Diane L.

Heileman
June 1, 2014
The Epic Poem
CCSS
English Language Arts Standards Reading: Literature
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.

Estimated Time: 2 sessions

Background Information:
Homer lived in 8
th
century B.C.E and has been credited through the ages for the epic poems of
the Odyssey and the Iliad. These lengthy narrative poems are epics, which center upon the
theme of a journey, mental or physical, and highlight cultural customs and values, particularly
pertaining to heroism. Epics typically contain details of heroic deeds and events significant to a
nation or culture.
Purpose:
The purpose of these lessons is to introduce to students the epic poem form and how it is
related to the history and tradition of storytelling. Students will also learn about the epic hero
cycle and learn how to recognize the pattern of factors and events that relate to the ancient
epic hero cycle in modern literature, lore and blockbuster movies. Students will select and
research a modern day epic hero and identify common patterns with ancient epics. Students
will learn the patterns that have helped storytellers remember the substantial and sizable epic
poems.
Materials:
The materials will be provided by the teacher.
1. Elements of the Epic Hero Cycle Worksheet (Provided by EDSITEment attached)
3. Glossary of Literary terms: http://virtualsalt.com/litterms2.
4. Youtube video: The Odyssey by Homer full audio book.
http://www.youtube.com/watch?v=t5TxowVPtz8
5. Youtube video: The Iliad by Homer full audio book.
http://www.youtube.com/watch?v=Wgs1hLhSc2g
6. Books: The Odyssey and The Iliad.

Concepts:
1. The definition of epic poetry
2. Identify and describe the epic hero cycle.
3. Identify the elements of epic poetry including the epic hero cycle in stories they know.
4. Describe the elements in the narrative formatting that help storytellers in remembering the
details of the complicated works.

Lessons (2 Sessions):
To do this we will do each of the following:
a. Students will view the back ground materials on epic poetry.
b. Instructor will lead a discussion with students reviewing similar patterns or components that
are in stories and movies that they are familiar with.
c. Students will compile a list of stories that follow the epic poem pattern. (the list could
include: Star Wars, Harry Potter, Lord of the Rings, The Hunger games, King Arthur, and Indiana
Jones).
d. Students will be divided into smaller groups. Each group will select one stories mentioned
from the list above. Students within each group will work together to complete the Elements
of the Epic Hero Cycle form.
e. When students have completed the form theyll share their results with the rest of the class.
f. Students will compare and contrast their answers. Students will look for and discuss common
patterns in the answers.
g. The instructor will introduce additional components of traditionally epic poems, the style of
language, the opening prose, and the flowery, over-the-top descriptions.
h. The instructor will read aloud a few opening paragraphs of the Odyssey and the Iliad.
i. Students will be asked to identify elements from those opening paragraphs.
Second Session:
a. Instructor will discuss the difference between the oral roots of the story versus the literary
tradition and information about professional poets who earned their living by travelling and
telling their tales.
b. Students will be divided into groups to talk and list the pros and cons of oral rather than
written communication.
c. Each group will be asked to choose a story (fairy tale or fable) that they all know and list the
important characters, objects and actions in the story.
d. Ask each group to present their list and engage all students in a discussion to notice any
similarities. Ask students to reflect upon how they remember the sequence of events by noting
key elements, characters, actions or triggers.
e. The instructor will discuss breaking down a story into smaller, more easily remembered
narratives, and how a travelling storyteller could personalize the stories to specific audiences.

Assessment Tools
1. Completing the Elements of the Epic Hero Cycle form.
2. Participation is classroom discussions.
3. Writing rubric for pros and cons of oral or written narratives.