Odyssey Unit Materials

Transcription

1 Odyssey Unit Materials I created these materials for my thirty college prep freshmen students. We use McDougal Littell s Literature textbook in our department. I wanted to come up with some lessons that would allow me to incorporate those ideas outlined in the Academic Essentials matrix (available in the packet). In short, I wanted to create a cycle wherein we used note-taking to improve reading, during which they also prepared (by taking the notes) for subsequent discussion, which they led to writing a paragraph that was based on the textstructure notes they took. Each step prepared them for the next. Results were steady for all kids: advanced kids did well, pushing themselves to write at higher levels; kids with various identified learning difficulties (and I have many in this class) did very well, reading and writing at more sophisticated levels. These materials are the result of days of work. I share them here, through my website for free by way of helping you with your work. I ask that you use them only in your classroom; if others want them, please direct them to the website. Also, it is through these materials that I hone my own ideas and thinking about the teaching of English; eventually these materials and ideas find their way into my books in more fully formed ways. I ask you to support my work and this site by buying those books and encouraging your colleagues to do so. We live in an era when so much is available for free, even on this site. Yet we forget that the computers on which these materials are created cost, as do the ink, the software, the Internet service, and, of course, the time. You can learn more about my books by going to the Books page on the englishcompanion.com website. Finally, as these materials are always a reflection of my own ideas and those I find through books, journals, and conversations with colleagues, I encourage you to write and let me know how they work for you and your kids. I m always grateful for any feedback you find time to offer, as that just helps me refine the ideas and subsequent materials. Your colleague, Jim Burke

2 HABITS OF MIND/ABILITIES SKILLS READ Literary Informational Persuasive Multimedia Visual/Graphic WRITE Response Narrative Essay Summary Critique TALK Discussion Speech Presentation Blog/Online Discussion REPRESENT Visual Interpretation Visual Explanation Numerical Expression Dramatic Performance Visual Summary TAKE NOTES Lecture Research Reading Lit/Infotexts Textbook TAKE TESTS Multiple Choice Essay Short Answer Standardized MANAGE ONESELF Time Materials Responsibilities Relationships GENERATE Questions Hypotheses Claims Explanations Examples Definitions EVALUATE Importance Effectiveness Relevance Validity Accuracy Quality ANALYZE Cause/Effect Problem Implications Logic Consequences Relationships ORGANIZE Spatial Cause/Effect Chronological Importance Problem/Sol. Classification Compare/Cont SYNTHESIZE Information Events Ideas Sources Perspectives Elements REFLECT Product Process Next Steps Strategies Alternatives 2008 Jim Burke. May be reproduced for classroom use only. Visit for more information.

3 Heroes Project: Initial Thoughts Name: 1. Generate as many examples of heroes as you can come up with. Include anyone that comes to mind, including people from both the past and present, real and fictional world, individuals (like Nelson Mandela) and groups (like firefighters) or organizations (like Doctors Without Borders). Heroes 2. Choose one that interests you most or whom you respect the most. Write their name in the middle of the diagram. Generate answers to the questions listed on the diagram below: What are their qualities? What are their obstacles? What do they try to accomplish for whom? How do they accomplish their objective(s)? 3. Interview someone, preferably an adult, using the same questions and form on the back of this page.

4 Problem-Solution Notes Name: Date: Period: BEFORE Problems and obstacles come in all shapes and sizes, some visible, others hidden inside us. Generate different types (categories) of problems and add a quick explanation and example to illustrate. Type of Problem Effect Example Physical Difficult to do certain things; vulnerable. Someone with broken leg; person who loses an eye in accident. Predict: Which of these problems do you think is most likely to affect Odysseus? (Put stars next to the ones you think apply) Which one do you think will be his biggest problem or obstacle to reaching his goal of getting home? Explain your choice. DURING As you read, watch for problems that Odysseus faces in Book 9. Complete the table below with specific details from the story. Continue your notes on the back of this page. Problem (with line numbers) Type (with brief explanation) Response (Effect on People) Solution (How he solves it) Soldiers can t get over walls of Troy to attack the city and win war Military/Structural: Troy is fortified, well-enforced; no way to get into city Troops are discouraged; feel the war will never end; may lose. Odysseus loves a test; inspired. Build Trojan Horse: leave it, pretend to sail off, Trojans bring it inside city attack win! Go home. NOTE: Use the back to take additional notes. You should definitely have MORE than just these two lines available here. AFTER You will use these notes to write a problem-solution paragraph. Do not write it yet! But good notes will ensure good writing!

5 Problem-Solution Notes Name: Date: Period: Problem (with line numbers) Type (with brief explanation) Response (Effect on People) Solution (How he solves it)

6 Problem-Solution Paragraph 1. Begin by identifying the problem. 2. Discuss its causes and effects, as well as implications and importance. 3. Examine the solution(s) and their consequences In Book Nine, Odysseus and his men are trapped by the giant Cyclops in his cave. In this situation, the men face several problems. One problem is Another is In addition, even if they could kill Cyclops, they realize they have one final, serious problem:. At first the men But they quickly understand that this solution will not work because Their problems grow more serious as Cyclops begins devouring Odysseus s men the way some people eat popcorn. Then Odysseus comes up with a plan to get them out. First they need to Then they must Odysseus realizes, however, that if the other monsters hear that Cyclops is being attacked they will come to his rescue. To solve this problem, Odysseus tells Cyclops that Having blinded the Cyclops, they only have one final problem now, which is how to get out of the cave. As he watches the sheep file out, Odysseus realizes that Thus Odysseus and his men escape by. Safely back on the ship, it would seem all their problems are behind them, but Odysseus creates a new, even greater problem when he. This problem is the greatest of all because it causes

7 Paragraph Notes: Order of Location Paragraph Name: 1. Take Notes: As you read Book 12 (pages ), take notes on the location and obstacles Odysseus and his men encounter on their way home. Take your notes in bullet format. Location Identify where the obstacle is found Obstacle Name the obstacle The Sirens Characteristics Describe the place and obstacle in detail (listed as bullets) Scylla & Charybdis Helios 2. Write Paragraph: Use notes to write a paragraph that is organized by location. Maintaining our focus on FODP, your paragraph should establish a focus (a main idea you will develop) in the topic sentence. This topic sentence should say something about the subject of obstacles Odysseus encounters. A. Focus: Main Idea (about Odysseus s obstacles) B. Organization: Location 1 a. Development: Details, examples, commentary (3-4 sentences!) C. Organization: Location 2 a. Development: Details, examples, commentary (3-4 sentences!) D. Organization: Location 3 a. Development: Details, examples, commentary (3-4 sentences!)

8 Paragraph Notes: List Paragraph Name: Overview Guidelines We have studied the different types of text structures problem-solution, chronological, order of importance, and others. To these we add a new way to organize information within a paragraph: the list structure. The list-paragraph is not something to use too often since all it does is, well, list details, each of which is equally important. Nor does it offer much commentary on items in the list. Still, when you want to describe a series of events or set of details which are related and important, it is a valid option to consider. A list paragraph: Establishes a clear focus in the opening in the topic sentence. Use the opening focus statement to create an opening for a list of examples or details that are all related but distinct. Features a list of sentences, each one of which is a specific example of or detail related to the topic sentence. Includes appropriate transition words or phrases to make the writing flow from one idea to the next. Adds a last sentence that sums up and comments on the main idea of the paragraph. Preparation Use the following organizer to jot down examples and details for your list paragraph. Transition Word Obstacles Explanation/Description Early on, the Lotus Eaters give Odysseus s men lotus flowers which make them want to stay there and forget their desire to go home. Paragraph Use your notes above to write a list paragraph on a separate sheet (or on your computer). In your paragraph, please provide examples of all the obstacles Odysseus and his men face in pages Include all the obstacles listed above, as well as descriptions, and transition words. See my example on the other side.

9 Paragraph Notes: List Paragraph Name: SAMPLE LIST PARAGRAPH Lincoln faced a series of obstacles, any one of which could have prevented him from achieving his objective of a unified America. (1) Early on, he struggled to find a suitable general to lead the Army against the South. (2) In addition, he encountered strong resistance to the idea of abolition, some arguing that slavery was essential to ensuring the low cost of American goods. (3) Others simply did not have faith in the new president, most believing he lacked the intelligence and courage needed to unify the country in the wake of the Civil War. (4) As if the war and people s resistance to emancipation were not enough, the country s economy was devastated after four years of merciless war. (5) Finally, he struggled with his own personal trials, all of which weighed heavily on his conscience: the death of a beloved son, his wife s depression, as well as his own. These obstacles, when considered together, make it all the more remarkable that he was able to not only win the war but, in its wake, unify the country.

10 Paragraph Notes: Chronological Order Paragraph Name: 1. Take Notes: As you read Book 21 (pages ), take notes on the main events and the order in which they happen. These should be the five most important events. Under Description list those supporting details related to each of the main actions or events. Signal Word (Indicate order) First, Early on, In the beginning, As Book 21 opens, Initially, At first, Before Prior to Event/Action (Identify the main events/actions in chapter) A arrives at and tells B. Description (List key details of the event: who, what, when, how, why) 2. Write Paragraph: Use notes to write a paragraph that is organized in chronological order. Maintaining our focus on FODP, your paragraph should establish a focus (a main idea you will develop) in the topic sentence. This topic sentence should establish the main idea that the rest of the paragraph will be organized around and develop through examples and commentary.

11 Home The Call The Treasure Preparation The Return The Known World CROSSING THE BORDER The Road of Trials The Other World Transformation Crisis Salvation

12 The Other World The Known World Crisis Salvation Crisis Despair Disorientation Surrender Crisis: Internal/External Nadir: Hit bottom Loss: Identity, direction, faith Salvation Saved by person/gift Intervention: gods, other(s) Revelation/Epiphany o Odysseus: Athena; scarf o Telemachus: Athena; father Transformation Physical/Psychological Intellectual/Spiritual Reconciliation Acceptance Actions/Ideas/Beliefs New orientation In others eyes: Perception Charisma; character; qualities. Recognition o Odysseus: Physical; psych. o Telemachus: boy to man; to warrior, leader, prince. The Return Geographic: home, country Spiritual: to faith, beliefs Cultural: to family; prodigal. Status: to role, responsibilities Psychological: to true self Ethical: to higher, better self Physical/Psychological Internal/External o Odysseus: to Ithaca; king o Telemachus: Ithaca, prince. The Treasure Internal/External Knowledge/Abilities Wisdom/Values Materials/Wealth Alliances Qualities: Strength, perseverance, courage, confidence, and other benefits Share: via stories, example, actions, policies, decisions, etc. o Odysseus: Physical; psych. o Telemachus: boy to man; to warrior, leader, prince. Home Oriented Familiar Established Identity Status Known Satisfied Purposeful o Example: Ithaca

13 JOURNEY NOTES THE CYCLE Home Oriented Familiar Established Identity Status Known Satisfied Purposeful Ithaca Name: EVENTS ACTIONS DETAILS MEANING IMPORTANCE The Known World The Call Voluntary/Involuntary Vocation: Inner voice Called to do/to be Disorientation Dissatisfied Internal/External Crisis o Odysseus (to fight; to get home) o Telemachus: (to find father; to be man/find self) The Other World Preparation Emotional Mental Intellectual Material Physical Anticipate Allies Background knowledge o Odysseus gathering men, weapons, intelligence. Crossing the Border Geographical Psychological Physical/Mental/Spiritual Philosophical Cultural Point of no return Internal/External Crossing o Odysseus departs for war o Odysseus departs for home o Telemachus leaves home The Road of Trials Physical/Psychological/Spiritual Intellectual Tests/Ordeals/Trials Initiations Rites of passage Exile Internal/External Demons/Monsters Obstacles/Barriers o Odysseus: Lotus Eaters, Cyclops, Trojans, desires o Telemachus: suitors, self-doubts, contests on trip

14 Home The Call The Treasure Preparation The Return The Known World CROSSING THE BORDER The Road of Trials The Other World Transformation Crisis Salvation

15 JOURNEY NOTES Name: THE CYCLE EVENTS ACTIONS DETAILS MEANING IMPORTANCE Home The Call The Known World Preparation Crossing the Border The Other World The Road of Trials

16 Crisis Salvation Transformation The Other World The Return The Treasure The Known World Home

17 JOURNEY NOTES THE CYCLE Home Oriented Familiar Established Identity Status Known Satisfied Purposeful Ithaca Name: EVENTS ACTIONS DETAILS MEANING IMPORTANCE The Known World The Call Voluntary/Involuntary Vocation: Inner voice Called to do/to be Disorientation Dissatisfied Internal/External Crisis o Odysseus (to fight; to get home) o Telemachus: (to find father; to be man/find self) The Other World Preparation Emotional Mental Intellectual Material Physical Anticipate Allies Background knowledge o Odysseus gathering men, weapons, intelligence. Crossing the Border Geographical Psychological Physical/Mental/Spiritual Philosophical Cultural Point of no return Internal/External Crossing o Odysseus departs for war o Odysseus departs for home o Telemachus leaves home The Road of Trials Physical/Psychological/Spiritual Intellectual Tests/Ordeals/Trials Initiations Rites of passage Exile Internal/External Demons/Monsters Obstacles/Barriers o Odysseus: Lotus Eaters, Cyclops, Trojans, desires o Telemachus: suitors, self-doubts, contests on trip

18 The Other World The Known World Crisis Salvation Crisis Despair Disorientation Surrender Crisis: Internal/External Nadir: Hit bottom Loss: Identity, direction, faith Salvation Saved by person/gift Intervention: gods, other(s) Revelation/Epiphany o Odysseus: Athena; scarf o Telemachus: Athena; father Transformation Physical/Psychological Intellectual/Spiritual Reconciliation Acceptance Actions/Ideas/Beliefs New orientation In others eyes: Perception Charisma; character; qualities. Recognition o Odysseus: Physical; psych. o Telemachus: boy to man; to warrior, leader, prince. The Return Geographic: home, country Spiritual: to faith, beliefs Cultural: to family; prodigal. Status: to role, responsibilities Psychological: to true self Ethical: to higher, better self Physical/Psychological Internal/External o Odysseus: to Ithaca; king o Telemachus: Ithaca, prince. The Treasure Internal/External Knowledge/Abilities Wisdom/Values Materials/Wealth Alliances Qualities: Strength, perseverance, courage, confidence, and other benefits Share: via stories, example, actions, policies, decisions, etc. o Odysseus: Physical; psych. o Telemachus: boy to man; to warrior, leader, prince. Home Oriented Familiar Established Identity Status Known Satisfied Purposeful o Example: Ithaca

19 Research Paper: The Journey Paper Mr. Burke Overview This paper asks you to synthesize all you learned about writing and journeys in this latest unit. In addition, this assignment asks you to use that learning to examine the life of a person whose journey is interesting to you and worth investigating in detail. Standards This assignment addresses the following California Language Arts standards: Prepare a bibliography of reference materials (R2.1). Generate relevant questions about readings on issues that can be researched (R2.3). Synthesize content from several sources or works (R2.4). Integrate quotations and citations into a written text while maintaining the flow (W1.6). Use clear research questions and suitable research methods (W1.3). Develop the main ideas within the body of the paper through supporting details (W1.4). Write expository compositions, including essays and research reports (W2.3). Requirements Each of you, working independently, must satisfy the following requirements: 1. Generate a list of engaging, researchable subjects to investigate. 2. Develop a series of research questions based on Journey Notes organizer. 3. Read three articles from three sources (articles must be at least 500 words). 4. Take notes using the Journey Notes categories/organizer. 5. Write a summary of each article; must include title, author, source, page numbers. 6. Write 2-3 page typed, double-spaced paper about your chosen subject. 7. Include examples, details, quotations from each of the articles you read. 8. Provide a complete, properly formatted works cited page (typed) at the end. Process Follow these steps in the order listed: 1. Generate possible subjects to investigate. Use one of the following websites (or try others!) to find three people you would find it interesting to study: Transform each stage of the Journey Notes into a question to guide your research. An example would be to turn the Preparation stage into a question like, How did Jackie Robinson prepare for his journey and the obstacles he knew he would encounter along the way? 3. Find, read, and take notes on three articles. Keep in mind that: These articles must come from three different sources An article should be 500 words or more about your subject You must keep track of the articles you read using the Bibliography Worksheet Write a summary of each article that includes its title, author, and pages You should take your notes on the Journey Notes pages 4. Draft an outline based on the Journey Notes. 5. Write a rough draft of the paper that follows the outline of the Journey Notes and satisfies those requirements listed above (under Requirements ). 6. Revise the paper. 7. Produce the works cited page, properly formatted. 8. Turn it in.

20 Summarizing Verbs argues asserts compares concludes considers contends contrasts discusses emphasizes examines explores focuses on implies insists mentions notes points out states suggests Odyssey Project: Summary Notes Mr. Burke Overview Keep in mind as you read that you will write a summary of all three articles you read for this project. To help you do this, you might underline or highlight key ideas to include later in your summary. Guidelines Summary For each article, you must: Read it Summarize it List the bibliographic information (author, title, publication date, URL, date accessed) at the top. An example is available below. Your summary should do or include the following: Identify the title, author, and topic in the first sentence. State the main idea in the second sentence. Be shorter than the original article. Begin with a sentence that states the topic. Include a second sentence that states the author s main idea. Include 3 5 sentences in which you explain in your own words what the author is saying about the subject. Include one or two interesting quotations, examples, or details. Retain the author s original meaning. Arrange the ideas in the order in which they appear in the article. Include transitions such as according to and the author s name to show that you are summarizing someone else s ideas. Use enough information from the article that someone who has not read the article will understand the ideas. SAMPLE SUMMARY Blake, John. Miraculous Survivors: Why They Live While Others Die. Accessed: 11/5/08. In Miraculous Survivors: Why They Live While Others Die, John Blake examines who survives during terrible events and what they have in common. While each person is different, he argues that there are traits that allow these people to overcome their circumstances. More than anything else, Blake emphasizes the important role that mental strength plays. Survivors are not whiners, and tend to be independent thinkers, which prevents them from falling into the traps that others often do. In addition to these mental traits, survivors also establish a goal and use it to keep them focused on the future and their return instead of the crisis at hand. Some concentrate on seeing their family while others feed on their anger, driven by the desire to confront the people responsible for their troubles. Finally, those who survive show a willingness to do whatever it takes to survive, even if it means wrapping themselves up in seaweed to stay warm or living off of urine and paper until they are rescued. What unites them all, Blake implies, is a will to live and the belief, often expressed through prayer, that they will make it home to those they love and continue on with their lives.

21 Journey Notes Directions: Do not use this organizer to actually take your notes on. It is meant to show you how to set up your notes and provide a visual description of what you should have by the time you finish each book of the Odyssey. Set up each book as its own page in your notebook. Each book should get its own page. Your notes should fill up a page. I encourage you to take notes as you are reading, then add to them when you finish. Categories Book 9 Book 10 Book 12 Book 21 Book 22 Book 23 Goal (What are they trying to achieve?) Obstacles (What prevents them from achieving their goal?) Response (How do they respond to solve problems they face?) Consequence (How does this experience change them as individuals and/or a group?) Odysseus (What does Odysseus do? What do his actions reveal about the kind of man or leader he is?) Connections (What connections can you make to yourself, the world, or other texts, including films?)

22 The Homeric Tapestry Introduction Guidelines The Bayeux Tapestry is 20 inches high by 230 feet long, and is embroidered on cloth which depicts the events leading up to the 1066 Norman invasion of England as well as the events of the invasion itself. The Tapestry is annotated in Latin. Some consider it the first graphic novel. It is the inspiration for this project. Each group will be assigned a different book of The Odyssey to read, analyze, represent, and present prior to writing about the whole story (which you will know from everyone s presentations). Assigned groups of three Each must contribute equally according to his or her strengths All must take notes on presentations and use those as the basis for the final written assignment. Expectations This assignment will evaluate your ability to: Read and understand epic poetry Evaluate the importance of events within a story Take notes on a literary text to be used for visual representation and paper Represent events in symbolic, visual, and written forms that show not just understanding of but insight about the text Write a paper about a literary text using the Heroic Cycle pattern Steps Here are the steps for this assignment, which may need to be adjusted as we go since this is new to me! 1. Assign groups and chapter from The Odyssey to read. 2. Read the chapter individually/as a group. 3. Make an outline of the key events in the chapter; include in your outline an explanation of why each event is important 4. Develop visual ways to represent (e.g., with symbols, figures, narrative scenes) ideas, events, and people in the story. This should be both attractive and insightful (i.e., more than a mere visual summary) and must be done (in color!) on the large sheet I provide. 5. Present your chapter and portion of the tapestry to the class. As part of this presentation, you must prepare three discussion questions that would challenge the class to think about some aspect of this chapter from The Odyssey, and use those questions to facilitate a discussion of your chapter. Note: These questions should be able to be discussed even if someone has not read the chapter (e.g., What is honor and why is it so important to the characters in this story or that era?). 6. Write a paper, drawing on your notes form the presentations, about The Odyssey and the Heroic Cycle.

23 Framing Strip (along top and bottom): Adds direction and style to edges; contains elements symbols, objects, animals that comment on the action in the story. Some animals refer to famous stories from Aesop s Fables. Furniture and Architecture: Great attention paid to such details to evoke the era and how they lived. Lettering: Used the narrate events that are depicted or give background to them by explaining other events. Episodic Structure: This may mark the beginning of the next event. Think of it as a graphic novel without boxes to indicate where one scene begins and another ends. Characters: Characters reappear throughout the story, usually indicated by colors, symbols, or such symbolic features as King Harold sitting on his throne as depicted here Jim Burke May copy for classroom use only. Visit

24 The Homeric Tapestry This incredible 230 foot embroidery tells the story of William the Conqueror in the Battle of Hastings in vivid detail. (The Bayeux Tapestry (c ) also serves as valuable historical documentation of the events of the Battle of Hastings.) Notice how the main strip in the middle of the tapestry shows the events of the battle, while the upper strip remains purely decorative Jim Burke May copy for classroom use only. Visit