1. Greek
Myths
Lesson 3

2. Will be able to include similes to develop writing further.
Odysseus and the Cyclops
To develop my use of descriptive writing by using varied vocabulary.
ALL
will recognise the conventions of descriptive writing.
MOST
Will be able to vary vocabulary for effect, using a thesaurus.
SOME
Will be able to include similes to develop writing further.

3. MOST: Create a list of similes that you could use to describe a beach.
Starter:
ALL: Create a mind map of adjectives that you could use to describe a beach.
MOST: Create a list of similes that you could use to describe a beach.
SOME: Write a short paragraph including adjectives and similes that describes a beach.
Use your 5 senses:
Hear, See, Smell,
Touch and Taste

4. Afraid Big Mean Clever Chew Roar Hungry Said
Students use a thesaurus, in pairs, to find a selection of words to replace the originals.

5. Mythical Glossary Odysseus = King of Ithaca; hero in Homer’s
epic poem ‘The Odyssey.’
Cyclops = mythical giant with one eye in the
centre of their forehead.
Polyphemus = Cyclops and son of Poseidon.
Poseidon = God of the sea; brother of Zeus
and Hades.
Add these words to their mythical glossaries.

6. Will be able to include similes to develop writing further.
Odysseus and the Cyclops
To develop my use of descriptive writing by using varied vocabulary.
ALL
will recognise the conventions of descriptive writing.
MOST
Will be able to vary vocabulary for effect, using a thesaurus.
SOME
Will be able to include similes to develop writing further.

7. What do you think happens in this myth?
Students should use the image to predict what they think happens in the myth.

8. Myth 3: Odysseus and the Cyclops
Read the story in pairs.
Then answer the questions in your blue books.
Remember to write the question down first!
Students should be given a copy of ‘The One-Eyed Giant.’

9. Myth 3: Odysseus and the Cyclops
What do you think Odysseus is like as a leader? Give reasons for your answers.
What do you think about the way the Ithacans take the sheep before asking the owner’s permission?
What words does the writer use to describe the Cyclops? What image do these words help create of the Cyclops?
What do we learn about Odysseus from the plan he devises and by calling himself Nobody?
At the end of the story, what is Odysseus’s ‘big mistake’ and why is it a mistake?
Students should be given a copy of ‘The One-Eyed Giant.’

10. Main Activities:
A few things you must try to do:
Use adjectives (lots!) and underline/highlight them.
Use a thesaurus to vary your vocabulary.
Use similes to develop your descriptions.
Use your senses to inspire your descriptions.
Use paragraphs and correct punctuation.
Try and use ! to show character emotion.
ALL: You are one of Odysseus’s men. Write a descriptive paragraph in which you describe the events inside the cave including when you first saw the Cyclops. Focus on what you could see, hear, smell, touch, taste. Think about perspective – how do you view Odysseus?
MOST: You are Odysseus. Write a descriptive paragraph in which you describe the events inside the cave including when you first saw the Cyclops. Focus on what you could see, hear, smell, touch, taste.
SOME: You are the Cyclops. Write a descriptive paragraph in which you describe how you feel once you have been blinded. Think about how your senses will become more heightened.

11. Draw a picture of what you think the Cyclops looks like.
Homework:
Draw a picture of what you think the Cyclops looks like.
Underneath your drawing, write a descriptive paragraph that describes your Cyclops and how terrifying he is.
(Use adjectives AND similes)
Students should be given a copy of ‘The One-Eyed Giant.’

12. Will be able to include similes to develop writing further.
Odysseus and the Cyclops
To develop my use of descriptive writing by using varied vocabulary.
ALL
will recognise the conventions of descriptive writing.
MOST
Will be able to vary vocabulary for effect, using a thesaurus.
SOME
Will be able to include similes to develop writing further.