Grade 9

The Odyssey

Teacher Tool Kit, Part I

Unit Plan and Pacing Guide

Where to Find Unit Texts

Text Title/Author / Text Type / Textbook
Pages / Teacher’s Supplemental Texts / Notes
# of Pages / # Needed
Excerpts from The Odyssey / Epic / 740-817 / 77 / N/A / Class set will be provided to ensure all Book excerpts are included.
Lessons 2, 3, 4, 5, 6, and 8
“Half a Day”/ Naguib Mahfouz / Short story / N/A / 3 / Class set / Lesson 1
“A Worn Path”/ Eudora Welty / Short story / N/A / 9 / Class set / Lesson 1
“Ithaka”/ Constantine Cavafy / Poem / 811 / 1 / N/A / Lessons 2, 6
“An Ancient Gesture”/ Edna St. Vincent Millay / Poem / 797 / 1 / N/A / Lesson 3
“Siren Song”/ Margaret Atwood / Poem / N/A / 2 / Class set / Lesson 4
“Ulysses”/ Alfred, Lord Tennyson / Poem / N/A / 1 / Class set / Lesson 6
Excerpt from Book VI of The Iliad, Homer / Epic Poem / N/A / Cold Read Task / Lesson 8
Excerpt from No Man’s Lands: One Man’s Odyssey Through The Odyssey/ Scott Huler / Informational Text / N/A / 7 / Class set / Lesson 7
“The Truth About Being a Hero”/ Karl Marlantes / Informational Text / N/A / 5 / Class set / Lesson 7
“Back from War, but Not Really Home”/ Caroline Alexander / Informational Text / N/A / 3 / Class set / Lesson 7
NONPRINT TEXTS (Fiction or Nonfiction) (e.g., Media, Video, Film, Music, Art, Graphics)
Title / Type / Notes
Ulysses and The Sirens/ John Williams Waterhouse / Art / Lesson 4

UNIT:THEODYSSEY

ANCHORTEXT
ExcerptsfromThe Odyssey,Homer (Literary)
RELATED TEXTS
LiteraryTexts (Fiction)
  • “Halfa Day,”Naguib Mahfouz
  • “A Worn Path,”EudoraWelty
  • “Ithaka,” ConstantineCavafy (Poem)
  • “AnAncientGesture,”EdnaSt.VincentMillay (Poem)
  • “SirenSong,”MargaretAtwood (Poem)
  • “Ulysses,” Alfred,Lord Tennyson(Poem)
  • Excerpt from Book SixofTheIliad,Homer(EpicPoem)
InformationalTexts (Nonfiction)
  • ExcerptfromNo-Man’s Lands:OneMan’sOdysseyThroughTheOdyssey,ScottHuler
  • “TheTruthAboutBeing aHero,”KarlMarlantes
  • “BackfromWar,butNotReally Home,”CarolineAlexander
NonprintTexts (Fiction orNonfiction)(e.g.,Media,Video, Film,Music, Art,Graphics)
  • Ulyssesandthe Sirens,JohnWilliamWaterhouse
/ UNIT FOCUS
Thisunitbuildson studentknowledgeof thequest.Studentscometo understand howgreatliteraturereflectslife,andhowin any journey (beitphysical or metaphysical)patienceis importantfor gainingwisdom and experiencealongthe way.Studentsexplore commonideasand symbolismacrosstexts,suchashow peoplegivevalueto theirlivesthrough achievementand failureand thecostsof givingin toimpulse,impiety,temptation,and recklessness.Students alsoexplore theinfluencethatTheOdysseyhas on modern life.
Text Use: Examine thesymbolic meaning of texts,analyzecharacter and themedevelopment,writeanargumentativeessay,writeand presentpersonalnarratives
Reading:RL.9-10.1,RL.9-10.2,RL.9-10.3,RL.9-10.4,RL.9-10.5,RL.9-10.6,RL.9-10.7,RL.9-10.9, RL.9-10.10,RI.9-10.1,RI.9-10.2,RI.9-10.3,RI.9-10.6,RI.9-10.10
Writing:W.9-10.1a-e,W.9-10.2a-f,W.9-10.3a-e,W.9-10.4,W.9-10.5,W.9-10.6,W.9-10.9a,W.9-10.10
Speakingand Listening: SL.9-10.1a-d,SL.9-10.3,SL.9-10.4,SL.9-10.6
Language:L.9-10.1a-b,L.9-10.2a-c,L.9-10.3a,L.9-10.4a-d,L.9-10.5a-b,L.9-10.6
CONTENTS
Page124: TextSetandUnitFocus
Page125: TheOdyssey UnitOverview
Pages 126-130: SummativeUnitAssessments:CulminatingWriting Task, Cold-ReadTask,andExtension Task
Page131: InstructionalFramework
Pages132-146: TextSequenceand Sample Whole-Class Tasks

TheOdysseyUnitOverview

UnitFocus

  • Topic: Physicaland mentaljourneys
  • Themes:The role ofsymbolismin howpeoplegivevaluetotheir lives
  • TextUse:Examine thesymbolicmeaning of texts,analyzecharacter and themedevelopment, write anargumentative essay,writeand presentpersonalnarratives

Summative UnitAssessments

Aculminating writingtask:

  • Examine thesymbolic meaning oftexts
  • Analyzecharacter and themedevelopment
  • Writean argumentativeessayAcold-readtask:
  • Read and understand complextexts
  • Understand academic vocabulary
  • Writein responsetotextAnextensiontask:
  • Read and understand complextexts
  • Understand academic vocabulary
  • Writein responsetotext

DailyTasks

Dailyinstructionhelpsstudentsreadand understandtextand expressthatunderstanding.

  • Lesson 1:“Half a Day”and “AWorn Path”(sampletasks)
  • Lesson 2:“Ithaka”and Book Oneof TheOdyssey

(sampletasks)

  • Lesson3:ExcerptfromBook Two and Books Five,Seven, and Eight of TheOdysseyand “An AncientGesture”(sampletasks)
  • Lesson4:Books Ninethrough TwelveofTheOdyssey,“SirenSong,”and Ulysses and theSirens(sampletasks)
  • Lesson 5:Books Thirteenand Sixteen ofTheOdyssey

(sampletasks)

  • Lesson 6:Books Nineteenthrough Twenty-Four of TheOdyssey, “Ithaka,”and “Ulysses”(sampletasks/culminatingwriting task)
  • Lesson 7:ExcerptfromNo-Man’s Lands:OneMan’sOdysseythroughTheOdyssey,“TheTruth AboutBeinga Hero,”and “BackfromWar,but Not Really Home”(extension task)
  • Lesson 8:ExcerptfromBookSixofTheIliad(cold-readtask)

SUMMATIVEUNITASSESSMENTS

CULMINATINGWRITINGTASK1

Rereadthelastthreestanzasfrom “Ithaka”byConstantineCavafy:Keep Ithakaalwaysin yourmind.

Arriving thereiswhatyouaredestined for.Butdonothurrythejourneyatall.

Betterifitlastforyears,

so youare old by thetimeyou reach theisland,wealthywith allyou havegainedontheway,notexpecting Ithakato makeyou rich.

Ithakagaveyouthemarvelousjourney.Withoutheryouwould nothavesetout.Shehasnothing lefttogiveyounow.

And if you find herpoor,Ithakawon’thavefooledyou.Wiseasyou willhavebecome,so fullofexperience,

youwillhaveunderstood bythenwhattheseIthakasmean.

Whatdoesitmean to “comehome”? ConsiderOdysseus’sjourneyhometoIthacaand thesymbolism of“home.”(L.9-10.5a-b)Whilehereturned homein theliteralsense,did hereturnto thesameplaceasheleft?Writean argumentativeessayinwhich you determinewhich ismoreimportantto thedevelopmentofOdysseus’characterand athemeof theepic—thejourneyor thegoal?(RL.9-10.2,RL.9-10.3)Besuretocitetextualevidenceand usegrade-appropriatewordsand standard English grammar.(RL.9-10.1,W.9-10.1a-e,W.9-10.9a,W.9-10.10,L.9-10.2a-c,L.9-10.6)

Teacher Note: Tostrengthen their writing,studentsgeneratemultipledraftsoftheiressays,responding tofeedbackfromtheteacher andpeerstoproduceclearandcoherentclaims,evidence,andcommentarythatare appropriate tothetask,purpose,andaudience(W.9-10.4,W.9-10.5).Requirestudentsto useparallelstructure(L.9-10.1a)andincludevarioustypesofphrasesandclauses(L.9-10.1b)in their writing.Iftimeallows,studentsproducetheir finaldraftsusingtechnology(typing essays inMLA formatanduploading their essaysto aclassblog).(W.9-10.6,L.9-10.3a)

1CulminatingWritingTask: Studentsexpresstheirfinalunderstandingoftheanchortextanddemonstratemeetingthe expectations ofthestandardsthroughawrittenessay.

UNITFOCUS / UNIT ASSESSMENT / DAILYTASKS
Whatshould studentslearn fromthe texts? / Whatshowsstudentshave learned it? / Which taskshelpstudentslearn it?
  • Topic: Physicaland mentaljourneys
  • Themes: Theroleof symbolismin howpeoplegivevalueto theirlives
  • TextUse:Examine thesymbolic meaningof texts,analyze character and themedevelopment, write an argumentativeessay,writeand presentpersonalnarratives
/ Thistaskassesses:
  • Examining thesymbolicmeaning of texts
  • Analyzing characterand themedevelopment
  • Writing an argumentativeessay
/ Read and understand text:
  • Lesson 1(sampletasksincluded)
  • Lesson 2(sampletasksincluded)
  • Lesson 4(sampletasksincluded)
Expressunderstandingoftext:
  • Lesson 6(usethistask)

COLD-READTASK2

Independentlyread lines369-529 of BookSixofTheIliadbyHomer,in which HectorsaysgoodbyetoAndromache,and then answeracombinationofmultiple-choiceand constructed-responsequestions3aboutthetext,using evidenceforallanswers.Samplequestions:

1.According totheexcerpt,Andromacheisdescribed as peerlessand Hectorindicatesthathehas“striveneverto excelalwaysin the vanguard ofthebattle.” Basedonthesedescriptions,whatcan besaidaboutthetwo characters’position in society? (RL.9-10.4,L.9-10.4a,L.9-10.6)

2.WhatareHector’sinternalmotivationsand conflicts?Whatspecificlinesmostrevealthese?(RL.9-10.1,RL.9-10.3)

3.Hectorsays,“Nonewillsendmeto Hadesbefore my time:though no man,nobleor humble,onceborn canescapehisfate.”WhatdoesthisrevealaboutHector’sattitudetoward leaving Andromachetojoin theTrojanWar? (RL.9-10.1,RL.9-10.3)

4.Selectatleasttwothemesfrom the following listthataredeveloped in thisexcerpt:

  • Loyalty tofamily often conflictswith commitmentstofriends oroneself.
  • Beliefin fatedrivespeople to makeradicalchoices.
  • Loverequiresustomakedifficultchoicesbetween honorand prideinoneself.
  • Menarebettersuited thanwomen forwar.
  • Fathersand theirsonsshould notbeseparated.
  • Romanticlovecan blind men to theirtruecommitments.

In a multi-paragraph response,explainhowHector’smultiple,conflicting motivationsinthisscenedevelopa theme.Citeevidencefromtheexcerpttosupportyourresponse. (RL.9-10.1,RL.9-10.2,RL.9-10.3,RL.9-10.10,W.9-10.1a-e,W.9-10.9a,W.9-10.10)

5.Compareand contrastthe motivationsof HectorandOdysseus.Considerhoweach characterisdriven toactbasedon familialobligations,pride,and thedesiretobuild characterthrough trialsor battle.Whatisthesignificanceof thesimilaritiesand differences? Whatdo theyconveyaboutwhatHomermightbecommunicatingaboutthehumanexperience?(RL.9-10.1,RL.9-10.2,RL.9-10.3,W.9-10.9a,W.9-10.10)

2Cold-ReadTask:Studentsreada textortextsindependentlyandansweraseriesofmultiple-choiceandconstructed-responsequestions.Whilethetext(s)relateto theunitfocus,thetext(s)havenotbeentaughtduringtheunit.Additionalassessmentguidanceisavailableat assessments.

3Ensurethatstudents haveaccessto thecompletetextsasthey aretesting.

UNITFOCUS / UNIT ASSESSMENT / DAILYTASKS
Whatshould studentslearn fromthe texts? / Whatshowsstudentshave learned it? / Which taskshelpstudentslearn it?
  • Topic: Physicaland mentaljourneys
  • Themes: Theroleof symbolismin howpeoplegivevalueto theirlives
  • TextUse:Examinethesymbolicmeaningof texts,analyzecharacterand themedevelopment,writean argumentativeessay,writeand presentpersonalnarratives
/ Thistaskfocuseson:
  • Reading and understanding complextexts
  • Understanding academicvocabulary
  • Writing in responseto text
/ Read and understand text:
  • Lesson 1(sampletasksincluded)
  • Lesson 2(sampletasksincluded)
  • Lesson 4(sampletasksincluded)
Expressunderstandingoftext:
  • Lesson 8(usethistask)

EXTENSIONTASK4

1.As preparation fora Socratic seminar5, havestudentsindependentlyread threetexts:anexcerptfrom No-Man’sLands:OneMan’sOdysseyThroughTheOdysseyby ScottHuler,“TheTruth About Being a Hero”byKarlMarlantes, and “BackfromWar,but NotReallyHome”by CarolineAlexander.(RI.9-10.10)

2.Whilestudentsreadthetexts,havethemcomplete thefollowing:

  • Useathree-column graphicorganizerto summarizeeach text: (column1) Identifyeachclaim or pointmadein theorderitismade,(column 2)describehoweach claim orpointisdeveloped and refined byparticularphrases,sentences,paragraphs,or sections,and (column 3)identifytheconnectionsmadebetween claims.(RI.9-10.1,RI.9-10.3,RI.9-10.5)
  • Rereadthetextand highlightorcirclewordsand phrasesthatrevealtheauthor’sattitudetoward thesubjectofthetext.(RI.9-10.4)
  • Determineacentralideaofthetext.(RI.9-10.2)
  • Determineand explain theauthor’spurposebasedontheevaluation oftheauthor’stone,claims,and evidence.(RI.9-10.6)

3.Conducta Socratic seminarbasedonthefollowing question:Whataboutthehuman experienceisrevealedthrough thevariousdepictionsof thequestmotifof theunittexts?6(RL.9-10.1,RL.9-10.2,RI.9-10.1,RI.9-10.2,SL.9-10.1a-d,SL.9-10.4,SL.9-10.6)

4.Havestudentswriteamulti-paragraph personalnarrativeessay modeled aftertheexperiencesand structureofa selected characterorstoryfromtheunit:Tellthestoryofyourown personalquest or achallengeyou faced and how,likeOdysseuswiththeSirens,Penelopewiththesuitors, or Phoenixwith thewoods,you grewfrom thechallengeto reacha desiredgoal. (W.9-10.3a-e,W.9-10.4,W.9-10.10)Develop athemethrough thenarrativethatreflectsthevalueyou placeonthejourneyorthegoal.

5.Havestudentsgenerate multipledraftsof theiressays,responding tofeedbackfrom theteacherand peerstoimprovelanguageuse and sentencestructure,narrativetechniques, orthemedevelopment.(W.9-10.4,W.9-10.5,L.9-10.1a-b;L.9-10.2a-c;L.9-10.6)Depending onstudentwriting ability,determinethenecessarysupportduring thewriting process(e.g.,providing an organizationalframe,modeling,showingmodelsof strong and weakstudentworkand providing descriptivefeedback, sharingworkasstudentsgo,etc.).

6.Promptstudentstopublish theirwriting using technology.(W.9-10.6)

4ExtensionTask:Studentsconnectandextendtheirknowledgelearnedthroughtextsinthe unitto engageinresearchorwriting.Theresearchextensiontaskextendstheconceptsstudiedin thesetso studentscangainmoreinformationaboutconceptsortopicsthatinterestthem.Thewriting extensiontaskeitherconnectsseveralofthetextstogetherorisa narrativetaskrelatedtotheunitfocus.

5

6Forexample,studentsmightexaminehow thesituationsthatoccuronPhoenix’swalkthroughthewoodsin“AWornPath”symbolizethestruggles,achievements, andfailuresthatoccurinhumanlifeand how Phoenix’sreactionsto thosesituations setan exampleforhow to maintainfocusonagoaldespitesetbacks.Likewise,studentsmightexplore how thedepictionofPenelope’slifeassheawaitsOdysseus’sreturnin“An AncientGesture”inspirespatienceandloyaltydespitetemptationandgrief,orhow Odysseus’strialsaffecthischaracterin TheOdyssey.

UNITFOCUS / UNIT ASSESSMENT / DAILYTASKS
Whatshould studentslearn fromthe texts? / Whatshowsstudentshave learned it? / Which taskshelpstudentslearn it?
  • Topic: Physicaland mentaljourneys
  • Themes: Theroleof symbolismin howpeoplegivevalueto theirlives
  • TextUse:Examinethesymbolicmeaningof texts,analyzecharacterand themedevelopment,writean argumentativeessay,writeand presentpersonalnarratives
/ Thistaskfocuseson:
  • Analyzing narrativewriting
  • Writing and presenting personalnarratives
/ Read and understand text:
  • Lesson 1(sampletasksincluded)
  • Lesson 3(sampletasksincluded)
  • Lesson 4(sampletasksincluded)
  • Lesson 5(sampletasks included)
Expressunderstandingoftext:
  • Lesson 7(usethistask)

INSTRUCTIONALFRAMEWORK

In English languagearts (ELA),students mustlearnto read,understand,andwriteand speakabout grade-level textsindependently.To do this,teachers must selectappropriatetexts and usethosetexts so students meet thestandards,as demonstrated through ongoing assessments.To supportstudents in developing independencewith reading andcommunicating about complextexts,teachers should incorporatethefollowing interconnectedcomponentsinto theirinstruction.

Click here7to locateadditionalinformation about this interactiveframework.

Whole-ClassInstruction

This timeis forgrade-level instruction. Regardless ofa student’s reading level,exposureto grade-leveltexts supports languageandcomprehension development necessaryforcontinualreading growth. Thisplan presents samplewhole-classtasks torepresenthow standards mightbemet at this gradelevel.

Small-GroupReading

This timeis forsupporting student needs that cannot bemet during whole-class instruction.Teachersmight provide:

1.intervention forstudents belowgradelevel using texts attheirreading level;

2.instructionfordifferent learners using grade-level texts to support whole-class instruction;

3.extension foradvanced readers using challenging texts.

Small-GroupWriting

Most writing instruction is likelyto occurduringwhole-class time. This timeis forsupporting studentneeds that cannot bemetduring whole-class instruction. Teachers might provide:

1.intervention forstudents belowgradelevel;

2.instruction fordifferent learners to support whole-class instruction and meet grade-levelwritingstandards;

3.extension foradvancedwriters.

IndependentReading

This timeis forincreasing thevolumeandrangeof reading that cannot beachieved through otherinstruction butis necessaryforstudent growth.Teachers can:

1.support growing reading abilitybyallowing students to read books at theirreading level;

2.encouragereadingenjoyment and build reading staminaand perseverancebyallowing students to select theirown texts in addition to teacher-selected texts.

7

SAMPLE LESSON PLANS: TEXTSEQUENCEANDSAMPLEWHOLE-CLASSTASKS
TEXTSEQUENCE / TEXTUSE
LESSON1:8
Lesson Pacing: 6-8 days
Reading Texts:
“Half aDay,”Naguib Mahfouz“AWornPath,” EudoraWelty
Additional Materials:
  • Accountable Talk Starters
Assessment:
  • Timelines or maps
  • Semantic map
  • Text annotations
  • Whole-and small-group discussions
  • Short writing responses
  • Socratic seminar
/ TEXTDESCRIPTION:Thesetwoshortstoriestellthestoryofa life’sjourneythrough allegory.“Half aDay”byNaguibMahfouz isshorterbut morecomplexthan“AWornPath”by EudoraWelty becausethesymbolismislessapparentand thestructureof thetextrapidlyprogressesthrough thelifeoftheprotagonist.
TEXTFOCUS: Present“AWornPath”firsttoallowstudentstodevelop theirabilitytoread allegorybeforepresenting“Half aDay” to build theirindependentreading and analysisskills.
MODELTASKS
LESSONOVERVIEW: Studentsfirstengagewith “AWorn Path”to exploretheallegorycollaboratively,thenread andanalyze“Half aDay”usingthesamestrategiestoprovidethemwith a frameworkfor analyzing themorecomplextext.
READANDUNDERSTANDTHETEXT:
  • Read “AWornPath”aloudtostudentsor havethemread itindependentlyor inpairs,asappropriate.
  • Havestudentsindependentlycreatea timelineormap thatsummarizes Phoenix’sjourney.(RL.9-10.2)Foreach eventonthetimelineormap,list:(1)theactiontaken and resulting effectthatleadsto theconclusionofthestory,(2)significantcharactersorobjects,and (3)thesetting.
  • Conductaclassdiscussionin which studentsusetheirtimelinesormapsto considerthefollowing questions:Within thesequenceofevents,when doestheactionbegin to createa problem or conflict?When doestheproblembecomemosturgent?9When istheconflictresolved?(RL.9-10.2)
  • Dividestudentsinto pairs.Havestudentsreread“A Worn Path.”Asthey reread,havestudentsnotewords/phrases,images,ideas,objects,oreventsthatrepeatthroughoutthestory.Whiletheymaynotrepeatin exactlythesameway,askstudentstoconsiderthepattern and thesignificanceofthepatterns. (L.9-10.5a-b)
  • Reviewtheconceptsof symboland motif.(L.9-10.4c,L.9-10.6)In pairs,havestudentsdiscussthefollowingquestions:
  • Whatwords/phrases,images,ideas,objects,oreventsrepeatorareemphasized throughoutthestory?
  • Whatcould thesesymbolize?

8Note:Onelessondoesnotequaloneday.Teachersshould determinehow longto takeona given lesson. Thiswilldependoneachuniqueclass.

9Thishappensimmediatelypriorto theresolutionoftheconflict.

TEXTSEQUENCE / TEXTUSE
  • Can youcategorizeanyof thesymbolsintorecurringmotifs?
  • Howdothosemotifsdevelopmeaning ora themein thetext?
  • Conductaclassdiscussion in which studentsconsiderhow examiningthesymbolisminthetextchangesthemeaningof thetext(i.e.,revealsthelayersofmeaning;developsallegoricalmeaning).Note: Makesurestudentsareidentifyingsymbolsandunderstanding theirsignificancerelated toa themeofthetext,notjustlisting everyobjectandmaking up a meaning unrelated to thelarger purposeofthe text.Promptstudentstouseaccountable talk10throughoutthediscussionand citeevidencefrom thetexttosupporttheirideas.
Possiblediscussion questions include:11
  • Whataresomeof thesymbolsandmotifsyouexamined withyourpartner?
  • Whatisthisstory aboutona literallevel? HowisPhoenix’strip intothecityrepresentativeof journeysinthewiderhumanexperience? (RL.9-10.1,RL.9-10.2)
  • ConsiderPhoenix’sname.Whatisthesignificanceofhernametoathemeofthestory?(RL.9-10.1,RL.9- 10.2,L.9-10.5b)
  • WhatmotivatesPhoenix’sjourney into thepavedcity? Howdoesthismotivationgiveherjourneymeaning? (RL.9-10.1,RL.9-10.2,RL.9-10.3)
  • Howdo Phoenix’sreactions to thetrialson herjourneyreveala centralideaor themeofthestory?(RL.9- 10.1,RL.9-10.2,RL.9-10.3)
  • Considerthetitleof thestory.Whatdoesthedescription ofthepath as“worn”conveyaboutPhoenix’sjourney,both literallyandallegorically? (RL.9-10.1,RL.9-10.2,RL.9-10.4,L.9-10.4a,L.9-10.5b)
  • Concludethediscussion by asking studentstoanswerthefollowing question in writing:HowdoesWeltyusesymbolsto developa themein “AWorn Path”?(RL.9-10.1,RL.9-10.2,RL.9-10.3,W.9-10.9a,W.9-10.10,L.9- 10.5a-b,L.9-10.6)
  • Read “Half a Day” aloudto students.In pairsorsmallgroups,havestudentscreateatimelinethatsummarizesthenarrator’sjourneyandwhatthisstoryisabout.(RL.9-10.2) Foreacheventonthetimeline,list:(1)theactiontakenand resultingeffectthatleadsto theconclusionof thestory,(2)significantcharactersorobjects,and (3)thesetting.

10

11Additionalquestionsforpromptingduringpairworkorclassdiscussion:

TEXTSEQUENCE / TEXTUSE
  • Directstudentstoreread“Half a Day” in pairs.Whilerereading,havestudents:
  • Definewordsin context(e.g.,unmarred,cast,pitiable,contentment,misgivings,presumed,exertion,throngs,bade,avail,hordes,hastened).(L.9-10.4a)Reread thesentences,and explain themeaning oftheword and howtheword isbeing used in thesentence(i.e.,determinethepartofspeech basedonitsaffixor placementinthesentence).(L.9-10.4a,b,d; L.9-10.6)Verifythe meaning and partofspeechof thewordsusing a dictionary.(L.9-10.4c)Record theconnections,partofspeech,and variousassociationsofthewordon asemantic map.12
  • Considerthewordchoiceused todescribedifferentideasand events.Examine theconnotationsofwordsacrossthetext.(L.9-10.5b)Determineanypatterns orshifts.
  • Notepossiblesymbolsandmotifsthrough annotations onthetext.Foreach annotation,considerthesignificanceandmeaning.
  • Haveeach pairpartnerwith anotherpairtoform a group offour.Havethemsharetheir annotationsand notestorefinetheirthinking,and then answerthefollowing questions,locating evidencetosupporttheirideas.(SL.9-10.1a-d)Lastly,conducta classdiscussion in which students examinetheallegoricalmeaningand discussthedifferentlayersofmeaning in thestory.Discussion questions:
  • Whatisthisstory aboutona literallevel? Howisthenarrator’sexperiencerepresentativeof thewiderhuman experience?(RL.9-10.1,RL.9-10.2)
  • How dothelanguageand structureof thestory13createsurpriseforthereader?(RL.9-10.1,RL.9-10.2, RL.9-10.4,RL.9-10.5,L.9-10.5b)Upon rereading thestory,howdotheseelementsprovidecluesto thesurprising ending?
  • Whatdoesthestorystructuresuggestabouthuman experience?(RL.9-10.1,RL.9-10.2,RL.9-10.5, RL.9-10.6)
  • Considerthetitleof thestory.Why doestheauthorsuggestthattheeventsofthestory occurin“halfa day” despitethefinalquotationof thestory?(RL.9-10.1,RL.9-10.2,RL.9-10.3,RL.9-10.5)

12

13Forexample:generaldescriptionsofevents, shiftintonebasedonwordchoice(i.e.,repetitionoflove to repetitionofshrieking), andrapidprogressions throughtime

TEXTSEQUENCE / TEXTUSE
EXPRESS UNDERSTANDING:
  • Engagestudentsin a Socratic seminar14thatexploreshowtheexperiencesofPhoenixand thenarratorof“Half aDay”symbolizehuman experiencein general. Promptstudentstoprepareforthediscussion byproviding them with anevidencechart.An evidence charthasthreecolumns:(column 1)Evidence:Quoteorparaphrase,(column2)Pagenumber,and(column3)Elaboration/Explanationofhowthisevidencesupportsideas orargument.Studentsshould select quotationsfrom thestoriesthatrevealthesymbolicmeaningof theexperiencesand record notesthatexplain/interpretthequotationsand theirsignificancetoathemeofthetext.(RL.9-10.1,RL.9-10.2,SL.9-10.1a)Discussionquestions:
  • Throughoutherjourney,Phoenixtalksto herself.Whatdo thepatternsin herlanguage(wordchoice,descriptions)revealabouthercharacterand herlife?(RL.9-10.1,RL.9-10.3,RL.9-10.4,L.9-10.5b)
  • When thenarratorof“Half a Day” goestoschoolforthefirsttime,hesharesthat“…thetimeforchanging one’smind wasoverand goneandtherewasnoquestionofeverreturningtotheparadiseofhome.Nothing layahead ofusbutexertion,struggle,and perseverance.Thosewhowereabletookadvantageoftheopportunitiesforsuccessand happinessthatpresented themselvesamidworries.”Whatisthenarratorsuggesting about theexperienceof starting school?
  • Do you agreethatthereis“noquestion ofeverreturningtotheparadiseofhome”?Why?
Dividestudentsinto an innercircleand anoutercircle.Have theinnercircle discusstheiranswerstothequestions foreightminutesusingaccountable talk15and providing evidencefortheirideas.(SL.9-10.1a-b, SL.9-10.4)Whiletheinnercirclediscusses,askstudentsin theoutercircleto evaluatethepointofview,
reasoning,and use of evidenceofa particularstudentin theinnercircle.(SL.9-10.3)Havestudentsintheoutercirclerecordtheirthoughtsusing a platformlike TodaysMeet.16(W.9-10.6)Aftertheeight-minutediscussion,swap theinnerandoutercirclesand repeattheprocess.Following thediscussion,havetheclassreviewtherecorded thoughtsand indicatehowtheirthoughtswerejustifiedor qualified based onthereasoning orevidenceofothersinthediscussion.Havestudentsexplain howtheycould improvefuturediscussions(e.g.,incorporating othersinto thediscussion,askingmorequestions,making moreconnectionsbetween ideas).(SL.9-10.1c-d,SL.9-10.6)

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TEXTSEQUENCE / TEXTUSE
LESSON2:
Lesson Pacing: 3-5days
Reading Texts:
“Ithaka,”Constantine Cavafy(found in textbook p.877)
Book One of “The Odyssey,” Homer
Additional Materials:
  • Consider having students use T-chart or other graphic organizer to capture characters and/or important scenes/events
  • Sentence strips
  • Reading journal (students will maintain)
Assessment:
  • T-chart (optional and on-going throughout the reading of The Odyssey
  • Paraphrasing and summary(Book One) activities (see descriptions at right)
  • Creation of literal and interpretive questions (description at right)
  • Small- and/or whole-class discussion
/ TEXTDESCRIPTION:“Ithaka”byConstantineCavafyexplores Ithacaas asymbolforahighlydesiredobjectthatdrivesbehaviorand action.BookOneof TheOdysseyintroducesthemajorcharactersandconflictsof theepic.
TEXTFOCUS: “Ithaka”gives focusand purposetothereadingof TheOdyssey.Studentsshould closelyreadtheinvocationto themuseattheopeningof BookOne.Withouta studyofthepoemand invocation,studentsmaydisengagefrom theirreading of theepicbecauseofthecomplexity ofthetext’sstructureand itsnumerouscharacters.Orienting studentstothe majorcharactersand conflictswillhelp them to maintain understanding astheyread.
Studentsshould beguidedintotheunderstanding thatIthacaasitisdescribed in BookOneisnotin an honorablestatebecauseof Odysseus’sprolonged absence,and thatOdysseuswillfeeldisrespected and dishonored by thesuitors’treatmentofhiswife,son,home,and property.
MODELTASKS
LESSONOVERVIEW: Studentsread“Ithaka”togeta generalunderstandingof thepoem.Then they examinetheinvocationto themusethatopenstheepicpoemandunderstand howtextstructures(likeprologuesor invocations)providethereaderwith anoverviewoftheconflicts and majorcharactersofa text.Studentsread BookOne and beginanalyzing Odysseusas anepichero so thatthey can determinemotivationsand identifyemerging themes.Afterreading BookOne,studentsread“Ithaka”forthefirsttimein theunit—theywillreturn tothepoem attheend oftheunit—tounderstand Ithacaasthequestobjectin Odysseus’journey in theepic.
READANDUNDERSTANDTHETEXT:
  • Read “Ithaka” aloudonetimeto studentsand askthemtounderlineunknown wordsand phrases(e.g.,Ithaka,Laistrygonians,Cyclops,Poseidon).Directstudentstousecontextcluesorotherresourcestodeterminemeaning.(L.9-10.4a,c-d;L.9-10.6) Background resource on mythology: For an online link to resources related to mythology or mythological characters, you may explore here or here. ( or
  • Havestudentsparaphrase thepoem.17(RL.9-10.2)Underneath thesummary,havestudentswritetheirinitialinterpretationsofthepoem(W.9-10.10).Theywillcomebackto thisattheendof theunit.
  • Read theinvocation to themuse(thefirst 12lines)aloudtostudentsand askthemtounderlineunknownwordsand unclearphrases(e.g.,plundered,hallowed,theSun God,Muse).Directstudentstousecontextcluesorother resourcestodeterminemeaning.(L.9-10.4a,c-d)Background resource on mythology: For an online link to resources related to mythology or mythological characters, you may explore here or here. ( or RL.9-10.10)

17Forextensionof the summarywritingactivity, directstudentsto imitatethe structureofthesentencesin eithertheinvocationor“Ithaka”in theirownwritingorin arevisionexercise.(L.9-10.1a- b,L.9-10.2a-c,W.9-10.5)

TEXTSEQUENCE / TEXTUSE
  • Directstudentstoidentifytheindependentand dependentclausesand phrasesof thesentencesin theinvocation and rewritethesentencesin traditionalsubject-verb-objectconstructions.(Note: Usepreparedsentencestripsfor thisactivityifstudentsneed additionalscaffolding.)(L.9-10.1b)Working independently or inpairs,havestudentsapplytheirunderstanding ofphrasesand clausestointerprettheinvocationanddeterminethe majorconflictsasthey arerevealed by thephrasesand clauses.(RL.9-10.1,RL.9-10.2,RL.9- 10.4)
  • After closelyreading theinvocation,havestudentswritea brief(threeto fivesentences)summary18oftheconflictsofTheOdysseyrevealedin theinvocation.(RL.9-10.2,W.9-10.10)
  • Read BookOnealoudto students.Whilereading TheOdyssey,havestudentsmaintain a recordof theirobservations,questions,andinferencesin a reading journal. For BookOne,havestudents’firstentrybea brief summary19of theeventsofBookOne.(RL.9-10.2)
  • Havestudentscreatea series ofliteral andinterpretive questions20fortheirpeersthatfocuson themajorcharactersand eventsofBookOne.Specificallystudentsshould focuson Odysseus’srelationshipswith thegods,goddesses,and charactersinBook One.They should describe(1)ifOdysseusisfriendsorenemieswitheach and (2)howconflictswith any enemieschallengeOdysseus.(RL.9-10.3)
  • Dividestudentsinto smallgroupstodiscusstheirquestionsandmonitorthediscussionsto ensurestudentsunderstand thecharactersand eventsof BookOne.(SL.9-10.1a-d)Ifallstudentsarestruggling,conductawhole-classdiscussion toreread theepicand clarify anymisunderstandings.(RL.9-10.1,RL.9-10.2,RL.9-10.3)
EXPRESS UNDERSTANDING:
  • Postand read aloudthefollowing quotefromAristotle,aboutTheOdysseyinPoetics:
“...ThestoryoftheOdysseycanbestatedbriefly.Acertainmanisabsentfromhomeformanyyears;heisjealouslywatchedbyPoseidon,andleftdesolate.Meanwhilehishomeisinawretchedplight—suitorsarewastinghissubstanceandplottingagainsthisson.Atlength,tempest-tost,hehimselfarrives;hemakescertainpersonsacquaintedwithhim;heattacksthesuitorswithhisownhand,andishimselfpreservedwhilehedestroysthem.Thisistheessence of the plot; the rest is episode.”

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TEXTSEQUENCE / TEXTUSE
Then,engagestudentsinawhole-classdiscussion.(RL.9-10.1,RL.9-10.2,RL.9-10.6,RI.9-10.1,RI.9- 10.2,SL.9-10.1,SL.9-10.4)Discussion questions:
  • Whatclaimsabout TheOdysseydoesAristotlemake?
  • DirectstudentstoexaminethelengthofTheOdysseybylooking attheirtextsortheteachercopy. IfTheOdysseyis24bookslong,thenwhydoesAristotlesaythat“thestoryof theOdysseycanbestated briefly”?Whatdoeshemean?
  • Considertheeventsof BookOne.Howdid you reacttoOdysseus’ssituation,Telemachus’ssituation,and Penelope’s situation?21Why mightyouwantto seethem resolved inthe“episodes”thatAristotlereferences?
  • Considertheinformation providedin theinvocation,“Ithaka,” and thequotefromAristotle.Ineach text,thestoryof The Odysseyiscaptured in brief.In fact,weknowhowthe storyends.Sowhydo weread it?Similarly,whydowelisten tostoriesretold by friendsandfamily eventhough weknowhowtheyend?Whatdoestheexperienceof hearingor readinga storyin fulldoforus?

LESSON 3:
Lesson Pacing: 6-8days
Reading Texts:
“An Ancient Gesture,”Edna St. Vincent Millay(found in textbook p. 797)
Excerpt from Book Two and Books Five, Seven, and Eight of “The Odyssey,” Homer
Additional Materials:
  • Reading journal
  • TP-CASTT Strategy (sample handout here)
(See sample assessments on next page)
Assessment: / TEXTDESCRIPTION:Books Five,Seven, andEighttellthestoryof Odysseus’s escapefrom Ogygia and CalypsoafterAthenaintervenes onhisbehalf.Odysseusmovesthrough a rangeof intenseemotions(grief,fear,pride,anger,etc.)asheleavesCalypsoandmakeshiswayhome.Histimewith thePhaeaciansin BooksSeven and Eightrevealhiscunningand Athena’scommitmenttohisreturn.“An AncientGesture”byEdnaSt.VincentMillayprovidesa contemporaryviewofPenelope’sgrief.
TEXTFOCUS: Thesetextsdevelop Odysseus’scharacter through a seriesofemotionaland physicalconflicts. “AnAncientGesture”complementsthetwo scenesin BooksFiveandEightinwhichOdysseusisoverwhelmedbygriefforIthacaand hisfamily.Studentscan analyzehowOdysseusdevelopsasheinteractswith Athenaand thePhaeacianpeople.
MODELTASKS
LESSONOVERVIEW: Studentsread and analyzeaseries ofinteractionsin whichOdysseus’scharacterbecomesincreasinglycomplex.Theinteractionswithothercharactersrevealand developmultiplethemesthatstudentstrace.