The Odyssey Project

The Odyssey Project

Travel Brochure

Odysseus visited many places on his trip back home from Troy. You are to create a cruise brochure based on Odysseus’ travels. This brochure should be colorful and creative and written to entice travelers to spend their money on this cruise. Use persuasive language and lots of adjectives that will encourage would be cruisers to take YOUR cruise.

What to Include:

a description of the cruise

thename of the cruise line

the name of the cruise ship

the length of the trip

how to contact the cruise line

Sites (include at least seven of the following):

Ismarus

Island of the Lotus Eaters

Land of the Cydopes

Aeaea (home of Circe)

AeoIla (home of Aeolus, king of the winds)

Land of the Laestrygonians (a race of cannibals)

Land of the Dead (underworld, also known as Hades)

Island of the Sirens (creatures who lure sailors with their songs)

Scylla (rock creature)

Charybdis (giant whirlpool that lives under an enormous fig tree)

Land of Hellos (the sun god)

a map:

trivia about Odysseus’ travels:

include a minimum of seven facts about his travels

include a drawing of one of the creatures that Odysseus faced

How to get started:

Prewriting: brainstorm ideas on names of the cruise line and cruise ship

- brainstorm ideas for descriptions of the cruise

- choose the seven sites you will include about Odysseus’ travels

- choose the seven facts you will include about Odysseus’ travels

- choose a design for your brochure (where the map will go, where the descriptions and facts will go, where the drawing of the creature will go) SPREAD OUT THE INFORMATION YOU ARE INCLUDING SO THERE ARE NO BARE SPOTS ON YOUR BROCHURE!!!

Creating: write your descriptions and facts

- draw your map

- draw the creature

- color your brochure

NAME ______Survey of Literature Block or Period __ Date ______

Rubric: Odyssey Brochure

Rubric Check List:

CATEGORY / Criteria / Yes / No / Peer Comments or Suggestions for Improvement
Accuracy of Content : / All information used in the brochure is correct.
Attractiveness: / Contrasting colors and at least 4 original graphics were used to give the game visual appeal. The game is exceptionally neat and legible.
Creativity: / The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces, and/or game board.
Knowledge Gained: / The information used in the game was helpful in providing students with a Unit Test overview of the topic.
Cooperative Work: / The group worked well together with all members contributing significant amounts of quality work.

NAME ______Survey of Literature Block or Period ___ Date ______

Rubric: Odyssey Brochure

CATEGORY / 4 / 3 / 2 / 1
Accuracy of Content :
5 / All information used in the brochure is correct. / Almost all of the information in the brochure is correct. / Only some of the information used in the brochure is correct. / There are numerous examples of inaccurate information used in the brochure.
Attractiveness:
5 / Contrasting colors and at least 4 original graphics were used to give the game visual appeal. The game is exceptionally neat and legible. / Contrasting colors and at least 3 original graphic were used to give the game visual appeal. The game is neat and legible. / Contrasting colors and only two graphics were used to give the game visual appeal. The game could be neater and/or more legible. / Little or no color or graphics were included. The game is messy and/or illegible.
Creativity :
5 / The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces, and/or game board. / The group put some thought into making the game interesting and fun to play by the use of questions, game pieces, and/or game board. / More thought need to go into making the game fun and interesting. Some of the questions, game pieces, and or the game board made it harder to understand or enjoy the game. / Little thought was put into making the game interesting or fun.
Knowledge Gained
5 / The information used in the game was helpful in providing students with a Unit Test overview of the topic. / With only a few exceptions, the information used in the game was helpful in providing students with a Unit Test overview of the topic. / The information used in the game was only moderately helpful in providing students with a Unit Test overview of the topic. / The information used in the game was not helpful in providing students with a Unit Test overview of the topic.
Cooperative Work :
5 / The group worked well together with all members contributing significant amounts of quality work. / The group generally worked well together with all members contributing some quality work. / The group worked fairly well together with all members contributing some work. / The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Total: ______Comments: ______

Name ______

Block or Period ___Date ______

Survey of Literature and Composition

Project Assessment:

The Odyssey Game

Instructions:

• Each group of students will create a board game based on the famous adventures of the Greek hero Odysseus, the main character in Homer’s epic the Odyssey. Each of his books is described in rich detail. The board game should include the terms, characters (people and gods) as well as the significant places described in Odysseus perilous journey home to Ithaca.

• The objective of the game is a review for the Unit Test covering the Odyssey. The game should be based on accurate information studied in class.

• You should create a rule book for the game. You must also design and produce the necessary accessories: board, cards, dice, spinners, etc.

• You will exchange your games and classmates will provide feedback on the ease of use and playability of your creations.

• A rubric will be provided outlining how your project will be evaluated.

Group ______, ______

Members:

______, ______

Your Name: ______

Explain your role in creating the board game: ______

______

______

Group Names: ______Survey of Literature CP Block or Period__ Date ______

______

______

Odyssey Overview Project

Rubric Checklist – Board Game

CATEGORY / Criteria / Yes / No / Comments or Suggestions for Improvement
Accuracy of Content : / All information used in the game is correct.
Rules: / Rules were written clearly enough that all could easily participate.
Attractiveness: / Contrasting colors and at least 4 original graphics were used to give the game visual appeal. The game is exceptionally neat and legible.
Creativity: / The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces, and/or game board.
Knowledge Gained: / The information used in the game was helpful in providing students with a Unit Test overview of the topic.
Cooperative Work: / The group worked well together with all members contributing significant amounts of quality work.

Name ______Survey of Literature Block or Period ___ Date ______

Rubric: Odyssey Game Project

CATEGORY / 4 / 3 / 2 / 1
Accuracy of Content :
5 / All information used in the game is correct. / Almost all of the information used in the game is correct. / Only some of the information used in the game is correct. / There are numerous examples of inaccurate information used in the game.
Rules:
3 / Rules were written clearly enough that all could easily participate. / Rules were written, but one part of the game needed slightly more explanation. / Rules were written, but people had some difficulty figuring out the game. / The rules were not written or clearly explained.
Attractiveness:
5 / Contrasting colors and at least 4 original graphics were used to give the game visual appeal. The game is exceptionally neat and legible. / Contrasting colors and at least 3 original graphic were used to give the game visual appeal. The game is neat and legible. / Contrasting colors and only two graphics were used to give the game visual appeal. The game could be neater and/or more legible. / Little or no color or graphics were included. The game is messy and/or illegible.
Creativity :
5 / The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces, and/or game board. / The group put some thought into making the game interesting and fun to play by the use of questions, game pieces, and/or game board. / More thought need to go into making the game fun and interesting. Some of the questions, game pieces, and or the game board made it harder to understand or enjoy the game. / Little thought was put into making the game interesting or fun.
Knowledge Gained
4 / The information used in the game was helpful in providing students with a Unit Test overview of the topic. / With only a few exceptions, the information used in the game was helpful in providing students with a Unit Test overview of the topic. / The information used in the game was only moderately helpful in providing students with a Unit Test overview of the topic. / The information used in the game was not helpful in providing students with a Unit Test overview of the topic.
Cooperative Work :
3 / The group worked well together with all members contributing significant amounts of quality work. / The group generally worked well together with all members contributing some quality work. / The group worked fairly well together with all members contributing some work. / The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Total: ______Comments: ______