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Nicholas Weber
Ms. Parmigiani
Secondary Methods and Technology
April 23, 2012
The Odyssey & Literary Devices Unit Plan
I.
Subject Area: English
Grade level: 9th
Unit Title: The Odyssey & Literary Elements
II.
Estimated Time: This unit will take place over two weeks; Ten 50 minute classes
III.
Student Population: 25 students; 2 with ADHD, 1 ESL student
Stage 1 – Desired Results
IV.
Standards: Pennsylvania State Standard - 9th Grade
1.1.9.B: Use context clues, knowledge of root words, and word origins as well
as reference sources to decode and understand new words.
1.1.9.D: Demonstrate comprehension of grade level text using before reading,
during reading, and after reading strategies such as comparing and contrasting within and
among texts, and evaluating an author’s purpose and position.
1.2.9.E: Read, understand, and respond to essential content in a variety of
informational texts and documents across all academic content areas
1.3.9.B: Analyze the characteristics of poetry, prose, drama, novels, short
stories, essays, and other basic genres, explaining the appropriateness of the form chosen
by an author for a specific purpose.
1.3.9.C: Analyze the use and effectiveness of literary elements used by one or
more authors, including characterization, setting, plot, theme, point of view, tone,
mood, and style
1.3.9.D: Analyze the use and effectiveness of literary devices (e.g.,
personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery,
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foreshadowing, and flashback) used by one or more authors in a variety of genres.
1.4.9.B: Write complex informational pieces (e.g. reviews, research papers,
instructions, essays, articles)
1.5.9.A: Write with a clear focus, identifying topic, task, and audience.
1.5.9.F: Use grade appropriate conventions of language when writing and
editing.
1.8.9.A: Focus on a clear research question and develop and implement an
inquiry-based process in carrying out research.
1.9.9.A: Use media and technology resources for research and problem solving
in content learning.
V.
Understanding(s):
Understanding literary elements is crucial for students to properly apply to required
readings. The Odyssey is an epic poem held in high esteem in regards to literary
merit. The epic is the basis of the theory of monomyth, a basic pattern that is found in
many narratives from around the world. The Odyssey is a piece of literature that
transcends time and still has relevance in today’s world. A thorough understanding of
the Odyssey is a crucial component in learning to understand modern literature.
2) Identify specific understandings about the “big idea(s)”:
 Literary Elements
- Identify the basic literary elements and devices
- Identify the literary elements and devices in relation to assigned texts
- Universalism of Literary Elements
 Odyssey
- Connections between the Odyssey and modern literature.
- Hero’s Journey and concept of Monomyth
- Identify Greek mythology in Odyssey
- Identify historical context in literature
VI. Essential Question(s):
How does the Odyssey relate to modern literature? Why do some pieces of literature
transcend time? How can the literary elements be applied to all texts? What lessons can
be learned from the Odyssey? Do you agree or disagree with the theory of monomyth?
VII. Attitude(s) and Value(s):
Students will understand the importance of preserving classic texts and appreciate the
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literary merit of literature that transcends time. Students will exhibit attitudes of
willingness and determination while fostering an acceptance for creativity in the
classroom.
VIII. Skill(s):
1.) Students will learn to identify literary elements in readings.
Students will learn to research and write informational research papers.
Students will learn to identify important themes, motifs, symbols.
2.) Students will use numerous internet resources to complete a number of
assignments. Students will use search engines to complete research. Students will also
use the computer to complete a number of web-based activities, such as a group
webquest.
3.) Students will be able to work cooperatively to complete an assigned task. Small
group activities will promote student directed learning and allows for peer evaluation
among the students.
Stage 2 – Assessment Evidence
IX. Performance Task(s):
-Assigned Readings
-Worksheets
-Research papers
-Webquest
-Presentations
-PowerPoint
By what criteria will the evidence be
assessed?
-Teacher checklist
-Quiz grades
-Grading Rubrics (For presentations and
papers)
Other Evidence:
-Journals, Web Hunt, Quizzes, In Class
Assignments, KWL Charts
How will students reflect upon and selfassess their learning?
-Student Reflections
-Student Evaluations
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Stage 3 – Learning Plan
X. Learning Activities
Lesson # 1- Introduction to the Literary Elements
Time Estimation: 1 Class (50 Minutes)
Objectives(s):
1) After completing the lesson, students will be able recognize literary
elements and identify those elements within The Odyssey.
Summary of Activities: Students will begin by copying a list of literary
elements, which will be displayed on the Smartboard. The literary
elements listed will be: plot, setting, characters, theme, motifs, and
symbols. The instructor will ask the students for an example or definition
for each of the literary elements listed before revealing the appropriate
definitions. Students will then complete a plot diagram worksheet by
correctly filling in each part of the plot (ex. Introduction, Rising Action,
etc.).
One class period will be required to introduce the literary elements
to the students. A review of the elements is possible if deemed necessary
for the next class day. Students should retain the plot diagram worksheet,
which can be added to as they read the Odyssey. The plot diagram
worksheet will also be of use for the students when they complete the
interactive plot diagram with events from the Odyssey.
Background Information: Students will have prior knowledge regarding
literary elements and should be able to identify some of the listed
elements. The lesson is designed to be an introduction into understanding
literary elements and how they can be applied to the Odyssey.
Instructional Resources & References:
 Smartboard display
 Figure 1. Plot Diagram Worksheet. Retrieved from
http://staff.fcps.net/tcarr/shortstory/cinderella.htm
Lesson # 2- Introduction to the Epic Hero
(Full Lesson- See Attached Below)
Lesson # 3- Researching a god or goddess
Time Estimation: 2 Classes (50 Minutes Each)
Objective(s):
1) Students will demonstrate their ability to conduct research by finding
information on a god or goddess of their choosing.
2) Students will be able to distinguish the individual gods and goddesses
from one another by identifying each individual god/goddess’ powers,
weaknesses, children, etc.
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Summary of Activities: Students will begin researching a god or goddess
of their choice. Students will complete a two page paper about their
chosen god/goddess. The information in the paper should include: name
of god or goddess, thorough background information about the god or
goddess. (Parents? Siblings? Married? Where is he/she from? Where does
he/she live?), special talents, skills, or traits, and weaknesses or areas that
cause trouble for the god or goddess. The students must also provide a
retelling of a myth about their god/goddess. Students will give brief oral
presentations about their god/ goddess.
Two class periods will be required for this lesson to provide
students ample time to complete their research. The gods and goddesses
played a major role in epics of Greek mythology. A number of these gods
and goddess appear in the Odyssey. The students will be able to connect
the god and goddesses to events in the Odyssey. They will then complete a
worksheet, which will test their knowledge of the gods and goddesses of
Greek Mythology
Background Information: The students may or may not have prior
knowledge regarding Greek mythology. The research assignment will
allow the students the opportunity to become more familiar with the gods
and goddesses or Greek mythology and gain an understanding of their
roles and importance in the Odyssey.
Instructional Resources & References:
 Smartboard display (If necessary for student presentations)
 Website provided for student research (Additional sites may be
used). Retrieved from
http://library.thinkquest.org/J002356F/godlibrary.htm
 Research Project: Questions. Retrieved from
http://its.guilford.k12.nc.us/webquests/greekmyths/research.htm
Lesson # 4- The Hero’s Journey and Monomyth
(Full Lesson – See Attached Below)
Lesson # 5- Journey Through the Odyssey Web Hunt
Time Estimation: 1 Class (50 Minutes)
Objective(s):
1) After completing the lesson, students will be able to analyze
background information and events within the Odyssey by correctly
answering the questions provided.
Summary of Activities: Students will begin their web hunt as a type of
journey comparable to the journey Odysseus must endure. In order to
successfully complete the web hunt, students must correctly answer the
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given questions. Students will need to be taken to the computer lab to
computer lab, unless a laptop cart is available for use in the class.
Links will be provided for each question listed on the web hunt.
Students will follow the listed directions and follow the appropriate sites
which have been provided for them. The web hunt will allow the students
to find additional information pertaining to the Odyssey and will serve as a
form of review. The web hunt consists of ten questions that range in
difficulty. Some questions simply require the students to find a particular
sentence on the website while harder questions challenge the students’
analytical and critical thinking abilities. Students will then have the
opportunity to create their own god or goddess accompanied by a brief,
typed description. The students will take a quiz the following class.
Background Information: The instructor will have completed an in-class
reading of the abridged version of the Odyssey with the students. The web
hunt serves as a review of the crucial information and events regarding the
text. The students will be able to make connections and demonstrate their
comprehension of the material.
Instructional Resources & References:
 Web Hunt Worksheet (see attached below)
 Computers for each individual student
Lesson Plan # 6 – The Hero’s Journey Webquest
(Full Lesson- See Attached Below)
XI. References:
The odyssey. (2011). Retrieved from http://www.discoveryeducation.com/teachers/freelesson-plans/the-odyssey.cfm
Hullstrom, M. (n.d.). What is a hero. Retrieved from
http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/TeachingUnits/WhatisaHer
o-Hullstrom.htm
Homer's odyssey. (n.d.). Retrieved from
http://greece.mrdonn.org/lessonplans/odyssey.html
Research project. (2010). Retrieved from
http://its.guilford.k12.nc.us/webquests/greekmyths/research.htm
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Rhinehalt, B. (2011). Unit plan for the odyssey. Retrieved from
http://ncteachdurhamcohortwinzeler.wikispaces.com/file/view/The Odyssey Unit
Plan.pdf
XII. Reflection:
If this is a “taught” unit, please include a reflection that addresses the following: what
was the reaction of the students to the unit? What understandings, attitudes, and skills did
students gain as a result of this unit? Were there any surprises? What would you change,
if anything, in the future? What did you learn as a result of teaching this unit?
This particular unit was not taught in class, but I would like to use this unit in my
classroom one day. I will be open to adapting the unit as necessary once I am able to
implement the unit into the curriculum. I enjoyed making the unit plan. The unit plan
allowed me to gain a broader sense of how I would teach over an extended period of
time. I have yet to teach for multiple days in a row, particularly due to the fact that I am
only teaching in the classroom one day a week in my practicum experience. I look
forward to being able to use this unit plan in the future.
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Daily Lesson Plan
Student: Nicholas Weber
Subject: English
Topic: Introduction to the Epic Hero Grade: 9th
Allocated Time: 50 Minutes
Student Population: 25 Students; 2 with ADHD, 1 ESL student
State Standards:
Specific Number: 1.2.9.E: Read, understand, and respond to essential content in a
variety of informational texts and documents across all academic content areas.
1.4.9.C: Write persuasive pieces
-Include a clearly stated position or opinion with awareness of audience and topic
-Organize ideas and appeals in a sustained and effective fashion.
-Clarify positions with precise and relevant evidence, including facts, expert
opinions, quotations, expressions of commonly accepted beliefs, and logical
reasoning.
- Anticipate and counter reader concerns and arguments.
1.5.9.A: Write with a clear focus, identifying topic, task, and audience.
1.6.9.A: Listen critically and respond to others in small and large group situations.
Core curriculum, benchmarks, or district standards if required by the district:
Specific Number: _______ Exact wording: _________________________
Goal for Understanding: By discussing the qualities of a hero, students will reflect on
their previous understanding of a hero and relate their knowledge to the required text.
Instructional Objective (Statement): Students will demonstrate comprehension skills and
improved ability to process information through the completion of critical thinking
questions. Students will use the information to derive a definition of what being a hero
entails.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
Students will write what
Student response to critical
Critical Thinking Question
qualities a hero possesses in
thinking question
their journals. They will also
write about a person that they Journal Reflection
Evaluation of worksheet
view as a hero. Students will
view the epic hero
Class Discussion
PowerPoint and complete the
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assigned worksheet.
Teaching to the Objective
Estimated Time:
15 Minutes
20 Minutes
Teaching to the Objective
Introduction/Motivation/
Prior Knowledge
The students will enter the room and
begin by answering the warm up
question on the board. The students
will answer the following question in
their journal, “What qualities define
a hero? Who do you consider to be a
hero? The instructor will open the
floor to discussion after the students
have finished writing.
Developmental Activities:
Students will view a PowerPoint
presentation directed by the
instructor. Students will record the
qualities that are universal in
defining an epic hero.
12 Minutes
Assessment:
Students will begin working on the
epic hero cycle worksheet in small
groups to be handed in and graded
for homework.
3 Minutes
Closure:
Students will list a literary figure that
could be considered an epic hero and
why, which will be used as their exit
ticket.
Differentiation: Required for each
Section.
Follow any I.E.P.’s as necessary.
Consider cultural background of
ESL student. (Who can be
considered a hero in their particular
culture)
Handout of slides will be
distributed.
Follow any I.E.P.’s as necessary.
Pair ESL student with higher
achieving student.
Follow-up: Students will complete the epic hero cycle worksheet for homework. (See
Link Below)
Materials: Individual journals for each student, pens, worksheets
Resources: PowerPoint Presentation (See Attached)
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Epic Hero Cycle Worksheet
http://edsitement.neh.gov/sites/default/files/worksheets/Elements%20of%20the%20Epic
%20Hero%20Cycle.pdf
References: Pennsylvania Department of
Education. Academic standards for reading,
writing, speaking and listening. Web. 20 Apr.
2012. http://www.pde.state.pa.us.
Technology: Computer, SMART Board
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Daily Lesson Plan
Student: Nicholas Weber
Subject: English
Topic: The Hero’s Journey
Grade: 9th
Allocated Time: 2 Classes (50 Minutes Each)
Student Population: 25 Students; 2 with ADHD, 1 ESL Student
State Standards:
Specific Number: 1.1.9.A: Apply appropriate comprehension strategies to
interpret and evaluate an author’s implied or stated purpose using grade level text.
1.2.9.E: Read, understand, and respond to essential content in a variety of
informational texts and documents across all academic content areas.
1.5.9.A: Write with a clear focus, identifying topic, task, and audience.
1.9.9.A: Use media and technology resources for research and problem solving in
content learning.
Core curriculum, benchmarks, or district standards if required by the district:
Specific Number: _______ Exact wording: _________________________
Goal for Understanding: After viewing the documentary “Joseph Campbell and the
Power of Myth” and completing the assigned worksheets, students will be able to identify
the steps of the hero’s journey.
Instructional Objective (Statement): Students will demonstrate comprehension skills by
completing the hero’s journey, or monomyth chart as they read the Odyssey.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
Students will view the
Student answers in response
KWL Chart
documentary “Joseph
to video
Campbell and the Power of
Hero’s Journey Chart
Myth. Students will complete Class Discussion
a KWL chart. Students will
Teacher Checklist
list events from the Odyssey
and divide into groups to
complete a hero’s journey
chart.
Teaching to the Objective
Estimated Time:
Teaching to the Objective
Differentiation: Required for each
Section.
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50 Minutes
15 Minutes
25 Minutes
10 Minutes
Introduction/Motivation/
Prior Knowledge
Students will complete the K section
of the KWL chart, or what they
already know about the hero’s
journey. The students will view the
documentary “Joseph Campbell and
the Power of Myth”. (DAY 1)
Follow any I.E.P.’s as necessary.
Developmental Activities:
Students will complete the W and L
A KWL will be listed on the
sections of the KWL chart. They will whiteboard.
list what they want to know and what
they have learned. (DAY 2)
Assessment:
After the students finish the KWL
charts they will break into groups of
two to begin filling in events from
the Odyssey in the hero’s journey
worksheet. (DAY 2)
Closure:
Students will share their favorite
event in the Odyssey and describe
what section of the hero’s journey
that event falls in. (DAY 2)
Pair ESL student with excelling
students. ADHD students not paired
together.
Student responses collected.
Follow-up: Students will listen to the podcast provided to review the various steps of the
hero’s journey and complete any missing sections of the hero’s journey worksheet.
Materials: Worksheets, Documentary (DVD).
Resources: Podcast Presentation, Joseph Campbell and the Power of Myth Video.
Hero’s Journey Chart http://www.mythologyteacher.com/documents/HeroJourneyChart.pdf
References: Pennsylvania Department of
Education. Academic standards for reading,
writing, speaking and listening. Web. 20.
Apr.2012. http://www.pde.state.pa.us.
Technology: DVD/Computer, SMART Board Display
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Daily Lesson Plan
Student: Nicholas Weber
Subject: English
Topic: The Hero’s Journey Webquest
Grade: 9th
Allocated Time: 3 Classes (50 Minutes each)
Student Population: 25 Students; 2 with ADHD, 1 ESL Student
State Standards:
Specific Number: 1.4.9.B: Write complex informational pieces (e.g. reviews,
research papers, instructions, essays, articles)
1.5.9.A: Write with a clear focus, identifying topic, task, and
audience.
1.5.9.F: Use grade appropriate conventions of language when
writing and editing.
1.9.9.A: Use media and technology resources for research and
problem solving in content learning.
Core curriculum, benchmarks, or district standards if required by the district:
Specific Number: _______ Exact wording: _________________________
Goal for Understanding: By collaborating with peers, students will complete an
interactive Webquest to create a unique, creative story. Students will use their own
interpretations to implement their prior knowledge into their final project.
Instructional Objective (Statement): Students will demonstrate comprehension skills and
ability to work in small groups to complete the assigned webquest. By following
directions and finding information on the websites provided, students will fulfill the
individual and group role requirements.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
Students will collaborate with Student Roles
Grading Rubric
three other classmates to form
groups of four. Students will
Group Roles
Student Evaluation
work together to complete the
assigned webquest. Students
Group Presentation
Reflection
will present movie trailer and
brief presentation of the
completion of the webquest.
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Teaching to the Objective
Estimated Time:
15 Minutes
120 Minutes
10 Minutes
15 Minutes
Teaching to the Objective
Introduction/Motivation/
Prior Knowledge
The instructor will introduce the
project to the class. Students will
divide into groups and decide on
individual roles.
Developmental Activities:
Students will be given time during
class to begin working on their
webquest. Students will have to
complete work outside of class.
Students will be given time in the
computer lab to collaborate as a
group.
Assessment:
After the students finish the
webquest project they will hand in
the final project to be graded
according to the grading rubric
provided for them.
Closure:
Students will complete the student
evaluation sheet and type a one page
reflection of the webquest project.
Differentiation: Required for each
Section.
Follow any I.E.P.’s as necessary.
Divide students into groups if
necessary.
Computer lab time given during
class time.
Grading rubric provided.
Follow any I.E.P.’s as necessary.
Follow-up: Student evaluation of performance on the assessment portion of lesson
collected.
Materials: Grading rubric for each student, SMART Board
Resources: http://teacherweb.com/WQ/HighSchool/Hero1/apt1.aspx
http://rubistar.4teachers.org/index.php?ts=1335238969
References: Pennsylvania Department of
Education. Academic standards for reading,
writing, speaking and listening. Web. 20 Apr.
2012. http://www.pde.state.pa.us.
Technology: Computers, SMART Board
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Collaborative Work Skills : Webquest Rubric
Teacher Name: Mr. Weber
Student Name:
CATEGORY
________________________________________
4
3
2
1
Quality of Work
Provides work of the Provides high quality Provides work that
highest quality.
work.
occasionally needs to
be checked/redone
by other group
members to ensure
quality.
Provides work that
usually needs to be
checked/redone by
others to ensure
quality.
Contributions
Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A
definite leader who
contributes a lot of
effort.
Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A strong
group member who
tries hard!
Sometimes provides
useful ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.
Rarely provides
useful ideas when
participating in the
group and in
classroom
discussion. May
refuse to participate.
Preparedness
Brings needed
materials to class
and is always ready
to work.
Almost always
brings needed
materials to class
and is ready to work.
Almost always brings Often forgets needed
needed materials but materials or is rarely
sometimes needs to ready to get to work.
settle down and get
to work
Monitors Group Routinely monitors Routinely monitors Occasionally
the effectiveness of the effectiveness of monitors the
Effectiveness
the group, and
makes suggestions
to make it more
effective.
Working with
Others
Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.
Rarely monitors the
effectiveness of the
the group and works effectiveness of the group and does not
to make the group
group and works to
work to make it more
more effective.
make the group more effective.
effective.
Usually listens to,
shares, with, and
supports the efforts
of others. Does not
cause \"waves\" in
the group.
Often listens to,
shares with, and
supports the efforts
of others, but
sometimes is not a
good team member.
Rarely listens to,
shares with, and
supports the efforts
of others. Often is not
a good team player.
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Journey Through The Odyssey
Web Hunt
By: Nicholas Weber
George Washington High School
9th Grade
Directions: Just like Odysseus from Homer’s Odyssey, you are about to
embark on a journey of your own! The only way to reach your
destination and complete your journey is to correctly answer the
following questions. You will complete the following web hunt based on
background information about Homer and the time during which he
lived, as well as his epic poem the Odyssey. The answer for each question
can be found by following the links provided above each particular
question. Have fun and have a safe journey back!
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http://www.mythweb.com/odyssey/background.html#notes
1) What physical impairment did Homer have?
________________________________________________________________________
______
http://library.thinkquest.org/19300/data/Odyssey/virtodyssey1.htm
2) Who does the author call on to help recite the epic poem?
________________________________________________________________________
______
http://www.historylink102.com/greece2/trojan_war.htm
3) What woman became the cause of the Trojan War? How did the saying “a face that
could launch a thousand ships” come about?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
http://www.stanford.edu/~plomio/history.html
4) Odysseus is on his way home after fighting in the Trojan War. Describe the clever
idea Odysseus had to help the Greeks gain entrance into Troy during the war.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
http://hercules.gcsu.edu/~mmagouli/defmyth.htm
5) What is the etymology of the word myth? How can the definition of myth be
summarized?
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
http://www.freewebs.com/classicalmythology/
6) The Greeks and Romans shared similar myths and gods. How can these similarities
be explained?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
http://greece.mrdonn.org/odyssey.html
7) Briefly describe the myth of the Sirens. How was Odysseus able to pass the Sirens?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
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http://messagenetcommresearch.com/myths/bios/poseidon.html
8) Who was Polyphemos and what was his connection to Poseidon? Why did
Poseidon harshly punish Odysseus? Who would you side with and justify their actions,
Odysseus or Poseidon? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________
http://www.richeast.org/htwm/Greeks/athena/athena.html
9) Athena is the goddess of what? Name two of her disguises in the Odyssey, which
she uses to help Odysseus.
http://www.greekmyths-greekmythology.com/calypso-odysseus-greek-myth/
10) Briefly describe the relationship between Odysseus and Calypso. Do you agree
with Odysseus’s decision to leave the island or would you leave everything behind:
family, friends and anything else you have ever known for immortality? Explain.
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________
CONGRATULATIONS, YOU HAVE COMPLETED YOUR JOURNEY!
Make sure to complete the attached worksheet below.
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CREATING YOUR OWN GOD/GODDESS
Your assignment is to create your own, unique god or goddess. You can
create a god or goddess based on the gods we have learned about or come
up with a completely new one. Be creative! In the space provided draw
your god or goddess and attach a ONE page, typed description of the
origin of your god/ goddess, what they are the god/ goddess of, and their
attributes.
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Nicholas Weber
Ms. Parmigiani
Secondary Methods and Technology
April 23, 2012
Summary
My unit focused on literary elements and the Odyssey. The literary elements
portion of my unit is more of a review and brief introduction to prepare the students for
the rest of the unit. Understanding literary elements is crucial for setting a strong
foundation for the students to build on. They will be able to use the literary elements they
have learned about, such as plot, setting, and theme, and apply them to the Odyssey, as
well as their future readings. My first lesson is the literary elements introductory lesson.
The second lesson introduced the epic hero. The third lesson allowed for students to
research a particular god/ goddess and write a brief two page paper about their chosen
character. The fourth lesson covered the concept of the hero’s journey and the steps of the
journey. The fifth lesson was a web hunt designed as a review of the Odyssey for the
students to take before a quiz. The sixth and final lesson was a webquest designed for the
students to collaborate into small groups. Each group was required to collaborate in an
effort to write their own hero story based on the model of the hero’s journey.
The unit plan proved to be a valuable task that provided me with more experience.
I had never written a unit plan before this and although I was unable to use this unit in my
practicum experience, I now have a resource available to use in the future. Writing the
unit plan allowed me to practice my lesson writing ability and further prepare for student
teaching.
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ODYSSEY QUIZ
Answers the following questions with TRUE (T) or FALSE (F) (2 points each)
____ 1. Odysseus is the king of the gods.
____ 2. Odysseus and his crew hide under the bellies of the sheep to escape the Sirens.
____ 3. Penelope has been waiting twenty years for Odysseus to return home.
____ 4. Athena is the goddess who disguises herself throughout the myth to aid Odysseus
and
Telemachus.
____ 5. Zeus is the father of Odysseus.
Complete the following questions by circling the correct answer. (2 points each)
1) In Penelope’s archery contest, through how many axes must Odysseus fire his arrow?
A) two
B) eight
C) twelve
D) thirty
2) Who begs Odysseus to bury him?
A) Laertes
B) Menelaus
C) Elpenor
D) Achilles
3) What is the name of the nymph that has Odysseus trapped on her island?
A) Calyspso
B) Penelope
C) Nausicaa
D) Athena
4) What happens to the disloyal maids after they clean the blood from the great hall?
A) They are hanged.
B) They are forgiven.
C) They are whipped.
D) They are dismissed from the palace.
Weber25
5) Which plant makes the sailors forget their desire to return home?
A) Lotus
B) Poppy
C) Lethe-root
D) Cherry Blossom
Use the word bank provided below to correctly fill in the blanks. (Not all words will
be used) (3 points each)
7
20
12
Telemachus
Polyphemos
Athena
Zeus
Poseidon
Ithaca
Spartan
Trojan
Calyspo
suitors
Penelope
Nausicaa
Laertes
beggar
Odysseus has been away from his home in___________ for the last ________ years. He
was shipwrecked by the god ___________ and trapped on the island of
_______________. Odysseus’ wife _________________ has waited patiently for her
husband’s return. While Odysseus was gone, _____________ attempted to court his wife
and get her to remarry. Fortunately, Odysseus eventually returns home after his long
journey back from fighting in the ____________ war.