Unit Title: The Heros Journey Grade: 9

Learning Targets
RL.9.1 RL.9.2 Cite Strong and thorough textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

Focused

Assessed

RL.9.3 RL.9.5

RL.9.6 W.9.3 a-e

W.9.4

W.9.5

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including
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Unit Title: The Heros Journey Grade: 9

grades 910.)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. W.9.9a Apply grades 910 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]). ELD.CF.9 Students at all levels of English language proficiency APPLY interpersonal and leadership strategies to current issues, e.g., Students role play community leaders negotiating plans for how they would respond to current school or community challenges. ELD.CF.9 Students at all levels of English language proficiency will ANALYZE authors point of view, e.g., Students read a variety of texts (e.g., speech transcripts, websites, editorials) to identify authors point of view and choose appropriate sources for a research project.

W.9.6

Unit Title: The Heros Journey Grade: 9

The Heros Journey

Enduring Understandings:
Home is where one starts

Essential Questions:
How do our own personal journeys shape us as individuals? Are epic heroes brave, smart or lucky? How do archetypes fit into our current literature? Can chance and fate interfere or guide a journey? Can a hero act villainous or a villain act heroic? How do you define courage and cleverness?

from.

~T.S. Eliot Epic heroes, both heroic and flawed, reflect the culture from which they emerge. Through trials and triumphs, a personal journey is created. In order for us to understand ourselves today, we must understand the past.

Unit Title: The Heros Journey Grade: 9

The Heros Journey

Critical Content:
Textual Evidence o Implied o Explicit o Inference o Citations Theme Point of View

Critical Skills:
Cite textual evidence for explicit and implied ideas Summarize text for explicit meaning Break down text to draw an inference Compare and contrast literary text to other journey epics Determine central and secondary themes Explain the theme by providing an objective summary of the text using supporting details State the literary point of view and analyze the point of view based on its cultural significance Identify a complex character, find evidence how the character develops, interacts with others and advances the plot and/or develops the theme Point out the characteristics of an epic hero and tragic flaw Analyze text for the elements of an epic and archetypes Identify and analyze reasons for epic structure Determine the effects of the text structure Correlate authors choices with effects such as tension, surprise, & foreshadowing Point out parallel plots Write a narrative essay to develop a real or imagined experience

Characterization o Complex Characters o Epic Hero o Tragic Flaw o Archetypes Conflict o Internal/External o Man vs(nature, man, society, etc.) Structure of a Text o Epic structure o Sequencing o Manipulation of Time o Parallel Plots Narrative Essay

Unit Title: The Heros Journey Grade: 9

Performance Tasks
Option 1: Parallel Journeys Create two multiple box storyboards with graphics and textual evidence (i.e. dialogue, quotes) pointing out parallel plots in The Odyssey. The boxes should demonstrate understandings of epic conventions/structure and sequencing of plot. You will need: A flow-chart outlining parallel plots Two storyboards with colored graphics and textual evidence Remediation (R) and Extension (E): 1R:Identify parallel plots and focus on one (i.e. Odysseus and Telemachus) 1R: Teacher selects the epic conventions/structures to be portrayed in the storyboards 1E: Students will utilize more epic conventions and themes in storyboards Differentiation

Core Standard(s): RL.9.1, RL.9.5

Option 2: A Personal Odyssey Communicate your own journey by writing a personal narrative focusing on a central or secondary theme from The Odyssey (i.e. courage, cleverness, coming of age, overcoming obstacles, hospitality, etc.). ORRecord another persons journey by writing his/her narrative focusing on a theme from

2R:Teacher will model and provide graphic organizers for narrative writing process 2E:Students will compare their own journey to the interviewed individuals journey 2E: Students will need to include allusions from The Odyssey in their narrative

The Odyssey.
You will need: A pre-write gathering details/events An established theme An outline sequencing events Interview questions (if writing about someone elses journey) A rough draft A final narrative essay title included

Core Standard(s): W.9.3, W.9.4, W.9.5

Unit Title: The Heros Journey Grade: 9

Suggested Learning Experiences with Ideas for Differentiation R)=Remediation E)=Extension

1. Introduce Epic poetry by first exploring the ballad as a form of narrative song/poetry. Johnny Cashs Dont Take Your Guns to Town and Ode to Billie Joe by Bobbie Gentry can be explored and discussed. Core Standard(s): RL.9.2 2. Give students the conventions of epic poetry so that they will be prepared to analyze the readings for the use of the conventions. (page 957) Core Standard(s): RL.9.5 3. Students will explore different archetypes that are found in epic literature. Discussion can include archetypes found in modern pieces. The Power of Myth can be a resource. Core Standard(s): RL.9.2 4. Students will be introduced to several themes that will be found in The Odyssey. These themes will be discussed each time they are realized in the text. Have students look at page 1019 Daily Life and Culture to help with background knowledge with life in Ancient Greece. Core Standard(s): RL.9.2 5. Students will read a version of The Trojan War to explain background knowledge. (http://www.stanford.edu/~plomio/history.html) Core Standard(s): RL.9.2 E) Students will explore and discuss and compare hero characteristics and archetypes with the characters of Achilles, Hector, and Odysseus during the Iliad. E) Students will write a ballad that includes epic conventions. Students will perform or present ballad to class. E) Students examine dolos, xenia and lamentation themes in addition to father/son theme.

6. Students will watch beginning clip in movie, The Odyssey that illustrates Odysseus and his time in the Trojan War. Core Standard(s): RL.9.2 7. Students will read Is Troy True? from National Geographic. Students can identify similarities between a real epic and Homers epic. Students can view the two introductory History.com video clips: "Odysseus' Ship" & "Land of Odysseus" for a visual aide. Core Standard(s): RL.9.5

Unit Title: The Heros Journey Grade: 9 8. Read Homer and the Epic on page 956 and point out oral literature of myths, riddles, ballads, nursery rhymes, hymns, spirituals, folktales, legends. Have students choose a form of oral literature and present it in small groups. -Students read chapter 4 of Aristotle Leads the Way. They will be introduced to Aesop's fables and read a short fable that ties into the science text. Practice informative text reading. Core Standard(s): RL.9.5, RL.9.6 9. Students begin reading The Odyssey and will write a summary of events after each book is finished. The summary will include identification of epic conventions and/or theme tie-ins and the types of conflicts encountered in the book. *Students can also read The Alchemist by P. Coelho and connect Santiago's journey to Odysseus' journey. Core Standard(s): RL.9.2 R) Students will read only parts of the epic that teacher has chosen. Teacher may use different versions including DK Odyssey and graphic novels.

10. Students will read Move Over Odysseus, Here Comes Luke Skywalker article and create a Venn diagram comparing and contrasting the archetypes that tie to The Odyssey. *Students can watch Star Wars Core Standard(s): RL.9.5

E) Students will read entire epic but will examine different translations for The Prayer to the Muse and The Lotus Eaters E) Students research the characters that Odysseus meets in Hades, including Sisyphus and Tantalus and their stories. Students will review Achilles and discuss his new perspective on war and death. Students can create a map of Hades that includes all of the places Odysseus visits. E) Students read chapter 17 "Sirens" from The Lost Books of the Odyssey and compare the two stories. Look for a point of view change or a hero character change. E) Students will examine the comparisons of the father/son theme within the two epics. Students will write a paragraph comparing their own personal parent/child relationship to that of the archetype.

11. Students can view the painting Siegfried Killing Fafner by Schroeter on page 1053 of literature book and they will listen to Wagners The Valkyrie. Examine the painting for characteristics of 7

Unit Title: The Heros Journey Grade: 9 a hero or archetypes that are obvious in the painting. Core Standard(s): RL.9.6 12. Students can read Over Hill and Under Hill excerpt from The Hobbit on page 1037 in literature book. Discussion can include identification of epic conventions and archetypes. Core Standard(s): RL.9.5 13. Students can read a Choose Your Own Adventure and compare and contrast to other adventure journey texts. * Also read the excerpt from The Hobbit graphic novel found on page 1048. Core Standard(s): RL.9.5 R) Venn diagram on characters from The Odyssey and from The Hobbit. E) Students will discuss Lord of the Rings Trilogy and Harry Potter series and complete a compare/contrast in groups. E) Students write a group Choose Your Own Adventure story. E) Students explore parody while watching clips (sirens, Cyclops, winds, blind prophet, and homecoming to Penny). Students identify hero qualities and tragic flaws on a graphic organizer and share in small groups. Then, they will explore and discuss how a modern version of an ancient piece can still speak to us. E) Students will extend the characterization chart to include a current cultural 'heroic' figure. R) Students will create a list to answer questions. E) POV paragraph on a monster (see appendix). Students will also write a paragraph from the point of view of a force of nature personified.

14. Students watch clips from movie, Oh, Brother Where Art Thou? (sirens, Cyclops) Discuss how the characters and the clips compare to the episodes in The Odyssey. Core Standard(s): RL.9.5

15. Students will fill out the Odysseus Characterization chart and find examples of his heroic traits. (see appendix) Core Standard(s): RL.9.3 16. Students will create a graphic organizer to explore point of view from a character that meets Odysseus during the story. The organizer will depict an encounter. Students will choose a character and write a paragraph answering the following: lesson Odysseus learned from me, I encountered Odysseus at, My relationship to Odysseus was, and My conflict with Odysseus was (include resolution) Core Standard(s): RL.9.6

Unit Title: The Heros Journey Grade: 9 17. Multi Media Hero Analysis: students will view artistic depictions of heroes and answer the questions about heroes in art as a group activity. (see appendix) Core Standard(s): RL.9.2 18. Students read Leaving it All Behind by Susan Jakes, pg. 1030. After reading the beginning, students can make predictions about Mos journey and how she will change because of her journey. Students will journal write comparisons of Mos journey to a journey that they have made in the past. Core Standard(s): RL.9.3 19. Students will sequence The Wanderings before reading The Homecoming. Sequence can be a storyboard format. Students can use their summaries to help them put in order the events. - Students need to examine parallel plots that are occurring throughout the Wanderings. Telemachus and his journey vs. Odysseus and his journey vs. Penelope and her journey. Discuss use of flashback and timing techniques in order to understand parallel plots. Core Standard(s): RL.9.5 20. Before reading The Homecoming students will write in journal: Have you ever been away from home? And Who was waiting for you to return? Discussions can examine meanings of home and what Odysseus should expect when he returns home. * Students can then look at Penelopes point of view about her internal conflicts and her waiting for Odysseus. Students can write a diary entry about how Penelope feels. Core Standard(s): RL.9.6 21. Students will write an analysis examining the theme of hospitality in The Odyssey. Core Standard(s): RL.9.1, RL.9.2 22. Students will write an analysis looking for epic conventions of archetypes within The Odyssey. Core Standard(s): RL.9.1 23. Students will write a compare contrast essay comparing The Odyssey to another epic. Core Standard(s): RL.9.1 24. Students will read the article Odysseys End? The Search for Ancient Ithaca and plot Odysseus journey using Google Maps and PhotoStory and PowerPoint. Core Standard(s):W.9.6 9 E) This c/c essay will include an analysis of theme and archetypes. R) Students can map their journey to school each day and compare certain events to events R) Students will only sequence one plot line. E) Students will use the Penelopiad to explore the womans perspective. Discuss Homer's perspective of women found in The Odyssey.

Unit Title: The Heros Journey Grade: 9 in the book.

25. Students read Mythbusters: Cyclops Myth Spurred and artistically create an interpretation of The Odysseys Cyclops. Core Standard(s): W.9.6 26. Students will create a new god for todays world. This will need to tie to archetypes and Greek tradition. Core Standard(s): W.9.6

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Unit Title: The Heros Journey Grade: 9

Resources
Novels: Homers The Odyssey abridged (Epic Poem) and translations (Rieu and Fitzgerald) 1360L

DK Classics: The Odyssey (remediation) Penelopiad by Margaret Atwood (novella) The Alchemist by Paul Coehlo (novel) The Odyssey: a graphic novel L741.5
Odysseus Escaping Poseidon's Curse by Dan Jolley Excerpts: Over Hill and Under Hill excerpt from The Hobbit by Tolkien Sirens chapter 17 from The Lost Books of The Odyssey by Z. Mason Nonfiction:

The Power of Myth by Joseph Campbell (book and documentaries)

Mythbusters: Cyclops Myth Spurred by Hillary Mayell for National Geographic Odysseys End? The Search for Ancient Ithaca by Fergus Bordawich Leaving it All Behind by Susan Jakes Move Over Odysseus, Here Comes Luke Skywalker by Steve Parsall "Is Troy True" by Stefan Lovgren for National Geographic The Story of Science: Aristotle Leads the Way by Joy hakim (chapter 4)

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Unit Title: The Heros Journey Grade: 9

Poetry: The Lotus Eaters by Lord Alfred Tennyson Ithaca Edna St. Vincent Millay (poem) Penelope by Dorothy Parker Audio/Visual:

Episode 1: The Hero's Adventure (first broadcast June 21, 1988 on PBS) Star Wars by George Lucas (film)
Clips from Oh Brother, Where Art Thou? (film)

Forrest Gump (film)

Dont Take Your Guns to Town by Johnny Cash (ballad) Ode to Billie Joe by Bobbie Gentry (ballad) The Valkyrie by Wagner (opera) Siegfried Killing Fafner by Schroeter (painting) "Land of Odysseus" History.com video clip "Odysseus' Ship" History.com video clip

Other: Multi-media photographs for Hero traits examination. (see appendix)

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