1. Bellringer—Monday
Write as much as you can recall about Greek mythology and/or the Trojan War!
The picture to the right might give you a hint!

2. Intro to The Odyssey
English 9

3. Objectives
Read and summarize key points from text that provides historical background knowledge.
(9-10.RI.KID.2)
Identify Odysseus as an epic hero.
(9-10.RL.KID.3)

4. Oral Tradition Turn to page 1030 of your literature textbooks.
Let’s read the first paragraph on that page.
What is the text referring to when it uses the term “oral tradition”?
How does oral tradition affect what audiences know about authors?
Take a moment and read the second paragraph independently.
What do ancient tales passed down via oral tradition teach us about the cultures from which they sprang?

5. Theme Review
We have already talked a lot about theme so far this year, so who can tell me what a theme actually is?
What are the requirements for a theme statement?
What was the “magic word” we identified for what a them must be?
What is the difference in a motif and a theme?
How do motifs play a part in determining theme?
Theme: deeper meaning or insights
Themes must be stated using declarative sentences (meaning they must express complete thoughts), they must be applicable to the text but not SPECIFIC to the text, and they must be able to be applied to other works of literature and life experiences across time, space, and culture.

6. Archetype According to the textbook... Example Archetypes:
“An archetype is an element that recurs throughout the literature of different cultures. Character type, plot patterns, images, and symbols all may be archetypes.
Example Archetypes:
The trickster is a clever person or animal who can fool others but often gets into trouble through curiosity.
In the hero’s quest, a clever or brave person undergoes a series of tests or trials while on a search for something of great importance.
Can you think of any stories or characters who represent either of these archetypes?

7. Journey Archetype

8. Historical Context
Instructions
FIRST, this is NOT a group activity. You must read your section independently.
Read the page assigned to students who match the color on your desk.
Take notes as you read.
You will be asked to paraphrase your section of the text for the class, so be prepared to speak up!
You have five minutes.
Yellow—The Minoans and Mycenaeans
Pink—Legendary Conflicts
Purple—The Rise of City States
Green—Titans are Overthrown
Orange & Blue—Celebrating the Gods
ALL OF THESE TEXTS ARE LOCATED ON PAGES 1040A- 1040C OF THE LITERATURE BOOK.

9. The Trojan War Turn to page 1043.
Let’s read and discuss “It Begins with Strife.”
Let’s read and discuss “War Crimes and Punishment.”

10. “Ithaca” by C. P. Cavafy
English 9

11. Objectives
Read and explore “Ithaka,” a poem that introduces the major characters, conflicts, and themes of The Odyssey.
(9.RL.RRTC.10)
Determine how devices (such as allusions) develop theme in a text.
(9-10.RL.KID.2)

12. Let’s Read!
Now we will read the poem “Ithaka” found on pages 77-8 of your purple packet.
Pay careful attention to the tone (the speaker’s attitude toward the subject).
As I read, what should YOU be doing?
ANNOTATING!!!!!
Look specifically for words that are unfamiliar to you!

13. You will find this activity on page 7 of your purple packet!

14. Homework
Finish the vocab activity that you started with your partner on page 7 of the purple packet.
Finish Activity 2 independently.
We will move on from that point tomorrow in class!

15. Bellringer—Tuesday
Complete activity 2 on page 7 of your purple packets.
Look at words or phrases throughout “Ithaka” that evoke positive or negative emotions, and place them in the appropriate column.

16. Potential Responses for Activity 2

17. Objectives
Read and explore “Ithaka,” a poem that introduces the major characters, conflicts, and themes of The Odyssey.
(9.RL.RRTC.10)
Determine how devices (such as allusions) develop theme in a text.
(9-10.RL.KID.2)

18. Writing an Objective Summary
An objective summary does not contain your opinions about the text; rather, it includes basic information (plot details) about the text.
For example, the first sentence of an objective summary might be, “The narrator is giving advice to someone beginning a journey.”
A summary that contains opinions might be, “The narrator seems kind and is giving advice to someone who is beginning a journey; however, many times, it is annoying when someone gives advice.”

19. Writing an Objective Summary
You have FIVE minutes to complete Activity 3 on page 8 of the purple packet.
You should use the questions to the right to help clarify what you might include.
Remember to include an OBJECTIVE tone by avoiding opinions and first person pronouns (I, me, my, mine, we, us, our, ours).
Be specific—name characters, settings, concepts, etc. before using pronouns to refer to them!
Guiding Questions
Who seems to be speaking?
Where is this story taking place? What is the setting?
When does the action take place?
What seems to be the conflict?
Why is there a conflict? Is there any background information?

20. Let’s Share!

21. Objective Summary Sample
The narrator is giving advice to someone beginning a journey. The narrator says that the traveler will not encounter obstacles unless the traveler brings them upon himself. The narrator then previews some of the advantages of a journey: seeing places for the first time, buying precious gifts, and learning from educated people of experience. To conclude, the narrator urges the journeyman to not rush the process but instead to learn all that he can along the way.

22. Allusions…
An allusion is a reference to literature, mythology, history, or religion that writers use to draw comparisons between two things.
Using Merriam Webster’s Dictionary of Allusions, you all may use your phones (or your partner with a neighbor who has a phone) to complete Activity 4 on page 8 of the purple packet.
REMEMBER: If you are found off task while using your phone on this activity, your phone WILL be confiscated and turned in to the office at the end of class—NO DISCUSSION! I will not yield to your tears, so STAY ON TASK!
Researching the allusions in “Ithaka” should help provide students with background for The Odyssey.
This activity may be tough for a lot of students and will require individualized monitoring and prompting as students work.
If this approach doesn’t work, assigning different words to different color groups might be an option (jigsaw style) as time permits.

23. Activity 4 Sample Responses

24. Tone…
Tone is the speaker’s attitude toward the subject of a text and is revealed through the author’s word choice, organization, choice of detail, and sentence structure.
The tone of a text impacts meaning.
Your understanding of the text, how you feel about the text, and how the text impacts you are all related to the tone.
Look at page 9 of your purple packets, and let’s discuss words that can be used to describe the tone of a piece of writing. This will be a valuable resource for you throughout the year, so you may want to tag it with a sticky note for easy access!

25. Tone Activity
Using the “Tone Words” guide on page 9 of your purple packet, as well as our brief discussions of pronoun use throughout the year, take about four minutes to complete Activity Five on page 8 of the purple packet.