9th grade epic unit (loyd)

8/9/2019 9th Grade Epic Unit (Loyd)

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Epic UnitSurvey of Literature and Composition

Ninth Grade

Troup County ELALori Slay, Katha Loyd & orothy Cammon

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Content ap

Topic for Endurin' Understandin'( Epic Su)*ect( Survey of Literature & Composition

Key Learnin'+s for the -i' .icture(

The epic contains certain elements and follows a certainstructure.

An epic hero displays certain characteristics that lead toa better understanding of human faith and frailty.

Overarching Essential Question(s):

ow do the elements and structure of the epicaffect overall theme!

ow does the use of the epic hero lead to abetter understanding of human faith and frailty!

"uggested #nstructional Tools:

e$cerpts from omer%s The Odyssey in theElements of Literature Third Course text & 'ower 'oint raphic Organi*ers +ideo clips fromThe Odyssey & ,eopardy game ,ournalassignments -ubrics Assessments

Unit Concept(

Elements of a omeric "imileE/A0-/1 a b c& E/A0-/2

Unit Concept(

3haracteri*ation of the Epic eroE/A0-/4& E/A0/"+1

Unit Concept(

Epic vs. "hort "toryE/A0-/1 b d& E/A0-/4 a b& E/A0/156b

Unit Concept(

7niversal Theme8ultiple Theme 9evelopmentELA/0L!1 ELA/0C!1 ELA/23

Unit Essential 4uestions(

ow do the literary elementsenhance the understanding of anepic!


ow are the characteristics of the epichero mirrored in today%s society!


ow do the characteristics of an epicdiffer from the characteristics of ashort story!


5o6 does the author7s use ofmultiple themes help the readerunderstand epics and myths8

9oca)ulary(

uest motif

epicallusionepithet

omeric simileepic conventionspoetry vs. prose

9oca)ulary(

muse

tragic hero$enosaretahubris

9oca)ulary(

("ee "hort "tory 7nit for

characteristics and vocabulary)

9oca)ulary(

universal theme

archetypesymbolismcause;effect

tonemotif

Su''ested .erformance Tas:s( -efer to www.georgiastandards.org and "chool /ibrary

0eadin' Across the Curriculum( The student consistently reads at least twenty5five boo<s or appro$imately 1 === === words each year.

2ritin' Across the Curriculum( "tudents are e$pected to write on a daily basis. Teacher throughout Troup 3ounty "chools should consistently teach the>riting 'rocess as an integral part of each writing e$ercise.

Troup 3ounty "chools;/anguage Arts ?==@

http://www.georgiastandards.org/

http://www.georgiastandards.org/



Teachers( Su)*ect;Grade Unit( ates(

/oyd and "lay "urvey of /iterature ; inth rade Epic Appro$imately Two >ee<s

Standard+s ( 9oca)ulary Activities(

ELA/0L3 The student demonstrates comprehension byidentifying evidence (i.e. e$amples of diction imagery point ofview figurative language symbolism plot events and mainideas) in a variety of te$ts representative of different genres (i.e.poetry prose Bshort story novel essay editorial biographyC anddrama) and using this evidence as the basis for interpretation.ELA/0L< The student deepens understanding of literary wor<sby relating them to contemporary conte$t or historicalbac<ground.ELA/0L= The student understands and ac uires newvocabulary and uses it correctly in reading and writing.ELA/0C! The student participates in discussions related tocurricular learning in all sub,ect areas.ELA/0L> The student employs a variety of writing genres todemonstrate a comprehensive grasp of significant ideas inselected literary wor<s. The student composes essaysnarratives poems or technical documents.ELA/23 The student produces writing that establishes anappropriate organi*ational structure sets a conte$t and engagesthe reader maintains a coherent focus throughout and signals

closure.ELA/LS93 The student participates in student5to5teacherstudent5to5student and group verbal interactions.

+ocabulary Activities:/iterary Terminology

omeric "imiles Archetype "ymbolism 8otif 3ause;Effect Tone

"earch for Today%s Tragic eroEpithets 7sed by 8odern "ociety

Lesson E4 +3 ( Lesson E4 +! ( Lesson E4 +< ( Lesson E4 +> (

Estimated Time( Estimated Time( Estimated Time( Estimated Time(

>hat mythological charactersand names are alluded to in

our present society!>hat are the characteristics of

the myth and the epic!

>hat characteristics of theepic hero are evident in

modern day heroes!

ow do the elements andstructure of the epic affect the

overall theme!

>hat can we learn from theepic genre!

Activatin' Strate'y( Activatin' Strate'y( Activatin' Strate'y( Activatin' Strate'y(



D rainstorm mythology termsused in the media advertisingand other print materials.D -eview the characteristics ofother literary genres.

Thin< >rite "hare:"tudents will write a ,ournalresponse identifying their heroand describing the charactertraits that the hero has.

Thin< >rite "hare:"tudents ,ournal write aboutovercoming obstacles.

"tudents will ma<e predictionsabout the outcome ofOdysseus% ,ourney.

Teachin' Strate'y( Teachin' Strate'y( Teachin' Strate'y( Teachin' Strate'y(

D 7sing a guided note ta<ingpac<et students will read

aloud pages from te$tboo<and search for information.

D Overhead notes will bepresented by the teacher.

D7sing a graphic organi*erstudents will ta<e notes on the

characteristics of the epichero.

D students will view a video clipfocusing on the bac<ground ofthe Tro,an >ar and the heroOdysseus.

D egin reading The Odyssey."tudents will read in class and

outside of class varioussections of the epic: The/otus Eaters The 3yclops3irce /and of the 9ead.

D 9iscuss strategies Odysseusused to overcome obstacleshe faced.

"tudents will read 'art ## ofthe Odyssey: Odysseus%

return to #thaca The Test ofthe reat ow 9eath at the'alace Odysseus and'enelope -eunited.

Summari?in' Strate'y( Summari?in' Strate'y( Summari?in' Strate'y( Summari?in' Strate'y(

D"tudents will view a filmstripdescribing the gods andgoddesses of 8t. Olympus

D"tudents will play Feopardythat include uestions aboutliterary terms gods andgoddesses bac<ground ofepic characteristics of epicetc.

"tudents will write acomparison contrastparagraph e$amining thecharacter traits of their heroand the epic hero.

D "tudents will be given a

choice to pic< one or twoscenes from the reading tosummari*e or to illustrate.D "tudents will view selectedscenes from the movie.

"tudents will use the Tic<etOut The 9oor "trategy tosummari*e the lesson (4characters ? e$amples and 1summary)

.erformance Tas:s;Assessment+s (

7nit test of The Odyssey Assessment 3hoices: Essay Topic 'ro,ect 3hoice to 9esign a travel brochure or 3reate a oard ame.



ame GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG "urvey of /iterature: Epic 7nit loc< or 'eriod GGG 9ate GGGGGGGGGGG



The Odyssey 'ro,ectTravel -rochure

Odysseus visited many places on his trip bac< home from Troy. Hou are to create a cruisebrochure based on Odysseus% travels. This brochure should be colorful and creative and writtento entice travelers to spend their money on this cruise. 7se persuasive language and lots of

ad,ectives that will encourage would be cruisers to ta<e HO7- cruise.2hat to @nclude(a description of the cruisethe name of the cruise linethe name of the cruise shipthe length of the triphow to contact the cruise line

Sites +include at least seven of the follo6in' (#smarus

#sland of the /otus Eaters/and of the 3ydopes Aeaea (home of 3irce) Aeo#la (home of Aeolus <ing of the winds)/and of the /aestrygonians (a race of cannibals)/and of the 9ead (underworld also <nown as ades)#sland of the "irens (creatures who lure sailors with their songs)"cylla (roc< creature)3harybdis (giant whirlpool that lives under an enormous fig tree)/and of ellos (the sun god)

a map(trivia a)out dysseus7 travels(include a minimum of seven facts about his travelsinclude a drawing of one of the creatures that Odysseus faced

5o6 to 'et started(

.re6ritin'( brainstorm ideas on names of the cruise line and cruise ship5 brainstorm ideas for descriptions of the cruise5 choose the seven sites you will include about Odysseus% travels5 choose the seven facts you will include about Odysseus% travels

5 choose a design for your brochure (where the map will go where the descriptions andfacts will go where the drawing of the creature will go) "'-EA9 O7T T E# IO-8AT#O HO7 A-E # 3/79# "O T E-E A-E O A-E "'OT" O HO7-

-O3 7-EJJJ

Creatin'( write your descriptions and facts5 draw your map5 draw the creature5 color your brochure

http://images.google.com/imgres?imgurl=http://library.thinkquest.org/6339/lit/boat.gif&imgrefurl=http://library.thinkquest.org/6339/lit/literature.html&h=442&w=441&sz=60&hl=en&start=8&tbnid=ovR20rYcR2wmVM:&tbnh=127&tbnw=127&prev=/images%3Fq%3DHomer%2527s%2BOdyssey%26svnum%3D10%26hl%3Den%26rls%3Dcom.microsoft:en-us%26sa%3DG



A8E GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG "urvey of /iterature loc< or 'eriod GG 9ate GGGGGGGGGGGGGGGGG

0u)ric( Odyssey -rochureu)ric Chec: List(

3ATE O-H 3riteria Hes o 'eer 3omments or "uggestions for #mprovement

Accuracy of Content ( All information used in the brochure iscorrect.

Attractiveness( 3ontrasting colors and at least 6 originalgraphics were used to give the gamevisual appeal. The game is e$ceptionallyneat and legible.

reativity( The group put a lot of thought intoma<ing the game interesting and fun toplay as shown by creative uestionsgame pieces and;or game board.

Kno6led'e Gained( The information used in the game washelpful in providing students with a 7nitTest overview of the topic.

ooperative 2or:( The group wor<ed well together with allmembers contributing significant amountsof uality wor<.



A8E GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG "urvey of /iterature loc< or 'eriod GGG 9ate GGGGGGGGGGGGGGGGG

0u)ric( Odyssey -rochure

3ATE O-H > < ! 3

Accuracy of Content ( All information used in thebrochure is correct.

Almost all of the information in thebrochure is correct.

Only some of the information usedin the brochure is correct.

There are numerous e$amples ofinaccurate information used in thebrochure.

Attractiveness(2

3ontrasting colors and at least 6original graphics were used to givethe game visual appeal. The gameis e$ceptionally neat and legible.

3ontrasting colors and at least 4original graphic were used to givethe game visual appeal. The gameis neat and legible.

3ontrasting colors and only twographics were used to give thegame visual appeal. The gamecould be neater and;or morelegible.

/ittle or no color or graphics wereincluded. The game is messyand;or illegible.

reativity (2

The group put a lot of thought intoma<ing the game interesting andfun to play as shown by creative

uestions game pieces and;orgame board.

The group put some thought intoma<ing the game interesting andfun to play by the use of uestionsgame pieces and;or game board.

8ore thought need to go intoma<ing the game fun andinteresting. "ome of the uestionsgame pieces and or the gameboard made it harder tounderstand or en,oy the game.

/ittle thought was put into ma<ingthe game interesting or fun.

Kno6led'e Gained2

The information used in the gamewas helpful in providing studentswith a 7nit Test overview of thetopic.

>ith only a few e$ceptions theinformation used in the game washelpful in providing students with a7nit Test overview of the topic.

The information used in the gamewas only moderately helpful inproviding students with a 7nit Testoverview of the topic.

The information used in the gamewas not helpful in providingstudents with a 7nit Test overviewof the topic.

ooperative 2or: (2

The group wor<ed well togetherwith all members contributingsignificant amounts of uality wor<.

The group generally wor<ed welltogether with all memberscontributing some uality wor<.

The group wor<ed fairly welltogether with all memberscontributing some wor<.

The group often did not wor< welltogether and the game appearedto be the wor< of only 15? studentsin the group.

Total: GGGGGGG 3omments: GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

ame GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG



loc< or 'eriod GGG 9ate GGGGGGGGGGGGGGGGGGGGGGGGG

urvey of /iterature and 3omposition

.ro*ect Assessment(

The Odyssey ame

nstructions:

• Each group of students will create a board game based on the famous adventures of the ree< hero Odysseus the maincharacter in omer%s epic the Odyssey. Each of his boo<s 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 ,ourney home to #thaca.

• The ob,ective of the game is a review for the 7nit Test covering the Odyssey. The game should be based on accurate informationstudied in class.

• Hou should create a rule boo< for the game. Hou must also design and produce the necessary accessories: board cards dicespinners etc.

• Hou will e$change your games and classmates will provide feedbac< on the ease of use and playability of your creations.

• A rubric will be provided outlining how your pro,ect will be evaluated.

roup GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG embers:

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our ame: GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

$plain your role in creating the board game:GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

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Group Names: ______________________ ______________________ Survey of Literature CP Block or Period__ Date ____________

______________________ ______________________

______________________ ______________________

Odyssey Overview ProjectRubric Checklist Board Game

3ATE O-H 3riteria Hes o 3omments or "uggestions for #mprovement

Accuracy of

Content (

All information used in the game iscorrect.

0ules( -ules were written clearly enoughthat all could easily participate.

Attractiveness( 3ontrasting colors and at least 6original graphics were used to givethe game visual appeal. The gameis e$ceptionally neat and legible.

Creativity( The group put a lot of thought intoma<ing the game interesting andfun to play as shown by creative

uestions game pieces and;orgame board.

Kno6led'eGained(

The information used in the gamewas helpful in providing studentswith a 7nit Test overview of thetopic.

Cooperative2or:(

The group wor<ed well togetherwith all members contributingsignificant amounts of uality wor<.



ame GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG "urvey of /iterature loc< or 'eriod GGG 9ate GGGGGGGGGG

0u)ric( Odyssey Game .ro*ect

3ATE O-H > < ! 3

Accuracy of Content ( 2

All information used in thegame is correct.

Almost all of the informationused in the game is correct.

Only some of the informationused in the game is correct.

There are numerouse$amples of inaccurateinformation used in the game.

0ules( 4

-ules were written clearlyenough that all could easilyparticipate.

-ules were written but onepart of the game neededslightly more e$planation.

-ules were written but peoplehad some difficulty figuring outthe game.

The rules were not written orclearly e$plained.

Attractiveness(2

3ontrasting colors and at least6 original graphics were usedto give the game visualappeal. The game ise$ceptionally neat and legible.

3ontrasting colors and at least4 original graphic were usedto give the game visualappeal. The game is neat andlegible.

3ontrasting colors and onlytwo graphics were used togive the game visual appeal.The game could be neaterand;or more legible.

/ittle or no color or graphicswere included. The game ismessy and;or illegible.

Creativity ( 2

The group put a lot of thoughtinto ma<ing the gameinteresting and fun to play asshown by creative uestionsgame pieces and;or gameboard.

The group put some thoughtinto ma<ing the gameinteresting and fun to play bythe use of uestions gamepieces and;or game board.

8ore thought need to go intoma<ing the game fun andinteresting. "ome of the

uestions game pieces andor the game board made itharder to understand or en,oythe game.

/ittle thought was put intoma<ing the game interestingor fun.

Kno6led'e Gained

6

The information used in thegame was helpful in providingstudents with a 7nit Testoverview of the topic.

>ith only a few e$ceptionsthe information used in thegame was helpful in providingstudents with a 7nit Testoverview of the topic.

The information used in thegame was only moderatelyhelpful in providing studentswith a 7nit Test overview ofthe topic.

The information used in thegame was not helpful inproviding students with a 7nitTest overview of the topic.

Cooperative 2or: ( 4

The group wor<ed welltogether with all memberscontributing significantamounts of uality wor<.

The group generally wor<edwell together with all memberscontributing some ualitywor<.

The group wor<ed fairly welltogether with all memberscontributing some wor<.

The group often did not wor<well together and the gameappeared to be the wor< ofonly 15? students in the group.

Total: GGGGGGG 3omments: GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG



The Odyssey'aper Topics:

3hoose one of the following topics and discuss it in a well5developed 2 paragraph essay. Houmust include a well written thesis and introduction. 'aragraphs must be relevant to thechosen topic organi*ed and grammatically correct. Hou must also include a properlydeveloped conclusion.

• 9uring the course of The Odyssey Odysseus reveals himself to be an epic hero.owever on several occasions he shows himself to be less than heroic a mere mortal.

9iscuss how he can be both citing e$amples from the epic to support your thesis.

• 9iscuss omer%s presentation of the ree< codes of hospitality and areta in The Odyssey and the conflicts that ma,or characters face regarding these codes. 3ite specifice$amples to support your thesis.

• 9uring the course of omer%s The Odyssey 'enelope shows herself to be a worthypartner of Odysseus. 3ite three e$amples from the epic which support this statement.

• One of the characteristics of epic poetry is that it reflects the values of the culture andsociety about which it is written. 9iscuss how The Odyssey follows this particularcharacteristic by citing three e$amples which support your ideas.

• 9uring The Odyssey Odysseus holds a number of roles: warrior guest and husband.9iscuss how Odysseus plays each of these roles. 3ite specific support from the epicitself to support your thesis.



2ritin' 0u)ric : The Odyssey

elow is the writing rubric for this assignment. 'lease ac uaint yourself with it so that you willunderstand how # will be grading you. Attach this sheet to the back of your final draft.

1 K 'oor ? K >ea< 4 K Average 6 K ood 2 K E$cellent

Thesis and development of introduction 1 ? 4 6 2 $ 6 L GGGGGGG

Quality and development of ideas (support) 1 ? 4 6 2 $ 6 L GGGGGGG

Organi*ation relevance movement (transitions) 1 ? 4 6 2 $ 6 L GGGGGGG

9evelopment of conclusion and restatement of 1 ? 4 6 2 $ 4 L GGGGGGG Thesis

rammar and sentence structure 1 ? 4 6 2 $ ? L GGGGGGG

"pelling 1 ? 4 6 2 $ 1 L GGGGGGG

'unctuation 1 ? 4 6 2 $ 1 L GGGGGGG

8anuscript form and legibility 1 ? 4 6 2 $ 1 L GGGGGGG

T TALBBBBBBBBBB

9th grade epic unit (loyd)

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