• Printer Friendly Version
• Add to My ePortfolio

Subject

English Language Arts (NYS P-12 Common Core)

Essential Question(s)

How are belief systems represented and reproduced through literature?

Description

In this lesson, students will write a journal entry to prepare them for reading Part 3 of The Odyssey. Students will read and discuss Part 3 and understand themes from the text.

For an overview of the entire unit on The Odyssey, or to view the other lessons within this unit, visit: The Odyssey by Homer: Unit Overview.

Duration

One 80-minute class period

Objectives

• Students will complete a journal entry connecting literature to their own lives.
• Students will create images/pictures to help them remember vocabulary words and their definitions.
• Students will read and discuss Part 3 of The Odyssey.
• Students will be introduced to themes from The Odyssey.
• Students will begin to identify examples/events that relate to the themes.

Materials & Resources

• Copies of Theme Activity worksheet (one per student)
• Copies of Part 3 review worksheet (one per student)
• Journal prompt written on board or overhead (see Step-by-Step Procedure section for prompt)
• The Odyssey - we use the excerpts found in the textbook Glencoe Literature Course 4 by McGraw Hill
• Index cards (one per student)

Odyssey Theme activity.doc

Odyssey Part 3 worksheet.doc

Step-by-Step Procedure

Anticipatory Set: Have students free-write a journal based on the following prompt:

Have you ever wanted to know what people said about you when you weren't around? If you could disguise yourself in some way and be around the people you know, how would you carry it out? Describe your ideal disguise and a scenario that you imagine what took place, including what others might say.

1. Allow students time to share their scenarios with a partner. Have volunteers share with the class.
2. Review Part 3 vocabulary definitions and allow students time to create illustrations/images to help them remember the words and meanings.
3. Have students take out their Mind Maps. Read Part 3.
4. Discuss Part 3 and have students update their Mind Maps.
5. Introduce the themes using The Odyssey Theme Activity sheet.

Closure: Have students make predictions for the end of the story. Each student should write one or two predictions on an index card and turn in when leaving class.

Homework: Part 3 worksheet

Assessment

Student participation in journal writing.
Student participation in updating Mind Map.
Student performance on Part 3 homework worksheet due next class.
Student participation and performance in Theme Activity.

Related Academic Standards

New York State

9-10R4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)

AS.R.9 Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of lenses and perspectives.

AS.L.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.7.a Analyze works by authors or artists who represent diverse world cultures.

R.CCR.11 Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

L.CCR.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.