Odyssey

 Today we are going to review Books 1-4 and look at Book 5.

Remember you have a vocabulary quiz on Friday.

Odyssey Book 3

 So we will start BOOK 3 today.

Odyssey BOOK 2 - BRUH

 Today we are going to read book 2 of the Odyssey, but before we get there -

1) Write sentences for the next two words of your vocabulary (no matter where you are).

2) Let's Recap BOOK 1

The Odyssey

 

 

Unit Learning goal: At the end of this unit, students will be able to show an understanding of the Odyssey as an Epic Poem by writing a essay that lists the epic elements of the Odyssey, discusses how Odysseus fits the role of the Epic Hero, and summaries the book into six parts. 

 

Scale/Rubric relating to learning goal:

4 – The student is able to show an understanding of the Odyssey as an Epic Poem by creating a video that not only lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts, but also relates the Odyssey to contemporary society. 

3 – The student can show an understanding of the Odyssey as an Epic Poem by creating a video that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

2 – With some direction/help from the teacher the student can show an understanding of the Odyssey as an Epic Poem by creating a video that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

1 – Even with help from the teacher the student is unable to show an understanding of the Odyssey as an Epic Poem by creating a video that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

 

OBJECTIVES:  At the end of this unit students will be able to

 

THEMES:

Be able to show three examples from the text to back up each of the following:

Loyalty

Hospitality

Pride/Arrogance

Coming of Age

Forgetting (or the evils of drugs and women)

 

MOTIFS:

Be able to explain the following and why they are used:

Storytelling

Back story of Troy

Agammenon/Clytaimnestra

 

Other Epic elements:

Starts “in the middle of things”; Odysseus’ tragic flaw; sports

 

SYMBOLS:

 

Be able to explain the following:

Birds (especially eagles); Hades; Odyssey’s Wound

 

GODS (know the following and what they do in the text)::

Athena; Poseidon; Hermes; Zeus; Helios

 

SEDUCTRESSES: (know the following and their purpose)

Helen; Calypso; Circe; Sirens

 

CHARACTERS:

 

Be able to give a description of the following and their roles in the story (perhaps what the symbolize or represent – and connect to a theme)

 

Agammenon                                      Amphinomos

Achilles                                              Telemachos

Helen                                                 Laertes

Menelaus                                           Penelope

Aias (Ajax)                                         Antinoos       

Orestes                                              Eurymachos

Nestor                                                            Lotus Eaters

Mentor                                               Ciconians

Nausicaa                                            Polyphemos

Alcinoos                                             Scylla

Arete                                                  Charybdis

Emaios                                               Aiolos

Theoclymenos                                   Elpenor

Melanthios                                        Teiresias

Arnaios                                              Eurylochos

Eurycleia                                           Cassandra

Tityo                                                   Tantalus

Sisyphus

 

New Vocabulary

Abase
Abhorrence
Scylla
Nereid
Ambrosia
Asphodel
Astern
Azura
Baleful
Bane
Caveat
Colonade
Diachronic
Diatribe
Exanimate

For the Map of Odyssey go HERE

Monday

 Today we are going to read “Abolishing the Penny Makes Good Sense” by Alan S. Blinder – in textbook by 646.

We are going to do questions 1-3 and 10 on page 651. 

Remember your essays are due tomorrow. We will be discussing performance.

 

Friday

 Today is your last day to work on your essays. The next draft is due on Tuesday - and we need to start practicing delivering your essays as speeches.

Remember for the next draft you need a WORKS CITED PAGE - in MLA format - follow the link below. 

 https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_sample_works_cited_page.html

Tuesday - Essays

 Today we are going to discuss Works Cited page and spend some time creating a "Works Cited" page.

Go here: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

We are also going to workshop your essays. I will take volunteers but if there are none I will draw a name from the magic can.

Note - everyone is required to respond to the essays that we workshop (this is part of your grade)! 

 

1)    Think of something you like about the paper and comment on this first.  Be positive.  There should be something good in every paper you hear.  Remember, you are not telling the writer what is wrong but what can be improved.

2)    Think about the ideas of the analysis essay.  What is the thesis?  Is the thesis clear?  If it is not clear what needs to be done to make it clearer?  Is the thesis interesting?  Does the thesis make you want to read the paper?  If not—why?

3)    Think about order of development.  Does the paper follow the order of development presented in the opening paragraph?

4)    What types of support does the author use?  Do they use quotations from the actual story?  Are these quotations adequate or do they make sense for the point?  Are the quotations introduced and explained?  Do you understand what the author is trying to argue with the support?  Does the author use other types of support?

5)    Did you hear any places where the grammar seemed off?  If so make a note of where?  Did the paper switch tense?  Did a sentence seem awkward or not make sense?  Did you hear fragments or run-ons that were not used for style or effect.  Talk to the writer about these.

6)    HOOK: Does the paper have a hook?  If so, is it a joke, a story, a fact, something else?  Does the hook work?  If not do you have any ideas to improve it?

7)    Voice—do you think the author’s voice needs work in places (probably everyone’s does)?  Make notes about places where the voice doesn’t sound like the author.  Is the voice consistent with the voice at the beginning?  Does the author use any clichés?  If so mark these down.  Discuss them.  Does the author seem to be copying someone else’s voice?  Ask the author who their audience is.

8)    Does the piece have an ending?  Does the ending work?  Does the ending complete the idea and restate the thesis in a new or fresh way.  Does it conclude.

9)    Ask the author what his/her favorite part of the paper is and why.  Discuss this part.  What is good about it?  What could be improved?

10) Ask the author what they’ve learned so far in writing this paper.

11) Ask the author what they think they need to work on.  Why?  Do you agree? Discuss this. 

12) Ask the author where their ideas came form and if they are pleased with how the ideas came out?  Do they think the organization of the paper brings out the idea?  Or is the idea lost in the mess of writing?