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Subject

English Language Arts (NYS P-12 Common Core)

Description

Students will review themes from The Odyssey and discuss the stages of the hero cycle Odysseus encounters on his journey.

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 discuss if Odysseus is a hero or not and support their opinions with evidence.
• Students will identify examples of the themes in Parts 3 & 4.
• Students will identify the stages of the hero cycle that Odysseus goes through in The Odyssey with examples from the text.
• Students will review vocabulary words by playing a BINGO review game.

Essential Question(s)

What is a hero?

Materials & Resources

• Theme Worksheet from Lesson 6
• Copies of Hero Cycle Odyssey worksheet
• Copies of BINGO Vocabulary Review Odyssey
• Large Chart Paper
• Markers

Hero Cycle Odysseus.doc

BINGO Vocabulary Review Odyssey.doc

Step-by-Step Procedure

Anticipatory Set: Student will respond in their journals to the following question: Is Odysseus a hero? Why or why not?

1. Have students share responses with a partner, and volunteers to share with the class.
2. Review themes for The Odyssey. Have students take out their Theme Worksheet from the last two classes. Allow students about ten minutes to work with a partner to identify examples of the themes with textual evidence from Parts 3 &4.
3. Discuss the Theme Worksheet with the class; review student identified examples.
4. Review the Hero Cycle with students using the worksheet. Have students work in small groups to identify examples of events as well as evidence from the text to support the stages of the cycle that Odysseus experienced in what we read.
5. Each group will be given a large piece of chart paper and should create a diagram/picture that represents the hero cycle and the examples from The Odyssey.
6. Groups share with the class.
7. Pass out blank BINGO board. Have students set-up the board and play Vocabulary BINGO to review vocabulary words from all sections we read.

Closure: Have students take out their Mind Maps and share with a partner. Review literary devices/elements, plot events, and characters.

Assessment

Student participation in completing Theme Worksheet.
Student performance in hero cycle group activity (creation of chart/poster).
Student participation in BINGO vocabulary game.

Related Academic Standards

New York State

9-10R2 Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL)

9-10R3 

• Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
• In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL)
• In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)

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)

9-10R5 

• In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
• In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)

9-10R7 Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL)

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