Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson plans.
Circle OneCourse: English I Timeframe: 3 weeks Primary Text: The Odyssey
Pacing Guide: Weeks 7 – 9
Title of Unit: Journey of a Hero
Essential Questions:
1. What does it mean to be a hero?
2. How does conflict help you become self-aware?
3. In what ways could a hero be imperfect?
4. Define pride. In what ways could pride be both positive and negative?
Circle Two
Reading (Informational) Standard(s): RI 5
Reading (Literature) Standard(s): RL 5; 9
Writing Standard(s): W 3a-e
Speaking and Listening Standard(s): SL 1a-d; 4
Language Standard(s): L 1b; 5a, b
Math Practice(s): MP 6; 7
Technology Standard(s): HS.TT.1.1; 1.3
Circle Three
Learning Experiences/Activities:
· Design a Glogster or Fakebook illustrating background knowledge/online research of relevant mythological characters to the epic (HS.TT.1.1; HS.TT.1.3)
· Create a graphic organizer that follows the parallel plot of Odysseus’ journey and what is happening on Ithaca (RL 5)
· Create a map of Odysseus’ journey physically and internally showing growth through conflict/other interactions (RL 5)
· Body biography with textual evidence (review of standards RL 3; 1)
· Annotations of text/close readings – making note of literary elements, points of confusion, etc. (review of standard RL 3)
· Find examples of figurative language and complete a graphic organizer (What Does It Say, What Does It Mean, What Does It Matter) (L 5a, b) *Attached at end of unit plan
· “Mile-a-minute” (L 5a, b) *See Notes Section for directions
· Socratic Seminar using Daughtry’s “Home” (SL 1) *Attached at end of unit plan
· Precise word choice in narrative essay (MP 6)
· Three question analysis about structure of epic (MP 7) *Attached at end of unit plan
· “Heroes with Solid Feet” by Kirk Douglas published in The New York Times (adapt to align with RI 5 better) attached at end of unit plan as informational text connection
· Read and analyze Margaret Atwood’s “Siren Song” (review of multiple source standard)
· Narrative essay (topic suggestion – a time when you felt you had to prove yourself to someone else…must use all narrative sub-standards) (W 3)
Domain Specific Vocabulary:
· Simile
· Epic simile
· Metaphor
· Epithet
· Characterization
· Imagery
· Allusion
Academic Vocabulary:
· Summarization
· Analyze
· Justify
· Evidence
Instructional Resources (print materials, technology, websites, etc.):
· Graphic organizers (journey, figurative language, body biography)
· Cards for “mile-a-minute” activity
· Copy of The Odyssey movie for scene compare/contrast
Formative Assessment(s) (both pre-unit and during unit):
· Comprehensive questions
· Essay rough draft(s)
· “Mile-a-minute”
· Figurative language graphic organizer (when completed by students on their own)
Summative Assessment(s):
· Unit test
· Unit project
· Socratic Seminar Discussion
· Narrative essay (grading rubric in back of pacing guide; data analysis chart also in back of pacing guide)
Notes & Additional Information:
· “Mile-a-minute” – students are placed in groups and the teacher or another student circulates with a sign stating a literary element or other concept, term, etc. The teacher/student with the sign stands behind one student and the other student gives hints as to what the term is. The other student must guess the term correctly.
· Seminar using Daughtry’s “Home” is attached
· Figurative language graphic organizers is attached
· “Heroes with Solid Feet” by Kirk Douglas published in The New York Times is attached at end of unit plan, but needs a little revision to align with RI 5 completely
· Three analysis questions for structure of epic is attached
· “Siren Song” by Margaret Atwood attached
· More non-fiction/informational articles needed as connecting pieces
The Odyssey Socratic Seminar
Ideas and Values: Family, hero, home, relationships
Pre-Seminar (Day before to introduce concept/topic):
Content: (Present relevant background information. Prepare participants to discuss selected text.)
· Student handout with lyrics to “Home” by Daughtry
Process: (Review seminar objectives and guidelines; set a personal goal.)
· See Student Handout
Seminar:
Opening: (Identify main ideas and start with round robin response question – teacher picks one)
· What do you think was Odysseus’ worst or best action of his wanderings and why?
· How long should have Penelope waited for Odysseus? Why do you think she stayed true waiting for him for 20 years?
Core: Focus/analyze on textual details.
· In many cultures, epic myths like The Odyssey, were used as educational tools to instruct young men in the ideals & values of a culture; thereby passing the ideals & values to a new generation. What values might Odysseus have represented? Does Telemachus posses the same ones?
· Undeniably, Odysseus is one of the first great heroes in Western Civilization, perhaps even defining a certain type of heroism. He goes on an amazing journey, accomplishes extraordinary things, and transforms himself. But today, we use the word hero to describe mothers doing ordinary things and athletes doing trivial things. What’s the discrepancy between these two meanings of the word, hero? Do they share anything in common?
· What outstanding personal, even heroic, qualities enable Odysseus to survive all of his dangerous adventures and to rise above all obstacles to return home safely?
· The Odyssey is about a family. Home matters in the poem not simply because Odysseus wants to get there, but also because it gives life its meaning. Without one’s home, human life is not conceivable. Discuss the importance of family and home in the story.
· Has the definition of “family” changed in our society?
· Odysseus maintains a vision, a goal, of getting home to his family. How can a goal focus and motivate our lives?
· The song’s lyrics state, “Back to the place where I belong, and where your love has always been enough for me…” Has Penelope’s love truly been enough motivation for Odysseus?
· Also stated in the song is, “And the pain you feel's a different kind of pain.” Do you believe Odysseus felt any pain during his journey? How could his pain be like the pain you feel when you struggle with a situation?
· The song says, “I don't regret this life I chose for me.” Did Odysseus choose his life and his journey?
Closing: (Personalize/apply the text - Round robin response question)
· Why are deep, meaningful bonds (like family connections) necessary in life?
Post-Seminar: (Most likely, homework assignment)
Process: (Assess individual and group participation.)
· The Odyssey is many centuries old. Do you think the feelings and needs we discussed in the seminar and are shown by the people in the Odyssey are shared by people today?
Content: (Extend application of text.)
· Using clip art from the Internet, create a collage of pictures and single words that represents the strong bond/relationship between Odysseus and his family. Incorporate the relationship between you and your family as well. Create a written explanation as well.
The Odyssey Seminar Discussion – Student Handout
The teacher will not be a participant in the discussion. The teacher will observe and evaluate individual’s performance. The teacher will pose questions as the discussion slows.
Seminar Rules:
· Everyone will speak at least three times. For each of the contributions, you will earn a check-plus (95), check (85), or a check-minus (75). Failure to respond will result in a zero.
· If a participant becomes a “discussion-hog,” the person will lose 5 points per violation.
· If a participant dismisses or demeans someone’s views or ideas, the participant will lose 10 points per violation. Remember that everyone’s thoughts and opinions are valid and important.
· To earn a “check-plus” evaluation, your response will be expected to demonstrate the following:
o An acknowledgement of the opinion(s) expressed by previous speaker(s).
o An explanation of your own opinion, your insight into the topic at hand. You might comment on how it is similar or different from previous opinions.
o Relating your opinion to the text to support your views.
o A concluding remark that will propel the discussion forward, rather than close it off.
o Do not merely repeat what previous speakers have said.
o Do not merely say “I agree with ___” or “I disagree with ___.” You must give reasons, supporting details, and evidence that you are following the discussion.
“Home” by Daughtry
I'm staring out into the night,
Trying to hide the pain.
I'm going to the place where love
And feeling good don't ever cost a thing.
And the pain you feel's a different kind of pain.
Well I'm going home,
Back to the place where I belong,
And where your love has always been enough for me.
I'm not running from
No, I think you got me all wrong.
I don't regret this life I chose for me.
But these places and these faces are getting old,
So I'm going home.
Well I'm going home.
The miles are getting longer, it seems,
The closer I get to you.
I've not always been the best man or friend for you.
But your love, remains true.
And I don't know why.
You always seem to give me another try.
So I'm going home,
Back to the place where I belong,
And where your love has always been enough for me.
I'm not running from.
No, I think you got me all wrong.
I don't regret this life I chose for me.
But these places and these faces are getting old,
Be careful what you wish for,
'Cause you just might get it all.
You just might get it all,
And then some you don't want.
Be careful what you wish for,
'Cause you just might get it all.
You just might get it all, yeah.
Oh, well I'm going home,
Back to the place where I belong,
And where your love has always been enough for me.
I'm not running from.
No, I think you got me all wrong.
I don't regret this life I chose for me.
But these places and these faces are getting old.
I said these places and these faces are getting old,
So I'm going home.
I'm going home.
-http://www.sing365.com
*Used for students who did not comment the required number of times.
To receive a grade for yesterday’s seminar, you must answer all of the questions below that the class discussed. Write your responses in complete sentences on notebook paper and staple it to this page. If the question is a yes or no answer, you must give a reason to support your answer. Be sure your responses relate to the epic or life in general.
1. What do you think was Odysseus’ best or worst action during the journey home? Why?
2. How long should have Penelope waited for Odysseus before moving on with her life? Why do you think she stayed true waiting for him for twenty years?
3. The song states, “Back to the place where I belong, and where your love has always been enough for me…” Has Penelope’s love truly been enough motivation for Odysseus?
4. Has the definition of “family” and “home” changed since Odysseus’ day?
5. Why are deep, meaningful bonds (like family connections) necessary in life?
6. What outstanding personal, even heroic, qualities enable Odysseus to survive all of his dangerous adventures and to rise above all obstacles to return home safely?
7. Odysseus maintains a vision, a goal, of getting home to his family. How can a focus or vision motivate our lives?
8. How does the song as a whole relate to Odysseus’ journey?
9. The song states at one point, “And the pain you feel’s a different kind of pain.” Do you believe Odysseus felt any pain during his journey? How could his pain be like the pain you feel when you struggle with a situation?
10. The song says, “I don’t regret this life I chose for me.” Did Odysseus choose his life and his journey?
11. The Odyssey is many centuries old. Do you think the feelings and needs of people we discussed during the epic are still shown by people today?
Figurative Language Graphic Organizer
Episode Title______
FigurativeLanguage and page number / What does it say? / What does it mean? / What does it matter?
Simile / “…switching their long tails they faced our men like hounds, who look up when their master comes…” / The animals were calm not aggressive when Odysseus approached / It makes the reader wonder why they are not afraid of him
Hero Informational Text Name: ______
Suggested Text: “Heroes with Solid Feet” by Kirk Douglas published in The New York Times. Link: http://www.nytimes.com/2001/04/23/opinion/23DOUG.html
list
Hero Informational Text Part Two
Instructions: Look back over your graphic organizer. Use your graphic organizer as a prewrite for a formal paragraph about the author’s purpose. Your topic sentence should include a statement of Douglas’s purpose and one technique he uses to achieve that purpose. For example, “Kirk Douglas’s purpose in ‘Heroes with Solid Feet’ is to ______; he achieves this purpose by ______’.” You should include at least two specific examples from the text wherein Douglas uses the strategy about which you are writing to achieve his purpose. Make sure you explain each example and connect it back to your topic sentence. Wrap up your paragraph by providing a zinger of a closing sentence. All the while, please maintain a formal and scholarly tone.
Epic Structure (MP 7)
How is the Odyssey structured/organized? Your response should identify the overall structure as well as the sub-structure of the epic.
Was this an effective way for Homer to compose the story? Explain using textual references.
Can you make a connection between the structure/organization of the epic and with the different phases of life?
"Siren Song" by: Margaret Atwood
This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons[1]
even though they see the leached skulls