The Odyssey Unit Portland Public Schools

The Odyssey Unit Portland Public Schools-Free PDF

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Table of Contents The Odyssey,Activity Page,Introduction to Unit 3. Unit Template with Learning Plan 4,Student Progress Monitoring 7. Academic Vocabulary 9,Pre assessment 10,The Journal of Odysseus 13. Developing Voice 14,Using Imagery and Figurative Language 16. Vigorous Verbs 17,Dialogue Punctuation 19,Apostrophes 18.
Culminating Assessment Writing a Story from 20,Another Point of View. Differentiation 25,Resources found in original materials 56. Note that the majority of the lesson plans and activities are found in the original. curriculum packet which appears at the end of this unit guide See the Learning Plan for. suggested activities,Introduction, You probably remember reading The Odyssey when you were in school and your. grandparents and their parents most likely read it as well Can an epic poem that is over. two thousand years old still have relevance for our classrooms today The answer. according to a recent survey of PPS Language Arts teachers is a resounding yes since. it is one of the most widely taught texts in the ninth grade across the district The text. however because of its length and poetic form can be daunting to teachers and students. Fortunately there are a great deal of resources available to PPS teachers to assist. them in planning and differentiating their approach to The Odyssey In addition to the text. itself which is available to all teachers through the multimedia library and the materials. found here in this unit guide we also have access to the outstanding original curriculum. packet developed several years ago by district teachers and is located at the end of this. unit guide additionally in the Holt Elements of Literature Third Course contains. significant sections of the poem translated by Robert Fitzgerald paired with many. contemporary poems and nonfiction texts Essential support found in the Holt materials. are a retold version still in poetic form of The Odyssey at a lower reading level and. an introduction to Odysseus Journey called Where in the World Did Odysseus Go. found in the Visual Connections packet,A note on the revision. The materials found here are not expected to replace the novel s earlier exceptional. materials but rather to complement them the page numbers found on the Stage 3. Learning Plan refer to the page numbers of the original materials The activities. highlighted here are those that most closely relate to the unit s identified priority. standards and lead most directly to the culminating assessment that asks students to write. their own version of a conflict in The Odyssey but from a different point of view. Originally written and compiled by,Barbara Berger Marshall Campus.
Alex Gordin Cleveland High School,Lee Pritchard Grant High School. Kris Spurlock formerly of Grant High School,Pam Garrett Franklin High School. Edited and revised by,Pamela Garrett Franklin,The Odyssey Unit Template. Stage 1 Desired Outcomes,Priority Standards, 9 04 Predict future outcomes supported by the text using contextual clues. 9 06 Draw conclusions about the author s purpose,9 07 Analyze characterization.
9 08 Describe the function and effect upon a literary work of common literary devices. 9 09 Define how tone or meaning is conveyed in poetry. 9 11 Use variety of facts descriptive words to paint an image in the mind of reader. 9 13 Use dialogue interior monologue suspense and the naming of specific narrative actions. including movement gestures and expressions, 9 13 Establish a situation point of view conflict and setting. Understandings Essential Questions,Students will understand that. What elements of a story make it a,Storytelling can be simple yet complex good story. What is said is important but how it is How does a story changes when a. said is equally important different character tells the story. Good stories must be crafted using,various literary devices tone and. correct conventions,Students will know Students will be able to.
The plot and characters of The Odyssey Write an effective story that transforms. to be able to write from another a scene from The Odyssey to another. character s point of view point of view, Various literary devices and figurative Recognize the elements that contribute. language to be able to craft a story to a story s point of view. Stage 2 Assessment Evidence,Culminating Assessment Other Evidence. learning task, Students will rewrite an episode from The Odyssey Journal. Odyssey told from another character s point Various Handouts on particular craft. of view and include the elements of an lessons throughout the unit. effective story including setting Reading aloud in class. characterizations dialogue etc Participation in various group tasks. Stage 3 Learning Plan, Note that many activities refer to pages numbers in the original curriculum materials for. The Odyssey,Activity Title Priority Standards This Original.
Guide Guide, Pre Assessment 9 11 Use variety of facts descriptive words to 10. paint an image in the mind of reader,9 13 Use dialogue interior monologue. suspense and the naming of specific narrative,actions including movement gestures and. expressions,9 13 Establish a situation point of view conflict. and setting, Tea Party 9 04 Predict future outcomes supported by the 6.
text using contextual clues, Homeric Epithets 9 08 Describe the function and effect upon a 12. literary work of common literary devices,9 09 Define how tone or meaning is conveyed in. Homeric Similes 9 08 Describe the function and effect upon a 32. literary work of common literary devices,9 09 Define how tone or meaning is conveyed in. The Journal of 9 06 Draw conclusions about the author s 13. Odysseus purpose,9 07 Analyze characterization,9 08 Describe the function and effect upon a. literary work of common literary devices, Point of View and 9 11 Use variety of facts descriptive words to 41.
Tone paint an image in the mind of reader,9 13 Use dialogue interior monologue. suspense and the naming of specific narrative,actions including movement gestures and. expressions,9 13 Establish a situation point of view conflict. and setting, Using Imagery 9 08 Describe the function and effect upon a 16. and Figurative literary work of common literary devices. Language 9 09 Define how tone or meaning is conveyed in. Activity Title Priority Standards This Original,Guide Guide.
Multiple Points of 9 13 Use dialogue interior monologue 46. View suspense and the naming of specific narrative. actions including movement gestures and,expressions. 9 13 Establish a situation point of view conflict,and setting. Developing Voice 9 07 Analyze characterization 14,9 08 Describe the function and effect upon a. literary work of common literary devices, Vigorous Verbs 9 08 Describe the function and effect upon a 17. literary work of common literary devices,9 09 Define how tone or meaning is conveyed in.
Apostrophes 9 12 Contractions and apostrophe usage 18. Dialogue 9 13 Use dialogue 19,Punctuation, Culminating 9 11 Use variety of facts descriptive words to 20. paint an image in the mind of reader,Assessment 9 13 Use dialogue interior monologue. Creating a suspense and the naming of specific narrative. Short Story actions including movement gestures and. from a New expressions,9 13 Establish a situation point of view conflict. Point of View and setting,Student Progress Monitoring The Odyssey. Student 9 08 Describe the 9 11 Use variety of 9 13 Use dialogue 9 13 Establish a. function and effect facts descriptive interior monologue situation point of. upon a literary work words to paint an suspense and the view conflict and. of common literary image in the mind of naming of specific setting. devices reader narrative actions,9 09 Define how tone including movement.
or meaning is gestures and,conveyed in poetry expressions. E M D n e E M D n e E M D n e E M D n e E M D n e, Student 9 08 Describe the 9 11 Use variety of 9 13 Use dialogue 9 13 Establish a. function and effect facts descriptive interior monologue situation point of. upon a literary work words to paint an suspense and the view conflict and. of common literary image in the mind of naming of specific setting. devices reader narrative actions,9 09 Define how tone including movement. or meaning is gestures and,conveyed in poetry expressions. E M D n e E M D n e E M D n e E M D n e E M D n e,Academic Vocabulary.
The vocabulary used extensively in this unit,Characterization. Connotation,Conventions,Denotation,Direct Quotation. Antecedents,Figurative Language,Omniscient Point of View. Pre Assessment The Odyssey Unit, Student learning the purpose of this pre assessment is to determine your students. present abilities to demonstrate the features of an effective storytelling and how point of. view affects the narrative as well as their knowledge of Greek mythology. Materials blank paper and mythology sheet that follows. Time 90 minutes, 1 As a class ask students to brainstorm a list of fairy tales and fables they know.
well Little Red Riding Hood Goldilocks Cinderella etc. 2 Ask them to discuss with a partner or small group about the perspective or point. of view from which each of the stories is told generally it is the protagonist s. point of view Then ask them to consider the points of view of other characters. in the story, Note There are a lot of examples of this kind of activity including Fractured Fairy. Tales and The Real Story of the Three Little Pigs from the wolf s perspective. 3 Next ask students to choose one of the fairy tales or fables and to re tell the story. from a different character s point of view Direct them that they should assume. that their reader is unfamiliar with the original story and that they should make it. interesting and compelling to read with all the elements they can think of that. make a good story details dialogue setting flashbacks conflict etc. 4 Once they finish writing their story ask them to complete the Greek mythology. identification sheet Be sure to remind them that they are not expected to know all. of the names and places on the sheet it is only a pre assessment. Note it is essential that students receive feedback on their pre assessment through the. scoring guide or other means so that they know where they stand in relation to the topics. and priority standards addressed in this unit,Greek Mythology Names and Places. Identify or describe as many of the following as possible These are names that we will encounter. in our study of The Odyssey You are not expected to be able to identify them all. Telemachus,Trojan Horse, How would you describe your interest in Greek and Roman mythology. Pre Assessment Scoring Guide The Odyssey,Priority 6 5 4 3 2 1. Standard Exceeds Meets Does not yet meet,The narrative The narrative The narrative does.
9 11 Use variety includes a wide includes some not include many. of variety of sensory sensory details and sensory details and. facts descriptive details and concrete concrete language or concrete language. words to paint an language that is that attempts to. image in the,extremely effective communicate plot,mind of reader. in communicating and character to the,plot and character to reader. the reader, 9 13 Use Even in this draft The story includes Aspects of an. dialogue interior form the story some use of the effective narrative. monologue includes successful elements of an dialogue suspense. suspense and the use of several key effective narrative or blocking are not. naming of elements of an suspense dialogue present at this time. specific narrative,effective narrative and blocking. including suspense dialogue,movement and blocking,gestures and.
expressions, 9 13 Establish a The story has an The story has an The point of view. situation point clearly established established point of may be difficult to. of view conflict point of view and has view that is distinct determine at this. and setting demonstrated how from the original point. point of view affects story,Extensive Some background Little background. background, Demonstrates a deep Demonstrates some Demonstrates limited. Background and thorough background current background. knowledge of knowledge of names knowledge of the knowledge of Greek. Greek and places associated major Greek gods mythology. mythology with Greek and goddesses,Reading Response The Journal of Odysseus. Student Learning Students will demonstrate their literal and inferential comprehension. of a difficult text while improving their narrative writing skills by re telling a tale. Students will focus o the writing skills of word choice sentence fluency voice point of. view and tone,Materials Needed,The Odyssey Journal Assignment.
Odyssey Journal Student Models,Odyssey Journal Peer Response. Approximate Time Ongoing assignment throughout the reading go the text You will. want to schedule interim deadlines and occasional peer responses. 1 Ask students How many of you regularly write in a journal or diary What re the. benefits of keeping a journal To you To posterity, 2 If you like you can have students actually write a journal entry from their own. perspective What are the kinds of things that are worth recording in a journal. The Odyssey Unit Template Stage 1 Desired Outcomes Priority Standards 9 04 Predict future outcomes supported by the text using contextual clues 9 06 UDZFRQFOXVLRQVDERXWWKHDXWKRU VSXUSRVH 9 07 Analyze characterization 9 08 Describe the function and effect upon a literary work of common literary devices 9 09 Define how tone or meaning is conveyed in poetry 9 11 Use variety of

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