow. Let me ha)e the car tonight and #ou can ta2e care o& business another time.K @. "nother t#pe o& )oice used in situations is K&ast tal2.K *ast tal2 is when the spea2er is sharing an e)ent in an animated or e8cited tone. *ast tal2 ma# occur in: o argument

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o accident o sales pitch o o LetEs go with number 2 as an e8ample o& &ast tal2 but there are others as well. K(ad3 donEt get mad but something happened to the car. Sit down3 get com&ortable3 2eep an open mind3 and tr# to remember when #ou were dri)ing #our dadEs car. "lso3 remember those )irtues o& patience and logic that #ou will alwa#s tr# to teach me.K KIEm listening3 "le8...K "ngr#3 slow3 and &ast tal2 comprise man# o& our oral speech patterns that ma# be trans&erred to written e8pression. LetEs re)iew a boo2 &rom The 'd#sse#3 Aoo2 93 where 'd#sseus and his crew inhabit the giantEs ca)e and 'd#sseus ultimatel# tric2s the one$ e#ed giant and blinds him b# po2ing him in the e#e. " short e8ample o& angr# tal2 &rom the point o& )iew o& the giant might be as he retells e)ents o& the stor#: Those little humans in)aded m# space and too2 ad)antage o& me. I canEt belie)e that I was &ooled b# the sheep tric2. The# reall# Kpulled the wool o)er m# e#e.K (rat3 and the# would ha)e been so tast#L -e&lect on )oice in writing and the te8t as #ou read and prepare &or the culminating writing.

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Using )magery and 5igurative 1anguage

-tudent 1earning: Students will closel# obser)e a &amiliar ob1ect and use imager# and &igurati)e language to describe it. 6aterials 7eeded: Student 1ournals or paper &or writing +ra#ons or colored pencils &or illustrating 'ne Samsuta orange .or tangerine or.../ per student aper towels and spra# bottle &or clean up A,,ro9imate Time: GI to M0 minutes -te,s: 1. Fuic2 write: +are&ull# and thoroughl# describe an orange ,IT:'UT using the words KroundK or Korange.K 2. Students e8change descriptions with a partner. <ach student care&ull# reads partnerEs description3 then accuratel# draws the ob1ect e8actl# as hisCher partner has described it. :a)e students label the drawings with direct Duotes &rom their partners9 descriptions .to 2eep them honest/. @. "s2 students to share their partnerEs description .not their own/ i& the# &ound it especiall# insight&ul3 creati)e3 ridiculous3 or impossible to draw. G. <8plain: !an# o& #ou did a good 1ob describing an orange3 but #ou can do better. Instead o& wor2ing &rom memor#3 #ou area now gong to write &rom close obser)ation. IEm going to gi)e each o& #ou an orange to describe in such incredible detail that someone who has ne)er encountered an orange will be able to mentall# see3 smell3 taste3 touch$and ma#be e)en hear$one b# reading #our description. 4ou will be spending the rest o& this class period obser)ing and describing #our orange3 so ta2e #our time. Ae thorough. Ae original. Ae ama;ing.

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4igorous 4erbs and Active 4oice

-tudent 1earning: Students will practice using acti)e )oice and strong )erbs. 6aterials 7eeded: Student %ournals or paper &or pre$writing acti)it# Inde8 cards with stage directions &or )olunteers 'ne handout per student A,,ro9imate Time: "bout GI minutes .or #ou can assign handout as a homewor2/ -te,s: 1. "s2 &or &our )olunteers .this is a good chance &or the class clown to contribute positi)el# to class/. >i)e each )olunteer an inde8 card with directions on how to enter the room. . ossibilities include: <nter a strangerEs house in order to elude a 2iller. <nter a &anc# restaurant to meet #our blind date. <nter a classroom without being noticed b# the teacher. <nter #our house in the middle o& the night .a&ter #our cur&ew/ without wa2ing #our &amil#./ 2. Instruct )olunteers to read their instructions but 0'T share them aloud. Send )olunteers into the hall and as2 them to enter .as directed/ one at a time when called. .0ot all at once./ @. Instruct remaining students to care&ull# obser)e how each )olunteer enters3 then describe it writing. G. "s2 the &irst )olunteer to enter. :a)e remaining students write3 then share. (rew attention to their use o& strong3 speci&ic )erbs. -epeat with remaining )olunteers. I. (istribute the student handout and read instructions together. -e)iew de&inition o& passi)eCacti)e )oice i& necessar#.

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A,ostro,hes
-tudent 1earning: Students will learn how to use apostrophes in sentences in their writing. 6aterials 7eeded: !rite Sour"e .blue/3 The Odyssey3 paper3 pen A,,ro9imate Time: GI$I0 minutes -te,s: 1. -e)iew the rules &or using apostrophes on pages M2N and M@0. .4ou ma# want to ha)e students practice with the e8ercises on page M29 and M@1 or #ou can wor2 through them together as a class./ 2. Students will create e8amples and identi&# and connect with ideas &rom The Odyssey# ItEs considered one o& the greatest stories o& all time. The#Ed do share the &ood wit the rest o& the crew. Student created e8amples: o o o "lso3 students should note where apostrophes denote the possessi)e case. enelopeEs loom3 oseidonEs trident are e8amples o& the singular possessi)e case.

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.ialogue Punctuation
-tudent 1earning: Students will understand how to use Duotation mar2s in sentences and how to note di&&erent spea2ers in narrati)e writing. 6aterials 7eeded: ,rite Source .blue/3 The Odyssey3 paper or 1ournal and pen A,,ro9imate Time: GI$I0 minutes -te,s: 1. Students will re)iew pages M@2 and M@G and re)iew the rules o& placement o& Duotation mar2s. 2. Students will loo2 to the &ollowing e8ample and identi&# another e8ample o& dialogue &rom The Odyssey E,h# not ta2e these cheeses3 get them stowed3 come bac23 throw open all the pens and ma2e a run &or it5 ,eEll dri)e the 2ids and lambs aboard. ,e sa# put out again on good salt waterLE Students should note that single Duotation mar2s are used because one is Duoting a Duotation. <8ample &rom The Odyssey:

@. "lso students should note that a new paragraph is started each time a new spea2er is introduced in the writing. "n e8ample o& made up dialogue might be: K>et out o& m# ca)e #ou ungrate&ul >ree2sLK K,eEd better lie low because ol#phemus sounds mad.K

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Culminating Assessment: -hort -tory +ith a 7e+ Point of 4ie+

Assignment: 4ou will write a short stor# using the plot o& one o& the episodes o& The Odyssey3 but &rom a di&&erent characterEs point o& )iew. 4our stor# will need to demonstrate an awareness o& e&&ecti)e stor#telling = details3 characteri;ation3 setting3 bloc2ing3 etc. = as well as an understanding o& how point o& )iew a&&ects language choices in the stor#telling. 4our stor# must be adapted &rom an actual e)ent &rom the original stor#3 but #ou are not limited to the e)ents as the# are recounted b# 'd#sseus: #ou can add3 delete3 or modi&# as determined b# #our character?s point o& )iew. -te,s: 1. -e)iew %ournal and handouts &rom throughout the unit to remind #oursel& o& the 2e# con&licts and characters in the te8t. !eet with a group or a partner and re)iew #our lists. 2. Use the brainstorming &orm to narrow down the possible scenes. @. 'nce #ou select #our scene and characters3 complete the prewriting &orm to help #ou consider the plot and characteri;ation &or #our stor#. G. Aegin dra&ting #our stor# and share with a partner or small group. "s2 them to loo2 care&ull# at #our use o& narrati)e elements: setting3 details3 bloc2ing3 etc. I. -e)ise #our stor# b# returning to #our dra&t and mar2ing all the words andCor phrases that trul# re&lect #our character?s uniDue )oice and point o& )iew. Ae sure that what #ou mar2ed are consistent with each other and see where #ou can re)ise #our dra&t to be more re&lecti)e o& #our character?s )oice. M. repare #our &inal cop#.

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:rainstorming for The Odyssey short story

6emorable scene<,lot Characters involved =hy scene +ould be an effective P*4 s+itch

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Pre+riting for The Odyssey short story

Scene: HHHHHHHHHHHHHHHHHHHHHHHHHHHH art 'ne: +haracter Physical descri,tions: age3 height3 weight3 etc :ac8ground information: &amil# histor#3 li&e3 home3 etc. Emotional descri,tion: o)erall3 describe his her personalit# and emotions 6ain .esires: what does heCshe want out o& li&e5 +omplete the &ollowing &or the speci&ic scene #ou ha)e chosen to adapt: Emotions 0ew main character: HHHHHHHHHHHHHHHHHH

>ey Actions

.esires

Practice .ialogue

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art Two: lot 1. Summari;e the main action o& the portion o& the te8t #ou ha)e selected. ,hat will change5

2. ,hat is the main source o& con&lict in this te8t #ou selected5 :ow will it change5

@. ,hat will be the most signi&icant changes in the language as #ou adapt this to the new 'V5

G. ,hat will be the &irst actions in #our stor#5 ,h# will #ou start here5

I. ,here will #ou end #our stor#5 ,h# here5

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Culminating Assessment -coring Guide

&-( E9ceeds The narrati)e $/11/ Use )ariet# includes a wide o& &acts and )ariet# o& sensor# descripti)e details and concrete words to paint an language that is image in the e8tremel# e&&ecti)e mind o& reader. in communicating plot and character to the reader. $/1!/ Use The stor# includes dialogue3 interior success&ul use o& monologue3 se)eral 2e# elements suspense3 and the o& an e&&ecti)e naming o& narrati)e: suspense3 speci&ic narrati)e dialogue3 and actions3 bloc2ing. including
mo)ement3 gestures3 and e8pressions. $/1!. <stablish a situation3 point o& )iew3 con&lict3 and setting.

Priority -tandard

"-! 6eets The narrati)e includes some sensor# details and concrete language that attempts to communicate plot and character to the reader. The stor# includes some use o& the elements o& an e&&ecti)e narrati)e: suspense3 dialogue3 and bloc2ing.

2-1 .oes not yet meet The narrati)e does not include man# sensor# details and or concrete language.

"spects o& an e&&ecti)e narrati)e = dialogue3 suspense3 or bloc2ing = are not present at this time.

The stor# has an clearl# established point o& )iew and has demonstrated how point o& )iew a&&ects the stor#. The language choices3 in particular3 are e8traordinaril# e&&ecti)e at communicating the new point o& )iew.

The stor# has an established point o& )iew that is distinct &rom the original stor# and is well demonstrated in some places through speci&ic language choices.

The point o& )iew ma# be di&&icult to determine at this point andCor there are &ew signi&icant changes in the language.

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.ifferentiation
!ore than man# te8ts students will encounter in <nglish 1$23 The Odyssey is one where the reading di&&erences are made readil# apparent. Some students will glide naturall# through the te8t3 seemingl# unaware that the# are e)en reading a poem3 while others will struggle &rom beginning to end. I& #ou ha)e not #et made much use the :olt "dapted -eader3 this could be the unit to begin tr#ing to see how the te8t di&&erentiates based on reading le)el. The "dapted -eader has all o& the same sections &rom the main te8t3 but written in a less daunting st#le and )ocabular#. *or #our higher end readers3 be sure to loo2 closel# at the acti)ities &ound in the original curriculum materials where students are as2ed to compare the e&&ects o& the di&&erent translations o& The Odyssey.

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