P R E S T W I C K H O U S E

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1 P RESTWICK H Pack OUSE THE ODYSSEY B Y H O M E R Copyright 2005 by Prestwick House, Inc., P.O. Box 246, Cheswold, DE Permission to use this unit for classroom use is extended to purchaser for his or her personal use. This material, in whole or part, may not be copied for resale. ISBN Reorder No. PA6970 Written by: Amber Reed

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3 Table of Contents Pre-reading Research...4 Setting/History...6 Research/Annotated Bibliography...10 Cryptography...12 Advertising...16 Word Search...18 Chapter I Mythology/Matching...20 Characterization...24 Chapter II Creative Thinking...28 Chapter IV Drawing...30 Chapters III-IV Interviewing...32 Chapter V Theme/Inference...34 Research...38 Chapter VI Plot...40 Chapters IV-VII Simile...42 Chapter VIII Journal Writing/Characterization...48 Chapter IX Drama...50 Chapter X Newspaper...52 Chapters IX-XII Sequence of Events...54 Chapters I-XII Creative Writing/Headlines Copyright 2005, Prestwick House, Inc.

4 Chapter XIII Superstition...62 Letter Writing/Characterization...66 Chapter XIV Creative Writing/Myth...70 Chapter XV Characterization...74 Chapter XVI Emotions...78 Chapters I-XVII Critical Thinking...82 Chapter XVIII Irony/Drawing...86 Chapter XIX Quotations...88 Chapters XVII-XX Characterization...90 Chapter XXI Speech Writing...94 Chapter XXII Characterization...96 Chapters IX-XXII Epic Hero Chapter XXIII Interpreting Homer Chapters XV-XXIV Motif Chapters XIV-XXIV Chapter Titles Copyright 2005, Prestwick House, Inc. 2

5 Wrap-up Plot/Creative Writing Song Writing Crossword Puzzle Sequel Creative Design Essay Quiz Appendix Terms and Definitions Small Group Learning Directions for Interviews Dramatization of Scenes in the Novel Newspaper Copyright 2005, Prestwick House, Inc.

6 Teacher s Page Note: All references come from the Prestwick House Literary Touchstone Classics Edition of, copyright Pre-reading Research Summarizing Homer s works Very little is known about the Greek poet, Homer. Particular landscape descriptions in The Iliad suggest that his hometown was along the western coast of Asia Minor, but several cities claim to be his birthplace. Some scholars believe that Homer was blind, based upon the blind bard, Demodocus, in The Odyssey. What is certain, however, is that Homer s poems, The Iliad and, are considered to be the oldest books of western civilization. Using the library or the Internet, research Homer s two great works, The Iliad and. Use the information to write a four-paragraph comparison of the two works. Include the following information in your paper: A brief description of the main characters of each poem. A plot summary of each work. The genre of each poem. The characteristics that make each piece an epic poem. Note to Teacher: Students should understand the main events of The Iliad because contains references to that epic poem. Copyright 2005, Prestwick House, Inc. T - 4

7 Student s Page Name: Date: Pre-reading Research Summarizing Homer s works Very little is known about the Greek poet, Homer. Particular landscape descriptions in The Iliad suggest that his hometown was along the western coast of Asia Minor, but several cities claim to be his birthplace. Some scholars believe that Homer was blind, based upon the blind bard, Demodocus, in The Odyssey. What is certain, however, is that Homer s poems, The Iliad and, are considered to be the oldest books of western civilization. Using the library or the Internet, research Homer s two great works, The Iliad and. Use the information to write a four-paragraph comparison of the two works. Include the following information in your paper: A brief description of the main characters of each poem. A plot summary of each work. The genre of each poem. The characteristics that make each piece an epic poem. S - 5 Reproducible Student Worksheet

8 Teacher s Page Pre-reading Setting History Researching the historical setting of The main events of take place in Ithaca, an island off the coast of Greece, sometime during the eighth century B.C. Divide the class into small groups. Using the library, the Internet, or both, research the history of the setting, and use this research to complete the Setting Chart on the next page. Focus on the time period in which is set. The Setting Chart has been started for you. Note to Teacher: To expand this activity, students may research and write a report on ancient Greek history. Example topics include Mycenaean culture, the Peloponnesian War, the Classical Period, the Hellenistic Period, the Roman occupation of Greece, and the structure of city-states. Copyright 2005, Prestwick House, Inc. T - 6

9 Student s Page Name: Date: Pre-reading Setting History Researching the historical setting of The main events of take place in Ithaca, an island off the coast of Greece, sometime during the eighth century B.C. Divide the class into small groups. Using the library, the Internet, or both, research the history of the setting, and use this research to complete the Setting Chart on the next page. Focus on the time period in which is set. The Setting Chart has been started for you. S - 7 Reproducible Student Worksheet

10 Teacher s Page Setting Chart Ithaca Eighth Century B.C. Geography Location Size Topic Description Ionian Sea, off west mainland of Greece; Eptanissa island group 95 square kilometers; 29 km long; 6.5 km wide Description Island consists of two peninsulas that are joined at the Isthmus of Aetos; mountainous terrain Government Political System Oligarchy Rulers Aristocratic families ruled city-states Cultural Facts Major Religions Pagan; multiple Greek gods Popular Entertainment Games; bards Historical Events Cultivation First Olympic Games in 776 B.C.; chicken first imported from Persia Olive trees; vineyards Copyright 2005, Prestwick House, Inc. T - 8

11 Student s Page Name: Date: Geography Topic Setting Chart Ithaca Eighth Century B.C. Description Location Ionian Sea, off west mainland of Greece; Eptanissa island group Size Description Government Political System Rulers Cultural Facts Major Religions Popular Entertainment Historical Events Cultivation S - 9 Reproducible Student Worksheet

12 Teacher s Page Pre-reading Research Annotated Bibliography Evaluating a variety of critical perspectives on literature marks the beginning of Greek literature and is the foundation for western literature. For centuries, scholars have analyzed and critiqued the epic poem for literary, cultural, and historic value. Suppose that you are going to do a research report on, and you need to gather references on the various perspectives and interpretations of. Construct an annotated bibliography that contains at least ten reference items. An annotated bibliography is an alphabetical list of secondary sources that contains a brief description of each source. Your sources may be from a book or the Internet, but be sure that any Internet material is from a scholarly and reliable source, such as a university. Use any citation for your listings, and make the descriptions a paragraph in length. We have used the MLA format. An example is provided. Sample: Jones, Judy and William Wilson. An Incomplete Education. New York: Ballantine Books, Jones and Wilson offer an examination of key literary works from throughout history. The book contains a brief overview on Homer and a synopsis of The Iliad and. Also included in the book is a comprehensive comparison chart of the two poems for quick reference. This informative reference book is both easy to follow and insightful, and Jones and Wilson s witty writing style is refreshing. Copyright 2005, Prestwick House, Inc. T - 10

13 Student s Page Name: Date: Pre-reading Research Annotated Bibliography Evaluating a variety of critical perspectives on literature marks the beginning of Greek literature and is the foundation for western literature. For centuries, scholars have analyzed and critiqued the epic poem for literary, cultural, and historic value. Suppose that you are going to do a research report on, and you need to gather references on the various perspectives and interpretations of. Construct an annotated bibliography that contains at least ten reference items. An annotated bibliography is an alphabetical list of secondary sources that contains a brief description of each source. Your sources may be from a book or the Internet, but be sure that any Internet material is from a scholarly and reliable source, such as a university. Use any citation for your listings, and make the descriptions a paragraph in length. We have used the MLA format. An example is provided. Sample: Jones, Judy and William Wilson. An Incomplete Education. New York: Ballantine Books, Jones and Wilson offer an examination of key literary works from throughout history. The book contains a brief overview on Homer and a synopsis of The Iliad and. Also included in the book is a comprehensive comparison chart of the two poems for quick reference. This informative reference book is both easy to follow and insightful, and Jones and Wilson s witty writing style is refreshing. S - 11 Reproducible Student Worksheet

14 Teacher s Page Pre-reading Cryptography Creating and deciphering a fabricated alphabet The Greek Dark Ages was a time when Greece was in upheaval because of a flux of northern nomadic immigrants. During this era, Greeks lost the knowledge of writing, until the emergence of in the eighth century B.C. You are assigned the task of creating a new alphabet. Using the Alphabet Chart, design a new symbol for each letter of the English alphabet. When the chart is complete, write a brief message in the space provided. Switch papers with another student and decipher each other s message. Note to Teacher: Symbols and messages will vary. You may wish to provide students with a topic for their encoded messages. Copyright 2005, Prestwick House, Inc. T - 12

15 Student s Page Name: Date: Pre-reading Cryptography Creating and deciphering a fabricated alphabet The Greek Dark Ages was a time when Greece was in upheaval because of a flux of northern nomadic immigrants. During this era, Greeks lost the knowledge of writing, until the emergence of in the eighth century B.C. You are assigned the task of creating a new alphabet. Using the Alphabet Chart, design a new symbol for each letter of the English alphabet. When the chart is complete, write a brief message in the space provided. Switch papers with another student and decipher each other s message. S - 13 Reproducible Student Worksheet

16 T - 14 Copyright 2005, Prestwick House, Inc. Teacher s Page Alphabet Chart Using the invented alphabet, write a message in the space below: A N B O C P D Q E R F S G T H U I V J W K X L Y M Z

17 Student s Page Name: Date: Alphabet Chart A N B O C P D Q E R F S G T H U I V J W K X L Y M Z Using the invented alphabet, write a message in the space below: S - 15 Reproducible Student Worksheet

18 Teacher s Page Pre-reading Advertising Creating an advertising poster During Homer s time, printing technology was non-existent and writing was uncommon. Early poets did not have the convenience of advertising their compositions with television, radio, or the Internet; stories were primarily passed along through word of mouth. was a verbal performance before it was written. Divide the class into small groups. Each group will design an advertising poster for a recital of The Odyssey. The announcement should fit on one page, preferably poster board, and it must be interesting enough to attract an audience. Include the poem s title, the name of the poet, the time and location of the performance, and the names of the major characters. Use any available resources to make the posters. Illustrations can be hand drawn, computer generated, or any combination of the two. Drawings must be related to and attention grabbing, and the text should be easy to read. Complete one poster per group. Copyright 2005, Prestwick House, Inc. T - 16

19 Student s Page Name: Date: Pre-reading Advertising Creating an advertising poster During Homer s time, printing technology was non-existent and writing was uncommon. Early poets did not have the convenience of advertising their compositions with television, radio, or the Internet; stories were primarily passed along through word of mouth. was a verbal performance before it was written. Divide the class into small groups. Each group will design an advertising poster for a recital of The Odyssey. The announcement should fit on one page, preferably poster board, and it must be interesting enough to attract an audience. Include the poem s title, the name of the poet, the time and location of the performance, and the names of the major characters. Use any available resources to make the posters. Illustrations can be hand drawn, computer generated, or any combination of the two. Drawings must be related to and attention grabbing, and the text should be easy to read. Complete one poster per group. S - 17 Reproducible Student Worksheet

20 Teacher s Page Pre-reading Word Search Finding words within words Use the character names from to make at least four new words. Each word that you make should be at least three letters in length. Example: The name Odysseus contains the letters to spell the words douse yes, dye, sod, etc. Note to Teacher: Answers may vary. We have supplied five answers for each name. Agamemnon mango game gem none omega etc. Demodocus coded mood mud dome come etc. Eurymachus usury rush crush such humus ect. Menelaus lens mules enamel lame name etc. Nestor rots stone tons rest rote etc. Penelope elope people peel peon open etc. Teiresias sits series terse reset irises etc. Telemachus leech melt lust chutes mules ect. Copyright 2005, Prestwick House, Inc. T - 18

21 Student s Page Name: Date: Pre-reading Word Search Finding words within words Use the character names from to make at least four new words. Each word that you make should be at least three letters in length. Example: The name Odysseus contains the letters to spell the words douse yes, dye, sod, etc. Agamemnon Demodocus Eurymachus Menelaus Nestor Penelope Teiresias Telemachus S - 19 Reproducible Student Worksheet

22 Teacher s Page Chapter I Mythology Matching Identifying Greek mythological gods Mythology greatly influenced Greek literature and the way in which ancient Greeks viewed the world. The gods of Olympus play a major role in ; every incident is a direct result of a god s whim or decision. The following page contains a Mythological Deity Chart. Complete the chart by matching the god or goddess with the appropriate description, and place the corresponding letter on the line provided. If necessary, use the library or Internet to research the mythological figures. An example is provided. Copyright 2005, Prestwick House, Inc. T - 20

23 Student s Page Name: Date: Chapter I Mythology Matching Identifying Greek mythological gods Mythology greatly influenced Greek literature and the way in which ancient Greeks viewed the world. The gods of Olympus play a major role in ; every incident is a direct result of a god s whim or decision. The following page contains a Mythological Deity Chart. Complete the chart by matching the god or goddess with the appropriate description, and place the corresponding letter on the line provided. If necessary, use the library or Internet to research the mythological figures. An example is provided. S - 21 Reproducible Student Worksheet

24 Teacher s Page Mythological Deity Chart Greek god or goddess Description K 1. Artemis A. God of marriage F 2. Hermes B. Goddess of women and marriage; wife of Zeus O 3. Demeter C. Father of Zeus T 4. Apollo D. God of love A 5. Hymen E. Supreme ruler of gods and men H 6. Persephone F. Messenger for the gods C 7. Cronus G. God of fire R 8. Irene H. Goddess of corn and the spring; goddess of the dead D 9. Eros I. God of wine and fertility I 10. Dionysus J. Goddess of the hearth M 11. Athena K. Virgin huntress; goddess of the moon B 12. Hera L. God of war S 13. Pan M. Goddess of wisdom and art E 14. Zeus N. God of the sea N 15.Poseidon O. Goddess of the harvest J 16. Hestia P. God of the underworld P 17. Hades Q. Goddess of love and beauty L 18. Ares R. Goddess of peace G 19.Hephaestus S. God of flocks and shepherds Q 20.Aphrodite T. God of the sun, music, poetry, and prophesy Copyright 2005, Prestwick House, Inc. T - 22

25 Student s Page Name: Date: Mythological Deity Chart Greek god or goddess Description K 1. Artemis A. God of marriage 2. Hermes B. Goddess of women and marriage; wife of Zeus 3. Demeter C. Father of Zeus 4. Apollo D. God of love 5. Hymen E. Supreme ruler of gods and men 6. Persephone F. Messenger for the gods 7. Cronus G. God of fire 8. Irene H. Goddess of corn and the spring; goddess of the dead 9. Eros I. God of wine and fertility 10. Dionysus J. Goddess of the hearth 11. Athena 12. Hera 13. Pan 14. Zeus 15. Poseidon K. Virgin huntress; goddess of the moon L. God of war M. Goddess of wisdom and art N. God of the sea O. Goddess of the harvest 16. Hestia P. God of the underworld 17. Hades 18. Ares Q. Goddess of love and beauty R. Goddess of peace 19. Hephaestus S. God of flocks and shepherds 20. Aphrodite T. God of the sun, music, poetry, and prophesy S - 23 Reproducible Student Worksheet

26 Teacher s Page Chapter I Characterization Using citation to support character traits Disguised as Mentes, Athene visits Telemachus to advise him about Odysseus. Odysseus has been gone for almost twenty years, but Telemachus still has hope that his father will return and punish the crude suitors. With Athene s guidance, Telemachus decides to search for news of his father s whereabouts. Telemachus character is revealed through his thoughts and actions. On the next page are several traits that Telemachus possesses. Provide a quote from the text to support each trait. When the list is complete, give two additional traits, along with supportive evidence for each trait. An example is provided. Note to Teacher: There are various possible quotes for each trait, so answers may vary. Copyright 2005, Prestwick House, Inc. T - 24

27 Student s Page Name: Date: Chapter I Characterization Using citation to support character traits Disguised as Mentes, Athene visits Telemachus to advise him about Odysseus. Odysseus has been gone for almost twenty years, but Telemachus still has hope that his father will return and punish the crude suitors. With Athene s guidance, Telemachus decides to search for news of his father s whereabouts. Telemachus character is revealed through his thoughts and actions. On the next page are several traits that Telemachus possesses. Provide a quote from the text to support each trait. When the list is complete, give two additional traits, along with supportive evidence for each trait. An example is provided. S - 25 Reproducible Student Worksheet

28 Teacher s Page CHARACTERIZATION CHART Trait Hospitable Supportive Quote Thus brooding as he sat among them, he caught sight of Athena and went straight to the gate, for he was vexed that a stranger should be kept waiting for admittance. (Pg. 13) Reflective But Telemachus as he lay covered with a woollen fleece kept thinking all night through of his intended voyage and of the counsel that Athena had given him. (Pg. 18) Polite There was a footstool also for her feet, and he set another seat near her for himself, away from the suitors, that she might not be annoyed while eating by their noise and insolence. (Pg. 13) Cynical Singing comes cheap to those who do not pay for it, and all this is done at the cost of one whose bones lie rotting in some wilderness or grinding to poweder in the surf. (Pg. 14) Troubled Generous For the chiefs from all our islands, Pulichium, Same, and the woodland island of Zacynrhus, as also all the principal men of Ihica itself, are eating up my house under the pretext of paying their court to my mother, who will neither explicitly say that she will not marry, not yet bring matters to the end; so they are making havoc of my estate, and before long will do so also with myself. (Pg. 15) But stay a little longer till you have taken a bath and refreshed yourself. I will then give you a present, and you shall go on your way rejoicing; I will give you one of great beauty and value a keepsake such as only dear friends give to one another. (Pg. 16) Speech is man s matter, and mine above all others for it is I who am master here. (Pg. 17) Responsible Bold But in the morning meet me in full assembly that I may give you formal notice to depart, and feast at one another s houses, turn and turn about, at your own cost. If on the other hand you choose to persist in spunging upon one man, heaven help me (Pg. 17) Copyright 2005, Prestwick House, Inc. T - 26

29 Student s Page Name: Date: Trait Hospitable CHARACTERIZATION CHART Supportive Quote Thus brooding as he sat among them, he caught sight of Athena and went straight to the gate, for he was vexed that a stranger should be kept waiting for admittance. (Pg. 13) Reflective Polite Cynical Troubled Generous Responsible Bold S - 27 Reproducible Student Worksheet

30 Teacher s Page Chapter II Creative Thinking Devising a strategy and creating a bulletin Odysseus fails to return after the Trojan War, and many suitors attempt to force Penelope, Odysseus wife, to remarry. Penelope, in an attempt to delay the marriage, announces that she must finish weaving a robe for her father-in-law before choosing a new husband. She deceives the suitors by unraveling her work at the end of the day. Her plan is discovered after four years of deceiving the suitors. Devise a new plan for Penelope to use to delay the marriage further. The plan may be a challenge for the suitors to carry out, or a new project that Penelope must complete. Be sure that the idea is plausible and convincing. Draft a memo that outlines the proposal. In the memo, clearly state the purpose, any applicable rules, and the allotted timeframe. The project may be either hand-written or computer generated. If you wish, add pictures to enhance the bulletin s appearance. Be creative in your design. Example: NOTICE TO ALL SUITORS A CONTEST IS TO BE HELD FOR ANY MAN SEEKING THE HAND OF PENELOPE: QUEST FOR THE GOLDEN FLEECE The rules: 1. One ship per contestant. 2. The crew is not to exceed forty-two men. 3. The quest must be completed in three years. 4. The contest begins next lunar cycle. 5. First contestant to return with the fleece wins. All contestants must notify Telemachus for contest entry. Copyright 2005, Prestwick House, Inc. T - 28

31 Student s Page Name: Date: Chapter II Creative Thinking Devising a strategy and creating a bulletin Odysseus fails to return after the Trojan War, and many suitors attempt to force Penelope, Odysseus wife, to remarry. Penelope, in an attempt to delay the marriage, announces that she must finish weaving a robe for her father-in-law before choosing a new husband. She deceives the suitors by unraveling her work at the end of the day. Her plan is discovered after four years of deceiving the suitors. Devise a new plan for Penelope to use to delay the marriage further. The plan may be a challenge for the suitors to carry out, or a new project that Penelope must complete. Be sure that the idea is plausible and convincing. Draft a memo that outlines the proposal. In the memo, clearly state the purpose, any applicable rules, and the allotted timeframe. The project may be either hand-written or computer generated. If you wish, add pictures to enhance the bulletin s appearance. Be creative in your design. Example: NOTICE TO ALL SUITORS A CONTEST IS TO BE HELD FOR ANY MAN SEEKING THE HAND OF PENELOPE: QUEST FOR THE GOLDEN FLEECE The rules: 1. One ship per contestant. 2. The crew is not to exceed forty-two men. 3. The quest must be completed in three years. 4. The contest begins next lunar cycle. 5. First contestant to return with the fleece wins. All contestants must notify Telemachus for contest entry. S - 29 Reproducible Student Worksheet

32 Teacher s Page Chapter IV Drawing Designing and drawing a mythological figure Menelaus must capture Proteus of Egypt, the old man of the sea, in order to continue his journey home. Proteus tries to escape capture by transforming himself into a lion with a great mane; then all of a sudden he became a dragon, a leopard, a wild boar; the next moment he was running water, and then again directly he was a tree (Pg. 44) Design a unique mythological figure that Menelaus must confront. The creature s form may portray a human, an animal, or a combination of both. Draw your creation on a separate sheet of paper. If you are not artistic, use a computer or create a collage using clippings from magazines and the newspaper. Write a brief description of the mythological figure in the space that follows, including its name and any special abilities that it possesses. Note to Teacher: This activity may be done in pairs or groups if students need assistance in the artwork. Copyright 2005, Prestwick House, Inc. T - 30

33 Student s Page Name: Date: Chapter IV Drawing Designing and drawing a mythological figure Menelaus must capture Proteus of Egypt, the old man of the sea, in order to continue his journey home. Proteus tries to escape capture by transforming himself into a lion with a great mane; then all of a sudden he became a dragon, a leopard, a wild boar; the next moment he was running water, and then again directly he was a tree (Pg. 44) Design a unique mythological figure that Menelaus must confront. The creature s form may portray a human, an animal, or a combination of both. Draw your creation on a separate sheet of paper. If you are not artistic, use a computer or create a collage using clippings from magazines and the newspaper. Write a brief description of the mythological figure in the space that follows, including its name and any special abilities that it possesses. S - 31 Reproducible Student Worksheet

34 Teacher s Page Chapters III-IV Interviewing Interviewing characters Telemachus travels in search of news about his father, Odysseus. In Pylos, Nestor has no information for the prince. Menelaus of Lacedaemon, however, gives Telemachus hope with news he gathered during his journey home. Imagine that you are a popular television talk show host, and you are going to interview King Menelaus. The interview is causing a public sensation because of the magnitude of the guest, so the questions need to be interesting and revealing. As a group, compose at least ten questions to ask Menelaus during the television talk show. You may inquire about Menelaus personal life or his journey, but word the questions so that they expose new and exciting information. Create answers for the questions that reflect the text or seem likely for the character. Write creative questions in order to keep the audience listening, and do not be afraid to ask controversial or potentially insulting questions. When the questions and answers are complete, choose a student from the group to be Menelaus and someone to be the host. The remaining group members will be surprise guests, such as Helen, Ajax, Megapenthes, Proteus, or Eidothea. Present the interview before the class. Two sample questions are provided. How does your wife, Helen, feel about you having another child with your servant? Menelaus, why do you suppose that Eidothea opposed her father to help you? Note to Teacher: To enhance the activity, allow questions from the audience as the students dramatize the show. If possible, use a video camera to record the dramatizations so that students may view their work. Copyright 2005, Prestwick House, Inc. T - 32

35 Student s Page Name: Date: Chapters III-IV Interviewing Interviewing characters Telemachus travels in search of news about his father, Odysseus. In Pylos, Nestor has no information for the prince. Menelaus of Lacedaemon, however, gives Telemachus hope with news he gathered during his journey home. Imagine that you are a popular television talk show host, and you are going to interview King Menelaus. The interview is causing a public sensation because of the magnitude of the guest, so the questions need to be interesting and revealing. As a group, compose at least ten questions to ask Menelaus during the television talk show. You may inquire about Menelaus personal life or his journey, but word the questions so that they expose new and exciting information. Create answers for the questions that reflect the text or seem likely for the character. Write creative questions in order to keep the audience listening, and do not be afraid to ask controversial or potentially insulting questions. When the questions and answers are complete, choose a student from the group to be Menelaus and someone to be the host. The remaining group members will be surprise guests, such as Helen, Ajax, Megapenthes, Proteus, or Eidothea. Present the interview before the class. Two sample questions are provided. How does your wife, Helen, feel about you having another child with your servant? Menelaus, why do you suppose that Eidothea opposed her father to help you? S - 33 Reproducible Student Worksheet

36 Teacher s Page Chapter V Theme Inference Identifying elements of theme and speculating a different plot A major theme of is the role that gods play in human lives. Most of Odysseus good luck and misfortunes can be attributed to the gods decisions and actions. Review Chapter V to complete the Theme Chart. Cite eight instances either positive or negative in which the gods influence Odysseus life. In the second column, write what you think might have happened to Odysseus if the gods had not interfered. An example is provided. Note to Teacher: Answers may vary. There are several acceptable quotes, and the students inferences are subjective. Copyright 2005, Prestwick House, Inc. T - 34

37 Student s Page Name: Date: Chapter V Theme Inference Identifying elements of theme and speculating a different plot A major theme of is the role that gods play in human lives. Most of Odysseus good luck and misfortunes can be attributed to the gods decisions and actions. Review Chapter V to complete the Theme Chart. Cite eight instances either positive or negative in which the gods influence Odysseus life. In the second column, write what you think might have happened to Odysseus if the gods had not interfered. An example is provided. S - 35 Reproducible Student Worksheet

38 Teacher s Page Supportive Quotation Example: Besides, you are perfectly able to protect Telemachus, and to see him safely home again, while the suitors have to come hurry-skurrying back without having killed him. (Pg. 53) On their way home they sinned against Athena, who raised both wind and waves against them, so that all his brave companions perished, and he alone was carried here by wind and tide. (Pg. 55) Nevertheless I had to come, for none of us other gods can cross Zeus, nor transgress his orders. (Pg. 55) Theme Chart Alternate Outcome Without Athene s warning, Telemachus will be killed by the suitors when he returns home. While he was thus in two minds, Poseiden sent a terrible great wave that seemed to rear itself above his head till it broke right over the raft (Pg. 59) But Athena resolved to help Odysseus, so she bound the ways of all the winds except one, and made them all lie quite still; but she roused a good stiff breeze from the North that should lay the waters till Odysseus reached the land of the Phaeacians where he would be safe. (Pg. 59) a wave caught him and took him with such force against the rocks that he would have been smashed and torn to pieces if Athena had not shown him what to do. He caught hold of the rock with both hands and clung to it groaning till the wave retired. (Pg. 60) The wave drew him deep down under the water. Here poor Odysseus would have certainly perished even in spite of his own destiny, if Athena had not helped him to keep his wits about him. He swam seaward again, beyond reach of the stuff that was beating against the land, and at the same time he kept looking towards the shore to see if be could find some haven, or a spit that should take the waves aslant (Pg. 60) Then the god stopped his stream and stilled the waves, making all calm before him, and bringing him safely into the mouth of the river. (Pg. 60) Then, as one who lives alone in the country, far from any neighbor, hides a brand as fire-seed in the ashes to save himself from having to get a light elsewhere, even so did Odysseus cover himself up with leaves; and Athena shed a sweet sleep upon his eyelids, and made him lose all memories of this sorrows. (Pg. 61) Copyright 2005, Prestwick House, Inc. T - 36

39 Student s Page Name: Date: Supportive Quotation Example: Besides, you are perfectly able to protect Telemachus, and to see him safely home again, while the suitors have to come hurry-skurrying back without having killed him. (Pg. 53) Theme Chart Alternate Outcome Without Athene s warning, Telemachus will be killed by the suitors when he returns home. S - 37 Reproducible Student Worksheet

40 Teacher s Page Chapter V Research Researching the constellations of the zodiac While departing the island, Calypso advises Odysseus to mark constellations for guidance to Phaeacia. While drifting at sea, Odysseus takes note of Pleiades, Bear, and Orion in order to direct his course. The ancient Greeks contributed largely to the creation of constellations, which, in turn, led to the formation of the zodiac. The zodiac, consisting of twelve constellations, is the basis for the horoscope. Use the library, the Internet, or both to research the myths behind the twelve constellations of the zodiac then match the myth to the appropriate constellation. Zodiac Sign Description C 1. Aquarius A. The crab sent to harass Hercules F 2. Aries B. The archer Chiron; substitute for Prometheus A 3. Cancer C. The water carrier Ganymede; cupbearer for gods I 4. Gemini D. The virgin Astraea; spirit of justice for men K 5. Leo E. The scorpion responsible for Orion s death L 6. Libra F. The ram of the Golden Fleece sought by Jason J 7. Pisces G. The Sea Goat; form Bacchus takes to rescue Jupiter B 8. Sagittarius from the giant, Typhoeus E 9. Scorpio H. The bull-form Jupiter takes to kidnap Europa H 10.Taurus I. Twin brothers Castor and Pollux; adventurers D 11.Virgo J. The fish; form Venus and Cupid take to escape the G 12. Capricorn giant, Typhoeus K. The Nemean lion; killed by Hercules L. The scales; balance of the universe Copyright 2005, Prestwick House, Inc. T - 38

41 Student s Page Name: Date: Chapter V Research Researching the constellations of the zodiac While departing the island, Calypso advises Odysseus to mark constellations for guidance to Phaeacia. While drifting at sea, Odysseus takes note of Pleiades, Bear, and Orion in order to direct his course. The ancient Greeks contributed largely to the creation of constellations, which, in turn, led to the formation of the zodiac. The zodiac, consisting of twelve constellations, is the basis for the horoscope. Use the library, the Internet, or both to research the myths behind the twelve constellations of the zodiac. Complete the Zodiac Chart by matching the myth to the appropriate constellation. Zodiac Sign 1. Aquarius 2. Aries 3. Cancer 4. Gemini 5. Leo Description A. The crab sent to harass Hercules B. The archer Chiron; substitute for Prometheus C. The water carrier Ganymede; cupbearer for gods D. The virgin Astraea; spirit of justice for men E. The scorpion responsible for Orion s death 6. Libra F. The ram of the Golden Fleece sought by Jason 7. Pisces 8. Sagittarius 9. Scorpio G. The Sea Goat; form Bacchus takes to rescue Jupiter from the giant, Typhoeus H. The bull-form Jupiter takes to kidnap Europa 10. Taurus I. Twin brothers Castor and Pollux; adventurers 11.Virgo J. The fish; form Venus and Cupid take to escape the 12. Capricorn giant, Typhoeus K. The Nemean lion; killed by Hercules L. The scales; balance of the universe S - 39 Reproducible Student Worksheet

42 Teacher s Page Chapter VI Plot Changing the plot Athene greatly affects Odysseus life by aiding him in all his exploits. Through Athene s intercession, Odysseus lands safely in Phaeacia, meets Nausicaä, and is openly received by the Phaeacians. Without Athene s intervention, Odysseus fate would likely be quite different. Rewrite Chapter VI by removing Athene from the plot. Write what you suppose would happen to Odysseus without help from the goddess. What events, if any, would change without her involvement? The revised chapter should be at least three pages in length and written in the same point of view and style as. The composition should start with Odysseus arrival in Phaeacia and end just before his journey into the city. A brief sample is provided. Example: Great Odysseus awoke among the thickets, alarmed by the sound of shouting. As a lion stalks its unsuspecting prey, so did Odysseus creep through the woods to see who was nearby. In a clearing, Odysseus spied the maidens at work; they were gathering their baskets in preparation to return home. Only fair Nausicaä remained behind, curious of the rustling that came from the brush. Royal Odysseus quickly rose from his hidden position and called out to the maid: Tell me, lady, at which land I have arrived. For over the seas I have traveled, and seen many exotic places with women fair, but in no land was there a woman possessing such beauty as you do possess. Have I arrived at Olympus? Whether you are a goddess or a mortal, please show pity upon me. I am in a strange land without clothing or food, and need a guide. Then answered curious Nausicaä: Sir, much strife must you have endured to be in such a way. Surely, this is not the celebrated Olympus, though this land cannot be less endearing to me. It is my home, Phaeacia, whose people have special meaning to Zeus himself. Tell me, stranger, from what land you come and for what purpose? Before you speak, however, I warn you not to approach further, else I shall call to my maids. Copyright 2005, Prestwick House, Inc. T - 40

43 Student s Page Name: Date: Chapter VI Plot Changing the plot Athene greatly affects Odysseus life by aiding him in all his exploits. Through Athene s intercession, Odysseus lands safely in Phaeacia, meets Nausicaä, and is openly received by the Phaeacians. Without Athene s intervention, Odysseus fate would likely be quite different. Rewrite Chapter VI by removing Athene from the plot. Write what you suppose would happen to Odysseus without help from the goddess. What events, if any, would change without her involvement? The revised chapter should be at least three pages in length and written in the same point of view and style as. The composition should start with Odysseus arrival in Phaeacia and end just before his journey into the city. A brief sample is provided. Example: Great Odysseus awoke among the thickets, alarmed by the sound of shouting. As a lion stalks its unsuspecting prey, so did Odysseus creep through the woods to see who was nearby. In a clearing, Odysseus spied the maidens at work; they were gathering their baskets in preparation to return home. Only fair Nausicaä remained behind, curious of the rustling that came from the brush. Royal Odysseus quickly rose from his hidden position and called out to the maid: Tell me, lady, at which land I have arrived. For over the seas I have traveled, and seen many exotic places with women fair, but in no land was there a woman possessing such beauty as you do possess. Have I arrived at Olympus? Whether you are a goddess or a mortal, please show pity upon me. I am in a strange land without clothing or food, and need a guide. Then answered curious Nausicaä: Sir, much strife must you have endured to be in such a way. Surely, this is not the celebrated Olympus, though this land cannot be less endearing to me. It is my home, Phaeacia, whose people have special meaning to Zeus himself. Tell me, stranger, from what land you come and for what purpose? Before you speak, however, I warn you not to approach further, else I shall call to my maids. S - 41 Reproducible Student Worksheet

44 Teacher s Page Chapters IV-VII Simile Recognizing and modifying simile Homer s frequent use of simile gives a unique style. Divide the class into groups. As a group, identify eight instances of simile in Chapters IV through VII. List them on the Simile Chart and then interpret them. Be sure to include the page number for each quote. Next, complete the Simile Revision Chart by choosing three passages out of those you found and creating an alternate simile for each. The new simile should relay the same message as the original. An example of each section is provided for you. Note to Teacher: Answers may vary for both activities. These are only examples; numerous other similes are available. Copyright 2005, Prestwick House, Inc. T - 42

45 Student s Page Name: Date: Chapters IV-VII Simile Recognizing and modifying simile Homer s frequent use of simile gives a unique style. Divide the class into groups. As a group, identify eight instances of simile in Chapters IV through VII. List them on the Simile Chart and then interpret them. Be sure to include the page number for each quote. Next, complete the Simile Revision Chart by choosing three passages out of those you found and creating an alternate simile for each. The new simile should relay the same message as the original. An example of each section is provided for you. S - 43 Reproducible Student Worksheet

46 Teacher s Page Simile Chart Simile Page Interpretation Menelaus, there are some strangers come here, 37 The men appear strong and majestic. two men, who look like sons of Zeus. Menelaus was very angry and said, Eteonus son of Boethous. you never used to be a fool, but now you talk like a simpleton. Telemachus and Pisistratus were astonished when they saw it, for its splendor was as that of the sun and moon Then he swooped down through the firmament till he reached the love of the sea, whose waves he skimmed like a cormorant that flies fishing every hole and corner of the ocean. Then, coming up to the girl s bedside like a breath of wind, she hovered over her head and said He looked like some lion of the wilderness 65 Athena then made him look taller and stronger than before, she also made the hair grow thick on the top of his head, and flow down in curls like hyacinth blossoms. They sail the seas in ships that glide along like thought, or as a bird in the air Copyright 2005, Prestwick House, Inc. T - 44

47 Student s Page Name: Date: Simile Chart Simile Page Interpretation Menelaus, there are some strangers come here, 29 The men appear strong and majestic. two men, who look like sons of Zeus. S - 45 Reproducible Student Worksheet

48 Teacher s Page His eyes flashed fire. Original Simile Simile Revision Chart Revision A light like the sun shone in each of his eyes. Menelaus you talk like a simpleton. You were no fool Boethous son Eteoneus before this time but now you speak foolish words endlessly like a stream cascading over rocks. Copyright 2005, Prestwick House, Inc. T - 46

49 Student s Page Name: Date: Original Simile Simile Revision Chart Revision S - 47 Reproducible Student Worksheet

50 Teacher s Page Chapter VIII Journal Writing Characterization Writing character journals Imagine that Odysseus is a real person, and that he maintains daily journals during his voyage home. Beginning with Chapter VIII, Odysseus stay in Phaeacia, write a personal journal of the events that he encounters. Maintain the journal for the remainder of the book by relating major events that occur in Odysseus life. Log the accounts in first person, as if Odysseus had actually written them. Try to imitate his character by relating his thoughts and mimicking his expressions. Pay attention to Odysseus thoughts, actions, and words in order to write a convincing journal. Use your creativity to fill any gaps, and feel free to add filler, such as personal thoughts or experiences that are believable for the character. Each entry should be at least a half-page in length. Create a total of five entries before you have completed reading. You may write about any event that you find interesting or significant. An example entry is provided for you. An excerpt from the personal journal of Odysseus of Ithaca: Much have I borne on this journey home; many hardships have I endured. Fear enters my heart that I shall never see my dear wife and son again, for all my strength and longing cannot withstand the will of the gods. Images of Ithaca, my beloved home, quickly fade in my mind; there is but little hope of reaching my native land. Pallas Athene, my guardian, has aided me in my travels thus far; without her I would keep company with Agamemnon, worthy son of Atreus, in Hades. By the clear-eyed goddesses bidding I find myself here, in Phaeacia, among good people. It is my hope that these Phaeacians will grant me safe passage on the final stretch of my journey to grand Ithaca, where I may be reunited with Penelope and Telemachus. With open arms the Phaeacians receive me, and give me food, entertainment, and presents, as they should. With a gladdened heart I find safety among friends. Today I heard Demodocus, the honorable bard, relay the story of Troy, and the wooden horse. How well I do know this figure, and that ruthless battle, where so many men fell. Tears ran from my eyes as the story was told, so sad was my heart; and soon did Alcinoüs notice my mournful demeanor and demand to know its cause. After much provoking, and without regret, I revealed my identity to the king and his court. There was much surprise, but no contempt, for my declaration. Phaeacia welcomes me. Copyright 2005, Prestwick House, Inc. T - 48

51 Student s Page Name: Date: Chapter VIII Journal Writing Characterization Writing character journals Imagine that Odysseus is a real person, and that he maintains daily journals during his voyage home. Beginning with Chapter VIII, Odysseus stay in Phaeacia, write a personal journal of the events that he encounters. Maintain the journal for the remainder of the book by relating major events that occur in Odysseus life. Log the accounts in first person, as if Odysseus had actually written them. Try to imitate his character by relating his thoughts and mimicking his expressions. Pay attention to Odysseus thoughts, actions, and words in order to write a convincing journal. Use your creativity to fill any gaps, and feel free to add filler, such as personal thoughts or experiences that are believable for the character. Each entry should be at least a half-page in length. Create a total of five entries before you have completed reading. You may write about any event that you find interesting or significant. An example entry is provided for you. An excerpt from the personal journal of Odysseus of Ithaca: Much have I borne on this journey home; many hardships have I endured. Fear enters my heart that I shall never see my dear wife and son again, for all my strength and longing cannot withstand the will of the gods. Images of Ithaca, my beloved home, quickly fade in my mind; there is but little hope of reaching my native land. Pallas Athene, my guardian, has aided me in my travels thus far; without her I would keep company with Agamemnon, worthy son of Atreus, in Hades. By the clear-eyed goddesses bidding I find myself here, in Phaeacia, among good people. It is my hope that these Phaeacians will grant me safe passage on the final stretch of my journey to grand Ithaca, where I may be reunited with Penelope and Telemachus. With open arms the Phaeacians receive me, and give me food, entertainment, and presents, as they should. With a gladdened heart I find safety among friends. Today I heard Demodocus, the honorable bard, relay the story of Troy, and the wooden horse. How well I do know this figure, and that ruthless battle, where so many men fell. Tears ran from my eyes as the story was told, so sad was my heart; and soon did Alcinoüs notice my mournful demeanor and demand to know its cause. After much provoking, and without regret, I revealed my identity to the king and his court. There was much surprise, but no contempt, for my declaration. Phaeacia welcomes me. S - 49 Reproducible Student Worksheet

52 Teacher s Page Chapter IX Drama Changing a scene into a radio production Oral tradition has been essential in preserving the legend of. For centuries, the adventures of Odysseus have been passed down by word of mouth as well as in manuscripts. Note to Teacher: Divide the class into groups of at least five students for the purpose of creating a radio production. Use the scene in which Odysseus and his men meet and escape from the Cyclops. Assign each group member one of the following roles: announcer (narrator), Odysseus, Polyphemus the Cyclops, a crewmember, and a neighboring Cyclops. If the group has more than five students, the additional students may be additional crewmembers or provide sound effects. Write a script for a radio show. In addition to the characters lines, be sure to indicate when sound effects should be made. Character lines do not need to exactly reflect the book; groups may choose to change the style of speech, such as modernizing the language. Revisions may be made as long as the plot and action remain the same. Sound effects may be performed by one student, usually the narrator, or shared by the group. Perform the final production for the class or play a recorded version. Copyright 2005, Prestwick House, Inc. T - 50

53 Student s Page Name: Date: Chapter IX Drama Changing a scene into a radio production Oral tradition has been essential in preserving the legend of. For centuries, the adventures of Odysseus have been passed down by word of mouth as well as in manuscripts. Write a script for a radio show. In addition to the characters lines, be sure to indicate when sound effects should be made. Character lines do not need to exactly reflect the book; groups may choose to change the style of speech, such as modernizing the language. Revisions may be made as long as the plot and action remain the same. Sound effects may be performed by one student, usually the narrator, or shared by the group. Perform the final production for the class or play a recorded version. S - 51 Reproducible Student Worksheet

54 Teacher s Page Chapter X Newspaper Composing a classroom newspaper Imagine that the class is now the staff for the Grecian Post, a quarterly newspaper that covers events from the Greek islands. The deadline is approaching for the next edition, which will deal exclusively with Odysseus adventures in Chapter X. Note to Teacher: Divide the class into five groups, and assign each group one of the following departments. Compile each department s finished product to create the final newspaper. Put the paper on display for students to read. Journalism Department: Produce at least three brief articles about any of the events that occur in Chapter X. The articles should answer the fundamental questions of a reporter: who, what, when, where, how, and why? Feel free to use your imagination to provide any answers that the book does not. Also, be sure to include headlines. The final, edited articles should be typed in a column-like style to give the appearance of a real newspaper. Classified Department: Consider the various items and services that the characters in Chapter X both mortal and immortal have to offer. Brainstorm as a group and compile a list of items. Each student should choose two items and create a classified ad. Alphabetize the ads by product, and type the classified section for the finished newspaper. Advertisement Department: Consider what items the characters may need, such as water, clothes, or fishing equipment. Gather advertisements for these items from newspapers, or create your own advertisements. Compile the ads into a collage to create an advertisement insert for the paper. Entertainment Department: Use the style of a newspaper advice columnist to create a Dear Athene section for the newspaper. Each student should write a letter in which a character seeks advice from the goddess. After the questions are written, switch papers with another student in the group, who should write the response. Type the final product for submission. Obituary Department: Create obituaries for the characters that die in Chapter X. The book offers no personal information about the characters, so use your imagination to write the articles. Base character details on places and events in. Type the final products in columnar style for submission. Copyright 2005, Prestwick House, Inc. T - 52

55 Student s Page Name: Date: Chapter X Newspaper Composing a classroom newspaper Imagine that the class is now the staff for the Grecian Post, a quarterly newspaper that covers events from the Greek islands. The deadline is approaching for the next edition, which will deal exclusively with Odysseus adventures in Chapter X. Journalism Department: Produce at least three brief articles about any of the events that occur in Chapter X. The articles should answer the fundamental questions of a reporter: who, what, when, where, how, and why? Feel free to use your imagination to provide any answers that the book does not. Also, be sure to include headlines. The final, edited articles should be typed in a column-like style to give the appearance of a real newspaper. Classified Department: Consider the various items and services that the characters in Chapter X both mortal and immortal have to offer. Brainstorm as a group and compile a list of items. Each student should choose two items and create a classified ad. Alphabetize the ads by product, and type the classified section for the finished newspaper. Advertisement Department: Consider what items the characters may need, such as water, clothes, or fishing equipment. Gather advertisements for these items from newspapers, or create your own advertisements. Compile the ads into a collage to create an advertisement insert for the paper. Entertainment Department: Use the style of a newspaper advice columnist to create a Dear Athene section for the newspaper. Each student should write a letter in which a character seeks advice from the goddess. After the questions are written, switch papers with another student in the group, who should write the response. Type the final product for submission. Obituary Department: Create obituaries for the characters that die in Chapter X. The book offers no personal information about the characters, so use your imagination to write the articles. Base character details on places and events in. Type the final products in columnar style for submission. S - 53 Reproducible Student Worksheet

56 Teacher s Page Chapters IX-XII Sequence of Events Identifying the sequence of events in Odysseus tells the Phaeacians about his adventures preceding his arrival at their island. Review the Sequence Chart, which contains major events of Odysseus journey. Place the events in proper order by numbering them in the box provided. For example: Order 2 Odysseus leaves Troy. 1 Odysseus attacks Troy. 3 Calypso captures Odysseus. Event As the numbers indicate, the order of events is the following: Odysseus attacks Troy, leaves Troy, and is captured by Calypso. Copyright 2005, Prestwick House, Inc. T - 54

57 Student s Page Name: Date: Chapters IX-XII Sequence of Events Identifying the sequence of events in Odysseus tells the Phaeacians about his adventures preceding his arrival at their island. Review the Sequence Chart, which contains major events of Odysseus journey. Place the events in proper order by numbering them in the box provided. For example: Order 2 Odysseus leaves Troy. 1 Odysseus attacks Troy. 3 Calypso captures Odysseus. Event As the numbers indicate, the order of events is the following: Odysseus attacks Troy, leaves Troy, and is captured by Calypso. S - 55 Reproducible Student Worksheet

58 Teacher s Page Order Sequence Chart Event 10 Circe makes a truce with Odysseus. 7 The men flee from giants. 16 Zeus destroys Odysseus ship. 2 Lotus-eaters tempt the men. 17 Odysseus hangs from a fig tree to escape from Charybdis. 13 Odysseus crew binds Odysseus to the mast. 4 Odysseus escapes the cave by clinging to a ram. 1 Odysseus and his men pillage the Ciconian village. 14 Scylla eats six of Odysseus crewmen. 11 Odysseus speaks with his deceased mother. 9 Hermes gives Odysseus a potent herb. 3 Odysseus blinds Polyphemus. 19 Odysseus meets Calypso on the island of Ogygia. 12 Agamemnon talks about his wife s treachery. 6 Aeolus banishes Odysseus for being cursed by the gods. 5 The crew opens the sack of wind. 18 Odysseus drifts alone on a raft in the ocean for nine days. 8 The men are penned like swine. 15 The crew eats the Sun s kine. Copyright 2005, Prestwick House, Inc. T - 56

59 Student s Page Name: Date: Order Sequence Chart Event Circe makes a truce with Odysseus. The men flee from giants. Zeus destroys Odysseus ship. Lotus-eaters tempt the men. Odysseus hangs from a fig tree to escape from Charybdis. Odysseus crew binds Odysseus to the mast. Odysseus escapes the cave by clinging to a ram. Odysseus and his men pillage the Ciconian village. Scylla eats six of Odysseus crewmen. Odysseus speaks with his deceased mother. Hermes gives Odysseus a potent herb. Odysseus blinds Polyphemus. Odysseus meets Calypso on the island of Ogygia. Agamemnon talks about his wife s treachery. Aeolus banishes Odysseus for being cursed by the gods. The crew opens the sack of wind. Odysseus drifts alone on a raft in the ocean for nine days. The men are penned like swine. The crew eats the Sun s kine. S - 57 Reproducible Student Worksheet

60 Teacher s Page Chapters I-XII Creative Writing Headlines Creating effective headlines Catchy headlines are important and necessary to selling newspapers because they are likely to attract readers. has the potential for a number of exciting headlines. Imagine that you are an editor for the Ithaca Post, and you are choosing headlines for the next issue. Review the chapters and select ten interesting events that would inspire the best headlines. List the headlines in the spaces provided on the following page. An example is given. Note to Teacher: Answers will vary. To expand this activity, have students choose one of their headlines and write an article about the event. Example: NOMAN ACCUSED OF ASSAULT Copyright 2005, Prestwick House, Inc. T - 58

61 Student s Page Name: Date: Chapters I-XII Creative Writing Headlines Creating effective headlines Catchy headlines are important and necessary to selling newspapers because they are likely to attract readers. has the potential for a number of exciting headlines. Imagine that you are an editor for the Ithaca Post, and you are choosing headlines for the next issue. Review the chapters and select ten interesting events that would inspire the best headlines. List the headlines in the spaces provided on the following page. An example is given. Example: NOMAN ACCUSED OF ASSAULT S - 59 Reproducible Student Worksheet

62 Teacher s Page Use the following space to write your headlines: Write your story. Remember to include who when what where why and if possible how in the first paragraph if you can. Copyright 2005, Prestwick House, Inc. T - 60

63 Student s Page Name: Date: Use the following space to write your headlines: Write your story. Remember to include who when what where why and if possible how in the first paragraph if you can. S - 61 Reproducible Student Worksheet

64 Teacher s Page Chapter XIII Superstition Creating superstitions based upon events in In, Homer makes sure the reader understands that superstition is an active part of Greek culture. The Phaeacians, for example, believe that sacrificing twelve bulls will prevent Poseidon from damaging their city. Note to Teacher: Divide the class into small groups to complete the Superstition Chart. As a group, select ten events that occur in chapter XIII. The events may be major or minor. Log the events in the left column of the Superstition Chart. In the right column, create a superstition that relates to each event. Two examples are provided. Event Example 1: The Phaeacian councilors give Odysseus a chest filled with golden garments and rich gifts. Superstition Giving rich clothing to someone will bless him or her with a prosperous future. Example 2: Odysseus kisses the ground when he reaches Ithaca. Kiss the ground when you return from a long trip to prevent having to travel again soon. Copyright 2005, Prestwick House, Inc. T - 62

65 Student s Page Name: Date: Chapter XIII Superstition Creating superstitions based upon events in In, Homer makes sure the reader understands that superstition is an active part of Greek culture. The Phaeacians, for example, believe that sacrificing twelve bulls will prevent Poseidon from damaging their city. As a group, select ten events that occur in chapter XIII. The events may be major or minor. Log the events in the left column of the Superstition Chart. In the right column, create a superstition that relates to each event. Two examples are provided. Event Example 1: The Phaeacian councilors give Odysseus a chest filled with golden garments and rich gifts. Superstition Giving rich clothing to someone will bless him or her with a prosperous future. Example 2: Odysseus kisses the ground when he reaches Ithaca. Kiss the ground when you return from a long trip to prevent having to travel again soon. S - 63 Reproducible Student Worksheet

66 Teacher s Page Superstition Chart Event Superstition Copyright 2005, Prestwick House, Inc. T - 64

67 Student s Page Name: Superstition Chart Event Date: Superstition S - 65 Reproducible Student Worksheet

68 Teacher s Page Chapter XIII Letter Writing Characterization Writing a letter for Odysseus Imagine that you are Odysseus and you have a lot of free time for writing while aboard the Phaeacian ship. Choose one of the following three scenarios and write a letter from Odysseus. The letter should be at least one page in length. Odysseus writes a letter to Penelope telling her that he will soon be arriving home. After twenty years abroad, what does Odysseus have to say to his wife? Odysseus writes a letter to Athene expressing his appreciation for the help she has given him. What can Odysseus say or promise to do to repay Athene s kindness? Odysseus writes a letter to Poseidon expressing his anger for the hardship the god has caused him. How does Odysseus address the god; is he fearful of Poseidon s wrath or arrogant for defeating the god? An example is provided. Copyright 2005, Prestwick House, Inc. T - 66

69 Student s Page Name: Date: Chapter XIII Letter Writing Characterization Writing a letter for Odysseus Imagine that you are Odysseus and you have a lot of free time for writing while aboard the Phaeacian ship. Choose one of the following three scenarios and write a letter from Odysseus. The letter should be at least one page in length. Odysseus writes a letter to Penelope telling her that he will soon be arriving home. After twenty years abroad, what does Odysseus have to say to his wife? Odysseus writes a letter to Athene expressing his appreciation for the help she has given him. What can Odysseus say or promise to do to repay Athene s kindness? Odysseus writes a letter to Poseidon expressing his anger for the hardship the god has caused him. How does Odysseus address the god; is he fearful of Poseidon s wrath or arrogant for defeating the god? An example is provided. S - 67 Reproducible Student Worksheet

70 Teacher s Page Example of a letter from Odysseus to Poseidon: Dear Earth-shaker, With much respect I humble myself before you, the ruler of the sea. Your vast strength and power is revered throughout the world, power which I have experienced first-hand. You are the uncle of my friend and ally, the goddess Athene, who has aided me in every way, from my arrival at Troy until now. Never did I intend to set you and your niece against each other, especially over such an insignificant thing as a mere mortal. For ten years I have attempted to return home, to Ithaca, where my dutiful wife and son await my arrival. For ten years you have thwarted my plans. Your vengeance has taken my ship, my crew, and my spirit. Every hope I have had of seeing my family again you have crushed; every dream of setting foot on my native land once more you have destroyed. Ten years of torment have left me with only one question: why? I understand that you are angry for your son, the Cyclops Polyphemus, who called upon you for aid when I blinded him. Although you may feel compelled to defend your son, I cannot understand how you can condone his behavior. When we arrived at the cave where Polyphemus lives, he showed no hospitality that is due to a guest. When we called upon the great god, Zeus himself, for assistance, your son mocked us and scoffed at the dwellers of Olympus. Polyphemus ridiculed the gods, including you, illustrious Poseidon. How can I, who reveres the gods, respect any creature that shows you no respect? I watched with horror as the Cyclops devoured my crewmen my friends who have faithfully followed me since our departure from Ithaca. We gave him no cause for this disgusting action, and Polyphemus gave no warning of his intentions. He had no reason other than that he is detestable among all creatures. Trapped in the Cyclops lair, I thought that all was lost, and that I would never see my beloved family or home again. Blinding the Cyclops was a last act of desperation, an act I regretted having to do, but I found necessary to survive. So with a heavy heart I beseech you, Earth-shaker, to take pity upon me. Understand the reasons why I did what I did. I take no pride in blinding your son, but I also do not think that my life for his sight is a fair exchange. Please grant me safe passage back to Ithaca, now that I am, hopefully, on the last stretch of my journey. The Phaeacians, who are ever dutiful to the gods, are kind enough to give me aid. If you should grant me this favor, I shall construct a temple dedicated to you, worthy Poseidon, upon reaching my home. Great honors will be made to you for the grace that you have bestowed in sparing my life. Your most humble servant, Odysseus Copyright 2005, Prestwick House, Inc. T - 68

71 Student s Page Name: Date: Example of a letter from Odysseus to Poseidon: Dear Earth-shaker, With much respect I humble myself before you, the ruler of the sea. Your vast strength and power is revered throughout the world, power which I have experienced first-hand. You are the uncle of my friend and ally, the goddess Athene, who has aided me in every way, from my arrival at Troy until now. Never did I intend to set you and your niece against each other, especially over such an insignificant thing as a mere mortal. For ten years I have attempted to return home, to Ithaca, where my dutiful wife and son await my arrival. For ten years you have thwarted my plans. Your vengeance has taken my ship, my crew, and my spirit. Every hope I have had of seeing my family again you have crushed; every dream of setting foot on my native land once more you have destroyed. Ten years of torment have left me with only one question: why? I understand that you are angry for your son, the Cyclops Polyphemus, who called upon you for aid when I blinded him. Although you may feel compelled to defend your son, I cannot understand how you can condone his behavior. When we arrived at the cave where Polyphemus lives, he showed no hospitality that is due to a guest. When we called upon the great god, Zeus himself, for assistance, your son mocked us and scoffed at the dwellers of Olympus. Polyphemus ridiculed the gods, including you, illustrious Poseidon. How can I, who reveres the gods, respect any creature that shows you no respect? I watched with horror as the Cyclops devoured my crewmen my friends who have faithfully followed me since our departure from Ithaca. We gave him no cause for this disgusting action, and Polyphemus gave no warning of his intentions. He had no reason other than that he is detestable among all creatures. Trapped in the Cyclops lair, I thought that all was lost, and that I would never see my beloved family or home again. Blinding the Cyclops was a last act of desperation, an act I regretted having to do, but I found necessary to survive. So with a heavy heart I beseech you, Earth-shaker, to take pity upon me. Understand the reasons why I did what I did. I take no pride in blinding your son, but I also do not think that my life for his sight is a fair exchange. Please grant me safe passage back to Ithaca, now that I am, hopefully, on the last stretch of my journey. The Phaeacians, who are ever dutiful to the gods, are kind enough to give me aid. If you should grant me this favor, I shall construct a temple dedicated to you, worthy Poseidon, upon reaching my home. Great honors will be made to you for the grace that you have bestowed in sparing my life. Your most humble servant, Odysseus S - 69 Reproducible Student Worksheet

72 Teacher s Page Chapter XIV Creative Writing Myth Creating a myth Note to Teacher: This activity may be done individually or in groups. Using the Mythological Elements Chart, circle the element in each column that corresponds to the last four digits of your phone number. For example, if the phone number ends with 8926, the elements are a king, the North Pole, an ivory box, and separation of social classes. Complete the Selected Elements Chart. Next, incorporate the elements to write an original myth. In five minutes, write a page-long introduction to the story. Be sure to write in third person and to give the story a title. When you have finished writing, pass the papers to the left. Include the Selected Elements Chart so that the next student understands the criteria for that particular myth. Each student then writes a page-long body for the next myth. After another few minutes of writing, pass the stories to the left, and write a page-long conclusion. When this activity is complete, each student will have had a chance to write the beginning, middle, and end of a myth. Copyright 2005, Prestwick House, Inc. T - 70

73 Student s Page Name: Date: Chapter XIV Creative Writing Myth Creating a myth Using the Mythological Elements Chart, circle the element in each column that corresponds to the last four digits of your phone number. For example, if the phone number ends with 8926, the elements are a king, the North Pole, an ivory box, and separation of social classes. Complete the Selected Elements Chart. Next, incorporate the elements to write an original myth. In five minutes, write a page-long introduction to the story. Be sure to write in third person and to give the story a title. When you have finished writing, pass the papers to the left. Include the Selected Elements Chart so that the next student understands the criteria for that particular myth. Each student then writes a page-long body for the next myth. After another few minutes of writing, pass the stories to the left, and write a page-long conclusion. When this activity is complete, each student will have had a chance to write the beginning, middle, and end of a myth. S - 71 Reproducible Student Worksheet

74 Teacher s Page Mythological Elements Chart Main Character Setting Key Object Theme 0. an elf 0. a colony on Mars 0. a staff 0. duty to oneself 1. a sorceress 1. the Old West 1. a sword 1. importance of family 2. a basket weaver 2. medieval England 2. an ivory box 2. downfall through misdeeds 3. an ogre 3. ancient Egypt 3. a magical book 3. coming of age 4. a hermit 4. Atlantis 4. a talisman 4. loyalty of friends 5. a fisherman 5. your neighborhood 5. a silver bracelet 5. star-crossed lovers 6. a princess 6. a park 6. a hat 7. a thief 7. a shopping mall 7. a giant ruby 6. separation of social classes 7. child s perception of a parent 8. a king 8. a Scottish castle 8. an ancient crown 8. fate 9. a tailor 9. the North Pole 9. a cloak 9. mental instability Selected Elements Chart Category Digit Description Main Character Setting Key Object Theme Copyright 2005, Prestwick House, Inc. T - 72

75 Student s Page Name: Date: Mythological Elements Chart Main Character Setting Key Object Theme 0. an elf 0. a colony on Mars 0. a staff 0. duty to oneself 1. a sorceress 1. the Old West 1. a sword 1. importance of family 2. a basket weaver 2. medieval England 2. an ivory box 2. downfall through misdeeds 3. an ogre 3. ancient Egypt 3. a magical book 3. coming of age 4. a hermit 4. Atlantis 4. a talisman 4. loyalty of friends 5. a fisherman 5. your neighborhood 5. a silver bracelet 5. star-crossed lovers 6. a princess 6. a park 6. a hat 7. a thief 7. a shopping mall 7. a giant ruby 6. separation of social classes 7. child s perception of a parent 8. a king 8. a Scottish castle 8. an ancient crown 8. fate 9. a tailor 9. the North Pole 9. a cloak 9. mental instability Selected Elements Chart Category Digit Description Main Character Setting Key Object Theme S - 73 Reproducible Student Worksheet

76 Teacher s Page Chapter XV Characterization Recognizing character traits Disguised as a beggar, Odysseus tells Eumaeus that he intends to search for work as a servant in the palace. Odysseus explains, There is no one living who would make a more hand servant than I should to put fresh wood on the fire, chop fuel, carve, cook, pour out wine, and do all those services that poor men have to do for their betters. (Pg. 160) Eumaeus, however, tries to dissuade Odysseus from his intention. Imagine that Odysseus must maintain his masquerade for several months. In the meantime, he needs a job to live. Consider the positions that are listed in the Career Chart. Complete the chart by writing why each job is good and bad for Odysseus. The first line is completed as an example. Note to Teacher: This activity requires students to analyze Odysseus character strengths and weaknesses. Answers will vary. Copyright 2005, Prestwick House, Inc. T - 74

77 Student s Page Name: Date: Chapter XV Characterization Recognizing character traits Disguised as a beggar, Odysseus tells Eumaeus that he intends to search for work as a servant in the palace. Odysseus explains, There is no one living who would make a more hand servant than I should to put fresh wood on the fire, chop fuel, carve, cook, pour out wine, and do all those services that poor men have to do for their betters. (Pg. 160) Eumaeus, however, tries to dissuade Odysseus from his intention. Imagine that Odysseus must maintain his masquerade for several months. In the meantime, he needs a job to live. Consider the positions that are listed in the Career Chart. Complete the chart by writing why each job is good and bad for Odysseus. The first line is completed as an example. S - 75 Reproducible Student Worksheet

78 Teacher s Page Career Chart Career Good because Bad because Odysseus has extensive knowledge. Odysseus has little patience. Teacher Bard Cook Shepherd Soldier Shipbuilder Tax collector Fisherman Olympian Farmer Actor Copyright 2005, Prestwick House, Inc. T - 76

79 Student s Page Name: Date: Career Chart Career Good because Bad because Odysseus has extensive knowledge. Odysseus has little patience. Teacher Bard Cook Shepherd Soldier Shipbuilder Tax collector Fisherman Olympian Farmer Actor S - 77 Reproducible Student Worksheet

80 Teacher s Page Chapter XVI Emotions Analyzing the text to locate quotes that express emotions Odysseus and Telemachus experience a range of emotions when they are reunited and as they plan vengeance on the suitors. The Emotions Chart contains feelings that are experienced by a character at least once in Chapter XVI. Locate and quote from the text an example of each emotion, and include the page number of the quote. An example is provided. Note to Teacher: Divide the class into groups to complete the Emotions Chart. Students may find quotes other than those that are given. Some quotes may also encompass more than one emotion and are, therefore, interchangeable. Copyright 2005, Prestwick House, Inc. T - 78

81 Student s Page Name: Date: Chapter XVI Emotions Analyzing the text to locate quotes that express emotions Odysseus and Telemachus experience a range of emotions when they are reunited and as they plan vengeance on the suitors. The Emotions Chart contains feelings that are experienced by a character at least once in Chapter XVI. Locate and quote from the text an example of each emotion, and include the page number of the quote. An example is provided. S - 79 Reproducible Student Worksheet

82 Teacher s Page Emotions Chart Emotion Quote Page(s) Let us consider how we can make an end of him. He must not escape 171 Hatred us; our affair is never likely to come off while he is alive. Nervousness My friends I am not in favor of killing Telemachus. It is a heinous thing to kill one who is of noble blood Frustration Affection We kept a succession of courts upon the headlands all day long, and 174 when the sun went down we never went on shore to sleep, but waited in the ship all night until morning in the hope of capturing and killing him; but some god has conveyed him home in spite off us. He kissed his head and both his beautiful eyes, and wept for joy. 165 Disappointment Disbelief The suitors were surprised and angry at what had happened, so they went outside the great wall that ran around the outer court, and held council near the main entrance. But Telemachus could not yet believe that it was his father, and said: You are not my father Love Anger Sorrow A father could not be more delighted at the return of an only son, the child of his old age, after ten years absence in a foreign country and having gone through much hardship. He embraced him, kissed him all over as though he had come back from the dead Now you devour his property without paying for it, and break my heart by wooing his wife and trying to kill his son. Leave off doing so, and stop the others also. She is still at the house, replied Eumaeus, grieving and breaking her heart, and doing nothing but weep, both night and day continually Helplessness No matter how valiant a man may be he can do nothing against numbers, for they will be too strong for him. 166 Depression He used to superintend the work of his farm in spite of his bitter sorrow about Odysseus, and he would eat and drink at will along with his servants; but they tell me that from the day on which you set out for Pylos he has neither eaten nor drunk as he ought to do, nor does he look after his farm, but sits weeping and wasting the flesh off his bones. 167 Copyright 2005, Prestwick House, Inc. T - 80

83 Student s Page Name: Date: Emotions Chart Emotion Quote Page(s) Let us consider how we can make an end of him. He must not escape 159 Hatred us; our affair is never likely to come off while he is alive. Nervousness Frustration Affection Disappointment Disbelief Love Anger Sorrow Helplessness Depression S - 81 Reproducible Student Worksheet

84 Teacher s Page Chapters I-XVII Critical Thinking Identifying binary opposition contains several minor conflicts, some of which are hard to notice. These conflicts, called binary oppositions, are intricate parts of every conflict in. Honesty versus deception is an example of a binary opposition. In his travels, Odysseus often tells fictional stories about himself to the people he meets. Sometimes his lies are necessary, such as when Odysseus meets the Cyclops, but, at times, his lies are unfounded. The conflicting circumstances bring to mind the question, Is Odysseus an honest man who only lies when necessary, or does he enjoy lying? The Opposition Chart contains several binary oppositions that are found in. The right column is comprised of questions that are a result of a specific opposition listed on the left. For each question, supply the letter of the corresponding opposition. Letters may be used more than once. Copyright 2005, Prestwick House, Inc. T - 82

85 Student s Page Name: Date: Chapters I-XVII Critical Thinking Identifying binary opposition contains several minor conflicts, some of which are hard to notice. These conflicts, called binary oppositions, are intricate parts of every conflict in. Honesty versus deception is an example of a binary opposition. In his travels, Odysseus often tells fictional stories about himself to the people he meets. Sometimes his lies are necessary, such as when Odysseus meets the Cyclops, but, at times, his lies are unfounded. The conflicting circumstances bring to mind the question, Is Odysseus an honest man who only lies when necessary, or does he enjoy lying? The Opposition Chart contains several binary oppositions that are found in. The right column is comprised of questions that are a result of a specific opposition listed on the left. For each question, supply the letter of the corresponding opposition. Letters may be used more than once. S - 83 Reproducible Student Worksheet

86 Teacher s Page Binary Opposition A. Appearance versus Reality B. Mother versus Children C. Male versus Female D. Inheritance versus Experience E. Love versus Infatuation D H A E F B Opposition Chart Questions Resulting from Oppositions 1. Without the same knowledge as his father, will Telemachus be as strong a ruler as Odysseus? 2. Are Odysseus exploits necessary to please his captors, or is he willingly unfaithful to Penelope? 3. Do the gods need to disguise themselves to mortals, or are their disguises unnecessary? 4. How can Calypso truly care about Odysseus if she keeps him prisoner? 5. Is Odysseus mind or his brawn more of an asset to him during his journey? 6. Who actually controls the household: Penelope or Telemachus? F. Cunning versus Strength G 7. Is the Cyclops obligated to be nice to Odysseus and his men, or is Polyphemus justified in his actions? G. Hospitality versus Hostility H. Trust versus Betrayal I. Fate versus Free will J. Friendship versus Obligation I 8. Does Odysseus have any control over the events of his life, or do the gods control everything that happens? C 9. Does Penelope manipulate the suitors, or do they control her? J 10. Does Eumaeus help Telemachus because he is concerned or because he is obligated? C 11. Why does most of the aid Odysseus receives come from goddesses instead of gods? J 12. Do Odysseus men follow him into dangerous places because they must or because they are comrades? Copyright 2005, Prestwick House, Inc. T - 84

87 Student s Page Name: Date: Opposition Chart Binary Opposition Questions Resulting from Oppositions A. Appearance versus Reality 1. Without the same knowledge as his father, will Telemachus be as strong a ruler as Odysseus? B. Mother versus Children C. Male versus Female D. Inheritance versus Experience E. Love versus Infatuation F. Cunning versus Strength G. Hospitality versus Hostility Are Odysseus exploits necessary to please his captors, or is he willingly unfaithful to Penelope? Do the gods need to disguise themselves to mortals, or are their disguises unnecessary? How can Calypso truly care about Odysseus if she keeps him prisoner? Is Odysseus mind or his brawn more of an asset to him during his journey? Who actually controls the household: Penelope or Telemachus? Is the Cyclops obligated to be nice to Odysseus and his men, or is Polyphemus justified in his actions? Does Odysseus have any control over the events of his life, or do the gods control everything that happens? H. Trust versus Betrayal I. Fate versus Free will J. Friendship versus Obligation 9. Does Penelope manipulate the suitors, or do they control her? 10. Does Eumaeus help Telemachus because he is concerned or because he is obligated? 11. Why does most of the aid Odysseus receives come from goddesses instead of gods? 12. Do Odysseus men follow him into dangerous places because they must or because they are comrades? S - 85 Reproducible Student Worksheet

88 Teacher s Page Chapter XVIII Irony Drawing Depicting irony in Most newspapers contain editorial cartoons that depict an artist s opinion about people or events in a humorous manner. The cartoonist identifies an ironic situation in politics or economics and draws a cartoon to demonstrate the irony. These caricatures are located on the opinion page because they are biased exaggerations of real people or events. The finished product is humorous yet usually controversial. Suppose that you are the cartoonist for the Ithaca Post, and you wish to create an editorial cartoon based on the events in Chapter XVIII of. Locate a situation that you find humorous or ironic. In the box below, create a sketch that portrays the humorous situation through exaggeration. Include a caption if necessary. Note to Teacher: Place all the cartoons on display so that the class may enjoy them and discuss their contents. Copyright 2005, Prestwick House, Inc. T - 86

89 Student s Page Name: Date: Chapter XVIII Irony Drawing Depicting irony in Most newspapers contain editorial cartoons that depict an artist s opinion about people or events in a humorous manner. The cartoonist identifies an ironic situation in politics or economics and draws a cartoon to demonstrate the irony. These caricatures are located on the opinion page because they are biased exaggerations of real people or events. The finished product is humorous yet usually controversial. Suppose that you are the cartoonist for the Ithaca Post, and you wish to create an editorial cartoon based on the events in Chapter XVIII of. Locate a situation that you find humorous or ironic. In the box below, create a sketch that portrays the humorous situation through exaggeration. Include a caption if necessary. S - 87 Reproducible Student Worksheet

90 Teacher s Page Chapter XIX Quotations Identifying characters lines from Below is a list of quotes that are found throughout Chapter XIX of. Place the letter of the character who is speaking next to each quote. A. Odysseus B. Penelope C. Telemachus D. Eurycleia E. Melantho A 1. He was a man of many friends and had few equals among the Achaeans. (Pg. 199) B 2. Impudent baggage. I see how abominably you are behaving, and you shall smart for it (Pg. 197) D 3. My child, what are you talking about? You know very well that nothing can either bend or break me. (Pg. 203) A 4. Lest Odysseus should come home, for there is still a chance he may do so. (Pg. 196) E 5. Stranger, do you mean to plague us by hanging about the house all night and spying upon the women? (Pg. 196) B 6. I used to keep working at my great web all day long, but at night I would unpick the stitches again. (Pg. 198) A 7. Nurse, do you wish to be the ruin of me? (Pg. 203) A 8. The sight of arms sometimes tempts people to use them. (Pg. 195) C 9. Surely there is some god here who has come down from heaven. (Pg. 196) D 10. We have had all kinds of strangers in distress come here before now, but I make bold to say that no one ever came yet who was so like Odysseus in figure, voice, and feet as yours. (Pg ) Copyright 2005, Prestwick House, Inc. T - 88

91 Student s Page Name: Date: Chapter XIX Quotations Identifying characters lines from Below is a list of quotes that are found throughout Chapter XIX of. Place the letter of the character who is speaking next to each quote. A. Odysseus B. Penelope C. Telemachus D. Eurycleia E. Melantho 1. He was a man of many friends and had few equals among the Achaeans. 2. Impudent baggage. I see how abominably you are behaving, and you shall smart for it 3. My child, what are you talking about? You know very well that nothing can either bend or break me. 4. Lest Odysseus should come home, for there is still a chance he may do so. 5. Stranger, do you mean to plague us by hanging about the house all night and spying upon the women? 6. I used to keep working at my great web all day long, but at night I would unpick the stitches again. 7. Nurse, do you wish to be the ruin of me? 8. The sight of arms sometimes tempts people to use them. 9. Surely there is some god here who has come down from heaven. 10. We have had all kinds of strangers in distress come here before now, but I make bold to say that no one ever came yet who was so like Odysseus in figure, voice, and feet as yours. S - 89 Reproducible Student Worksheet

92 Teacher s Page Chapters XVII-XX Characterization Inferring character traits based on the action of Divide the class into small groups to complete the Character Chart. Consider the characters of Penelope, Telemachus, Antinoüs, Irus, and Eumaeus. Using the following list, each group should choose the three most prominent traits that fit each character. List the traits next to the corresponding character in the Character Chart. Next, write a summary statement that gives supportive evidence of why each trait is outstanding in that character. An example is provided. Character Traits insensitive impulsive loyal daring jealous dishonorable dangerous condescending cowardly resourceful cruel intelligent witty honorable rational determined generous inexperienced lonely covetous sarcastic angry compassionate stubborn dependable overbearing selfish greedy spoiled rude Note to Teacher: Answers will vary. As a class, have students discuss their results when the Character Charts are complete. Copyright 2005, Prestwick House, Inc. T - 90

93 Student s Page Name: Date: Chapters XVII-XX Characterization Inferring character traits based on the action of Divide the class into small groups to complete the Character Chart. Consider the characters of Penelope, Telemachus, Antinoüs, Irus, and Eumaeus. Using the following list, each group should choose the three most prominent traits that fit each character. List the traits next to the corresponding character in the Character Chart. Next, write a summary statement that gives supportive evidence of why each trait is outstanding in that character. An example is provided. Character Traits insensitive impulsive loyal daring jealous dishonorable dangerous condescending cowardly resourceful cruel intelligent witty honorable rational determined generous inexperienced lonely covetous sarcastic angry compassionate stubborn dependable overbearing selfish greedy spoiled rude S - 91 Reproducible Student Worksheet

94 Teacher s Page Character Chart Character Trait Supportive Evidence Example: Eurycleia 1. Compassionate 1. Eurycleia cares for Odysseus as if he is her child. 2. Loyal 2. Unlike other maids, Eurycleia remains loyal to Penelope over the years. 3. Dependable 3. Eurycleia keeps her knowledge of Odysseus return a secret. Penelope 1. Lonely 1. Without her husband, Penelope spends much of her free time in her chambers. 2. Resourceful 2. Penelope devises ways in which to stave off her marriage to a suitor. 3. Loyal 3. Penelope does not cheat on Odysseus during the twenty years that he is gone. Telemachus 1. Inexperienced 1. Telemachus does not know how to maintain control in his home. 2. Angry 2. Telemachus is angry that the suitors will not leave his home; he wishes to have revenge. 3. Honorable 3. Telemachus is unhappy about his mother marrying another man, but he knows that it is the honorable thing to do. Antinoüs 1. Dishonorable 1. Antinoüs plots against Telemachus while pretending to be kind to his face. 2. Determined 2. Antinoüs is willing to commit murder to marry Penelope. 3. Cruel 3. Antinoüs hits Odysseus, who is disguised as a beggar, in the back with a stool. Irus 1. Resourceful 1. Irus is a resourceful beggar; he is overweight from eating well. 2. Selfish 2. Irus wants to be the only beggar at Odysseus home; Irus tries to chase Odysseus away. 3. Condescending 3. Irus belittles Odysseus for being old and dirty. Eumaeus 1. Loyal 1. Eumaeus remains a loyal servant to Odysseus, Penelope, and Telemachus. 2. Dependable 2. Eumaeus follows Telemachus orders without fail. 3. Daring 3. Eumaeus defends Odysseus against Antinoüs. Copyright 2005, Prestwick House, Inc. T - 92

95 Student s Page Name: Date: Character Chart Character Trait Supportive Evidence Example: 1. Compassionate 1. Eurycleia cares for Odysseus as if he is her child. Eurycleia Penelope 2. Loyal 2. Unlike other maids, Eurycleia remains loyal to Penelope over the years. 3. Dependable 3. Eurycleia keeps her knowledge of Odysseus return a secret. Telemachus Antinoüs Irus Eumaeus S - 93 Reproducible Student Worksheet

96 Teacher s Page Chapter XXI Speech Writing Writing and presenting a speech Penelope delivers Odysseus bow to the suitors so that they may compete. The suitors are unable to draw the bow, but they are shocked when Odysseus easily fires the weapon and hits the mark. At this point, Odysseus is ready to reveal his identity. Choose one of the following options and write a speech that is one to two pages in length: Write an insightful speech for Penelope to present to the suitors when she relinquishes the bow. In the speech, express Penelope s opinion about the suitors past behavior, including the attempt to murder her son. Also, express her outlook on the contest and how she feels about being the prize. If possible, give evidence to support any accusations that Penelope makes. Remember, Penelope is a bold woman who openly speaks her mind. Write an informative speech for Odysseus to present to the suitors after he wins the contest. In the speech, have Odysseus reveal his identity and briefly explain his whereabouts for the last ten years. Also, state his intention, which is to kill the suitors, and his reasons why. If possible, give evidence to support any accusations that Odysseus makes. When writing the speech, keep in mind that Odysseus is enraged, and he feels justified in his mission. The speeches will be presented before the class when they are complete. Note to Teacher: Speeches will vary in content. Make sure that the students give sufficient supportive evidence for their arguments, and that the speeches do not stray from the topic. Instruct students on proper presentation techniques, such as maintaining eye contact, speaking at a reasonable pace, and being audible. Copyright 2005, Prestwick House, Inc. T - 94

97 Student s Page Name: Date: Chapter XXI Speech Writing Writing and presenting a speech Penelope delivers Odysseus bow to the suitors so that they may compete. The suitors are unable to draw the bow, but they are shocked when Odysseus easily fires the weapon and hits the mark. At this point, Odysseus is ready to reveal his identity. Choose one of the following options and write a speech that is one to two pages in length: Write an insightful speech for Penelope to present to the suitors when she relinquishes the bow. In the speech, express Penelope s opinion about the suitors past behavior, including the attempt to murder her son. Also, express her outlook on the contest and how she feels about being the prize. If possible, give evidence to support any accusations that Penelope makes. Remember, Penelope is a bold woman who openly speaks her mind. Write an informative speech for Odysseus to present to the suitors after he wins the contest. In the speech, have Odysseus reveal his identity and briefly explain his whereabouts for the last ten years. Also, state his intention, which is to kill the suitors, and his reasons why. If possible, give evidence to support any accusations that Odysseus makes. When writing the speech, keep in mind that Odysseus is enraged, and he feels justified in his mission. The speeches will be presented before the class when they are complete. S - 95 Reproducible Student Worksheet

98 Teacher s Page Chapter XXII Characterization Reenacting a character s thoughts and actions Odysseus reveals his identity to the suitors and accuses them of treasonous behavior. The suitors beg for mercy, but Odysseus condemns and executes them. Suppose that Odysseus, instead of killing the suitors, decides to put them on trial. As a class, act out the trial for the suitors and decide their fates. First, with a show of hands, the class should vote on a student to be the judge. Next, divide the class into three groups: prosecution, defense, and jury. Each group should prepare its role using the following criteria: Judge: Prosecution: Defense: Jury: Prepare a list of questions that you feel should be asked by either party. You are responsible for addressing these questions during the trial if they are not raised. You are also responsible for settling objections that may arise during the trial. Remember to remain objective during the proceedings. The characters to be represented are Odysseus, Penelope, Telemachus, a lawyer, and witnesses to support the case. Decide on the retribution being sought; collect supporting evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. The characters are the suitors, represented by Antinoüs, Eurymachus, and Melanthius a lawyer; and witnesses to support the defense. Build a defense against the accusations; gather evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. Also, decide what form of punishment the suitors are willing to accept. The jury is composed of Ithacan elders, and size is determined by the amount of students left over after the other roles have been filled. As the prosecution and defense prepare, the jury should compose a list of possible sentences for the suitors, which will be voted on if the defense is found guilty. As you listen closely to both sides, log your impressions, the essential evidence, and any observations you make for each character in the Judgment Chart. The trial should follow modern law and proceed like a hearing of the American judicial system. When the prosecution and defense have been heard, the jury must decide on a verdict, and sentence accordingly. Note to Teacher: Students should base their cases on information from the book, and, if necessary, be able to cite the location of the information by chapter or page. Examples of possible lawsuits are attempted murder, treason, and theft. Copyright 2005, Prestwick House, Inc. T - 96

99 Student s Page Name: Date: Chapter XXII Characterization Reenacting a character s thoughts and actions Odysseus reveals his identity to the suitors and accuses them of treasonous behavior. The suitors beg for mercy, but Odysseus condemns and executes them. Suppose that Odysseus, instead of killing the suitors, decides to put them on trial. As a class, act out the trial for the suitors and decide their fates. First, with a show of hands, the class should vote on a student to be the judge. Next, divide the class into three groups: prosecution, defense, and jury. Each group should prepare its role using the following criteria: Judge: Prosecution: Defense: Jury: Prepare a list of questions that you feel should be asked by either party. You are responsible for addressing these questions during the trial if they are not raised. You are also responsible for settling objections that may arise during the trial. Remember to remain objective during the proceedings. The characters to be represented are Odysseus, Penelope, Telemachus, a lawyer, and witnesses to support the case. Decide on the retribution being sought; collect supporting evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. The characters are the suitors, represented by Antinoüs, Eurymachus, and Melanthius a lawyer; and witnesses to support the defense. Build a defense against the accusations; gather evidence from the book; form questions to ask the witnesses, including cross-examination; and compose a closing argument for the court. Also, decide what form of punishment the suitors are willing to accept. The jury is composed of Ithacan elders, and size is determined by the amount of students left over after the other roles have been filled. As the prosecution and defense prepare, the jury should compose a list of possible sentences for the suitors, which will be voted on if the defense is found guilty. As you listen closely to both sides, log your impressions, the essential evidence, and any observations you make for each character in the Judgment Chart. The trial should follow modern law and proceed like a hearing of the American judicial system. When the prosecution and defense have been heard, the jury must decide on a verdict, and sentence accordingly. S - 97 Reproducible Student Worksheet

100 Teacher s Page Odysseus Overall impression: Prosecution Judgment Chart Antinoüs Overall impression: Defense Significant points or evidence: Significant points or evidence: Observations: Observations: Penelope Overall impression: Eurymachus Overall impression: Significant points or evidence: Significant points or evidence: Observations: Observations: Copyright 2005, Prestwick House, Inc. T - 98

101 Student s Page Name: Date: Odysseus Overall impression: Prosecution Judgment Chart Antinoüs Overall impression: Defense Significant points or evidence: Significant points or evidence: Observations: Observations: Penelope Overall impression: Eurymachus Overall impression: Significant points or evidence: Significant points or evidence: Observations: Observations: S - 99 Reproducible Student Worksheet

102 Teacher s Page Telemachus Overall impression: Prosecution Judgment Chart (Cont.) Melanthius Overall impression: Defense Significant points or evidence: Significant points or evidence: Observations: Observations: Witness(es): Names: Witness(es): Names: Overall impression: Overall impression: Significant points or evidence: Significant points or evidence: Observations: Observations: Copyright 2005, Prestwick House, Inc. T - 100

103 Student s Page Name: Date: Telemachus Overall impression: Prosecution Judgment Chart (Cont.) Melanthius Overall impression: Defense Significant points or evidence: Significant points or evidence: Observations: Observations: Witness(es): Names: Witness(es): Names: Overall impression: Overall impression: Significant points or evidence: Significant points or evidence: Observations: Observations: S Reproducible Student Worksheet

104 Teacher s Page Chapters IX-XXII Epic Hero Establishing Odysseus as an epic hero Throughout, Odysseus portrays the qualities of an epic hero. Although his character is complex and undergoes change, certain traits remain intact. Suppose that Odysseus is being considered for the Epic Hero Award, but his qualification is being questioned because of a lack of witnesses to verify his story. Divide the class into small groups to complete the Epic Hero Qualification Form. Provide two occasions from the book where Odysseus demonstrates each required character trait. In addition, supply a witness who can verify each event, as well as an address where the witness can be reached. Example: Trait Occasion Witness Address Courage Odysseus travels to Agamemnon 1212 Spirits Way Hades.Agamemnon Hades Odysseus sails past Scylla s crag. Scylla 126 Monster Chasm Aegean Sea Copyright 2005, Prestwick House, Inc. T - 102

105 Student s Page Name: Date: Chapters IX-XXII Epic Hero Establishing Odysseus as an epic hero Throughout, Odysseus portrays the qualities of an epic hero. Although his character is complex and undergoes change, certain traits remain intact. Suppose that Odysseus is being considered for the Epic Hero Award, but his qualification is being questioned because of a lack of witnesses to verify his story. Divide the class into small groups to complete the Epic Hero Qualification Form. Provide two occasions from the book where Odysseus demonstrates each required character trait. In addition, supply a witness who can verify each event, as well as an address where the witness can be reached. Example: Trait Occasion Witness Address Courage Odysseus travels to Agamemnon 1212 Spirits Way Hades.Agamemnon Hades Odysseus sails past Scylla s crag. Scylla 126 Monster Chasm Aegean Sea S Reproducible Student Worksheet

106 Teacher s Page Epic Hero Qualification Form Trait Occasion Witness Address Odysseus tricks Polyphemus by Polyphemus 1 Eye Lane Cyclops Island giving the name Noman. Cunning intellect Odysseus disguises himself to observe the suitors. Telemachus 879 Royal Way Ithaca Odysseus arms his bow, which no other man can accomplish. Telemachus 879 Royal Way Ithaca Strength Odysseus holds on to the underbelly of a large ram to escape the Cyclops. Polyphemus 1 Eye Lane Cyclops Island Odysseus allows himself to hear the Sirens songs. First mate Deceased Courage Odysseus sails through Charybdis straight. Scylla 126 Monster Chasm Aegean Sea Confidence Odysseus competes in the Phaeacian game against younger men. Odysseus seizes his bow, loads it, and fires the arrow without hesitation. Alcinoüs Antinoüs 124 Palace Place Phaeacia 77 Serpent s Way Nobility Odysseus shows his pride when he reprimands Euryalus for being rude. Odysseus condemns the suitors to death for treasonous behavior. Laodamas Eumaeus 298 Courtyard Drive Phaeacia 437 Pig Pen Place Ithaca Seeks notoriety While sailing away, Odysseus, in order to get credit for his escape, boastfully yells his name to the Cyclops. Odysseus proudly tells the Phaeacians about his adventures. Polyphemus Alcinoüs 1 Eye Lane Cyclops Island 124 Palace Place Phaeacia Copyright 2005, Prestwick House, Inc. T - 104

107 Student s Page Name: Date: Epic Hero Qualification Form Trait Occasion Witness Address Cunning intellect Strength Courage Confidence Nobility Seeks notoriety S Reproducible Student Worksheet

108 Teacher s Page Chapter XXIII Interpreting Homer Interpreting Homer s language contains archaic language that, at times, may be difficult to understand. The following excerpts are taken from the scene in which Penelope and Odysseus are reunited. Imagine how the characters must feel after being separated for twenty years, and the emotions each is feeling. With this scenario in mind, rewrite the following quotations in modern English. Note to Teacher: Answers will vary. Examples are provided. 1. Penelope to nurse: Why should you thus mock me when I have trouble enough already talking such nonsense, and waking me up out of a sweet sleep that had taken possession of my eyes and closed them? I have never slept so soundly from the day my poor husband went to that city with the ill-omened name. Go back into the women s room; if it had been anyone else who had woke me up to bring me such absurd news I should have sent her away with a severe scolding. As it is your age shall protect you. (Pg. 233) Did you have to wake me up for this? I was sound asleep something I haven t done since my husband went away. Just leave me alone and go back downstairs. You re lucky that you re old. If anyone else pulled this stunt, I wouldn t have been so nice. 2. Nurse to Penelope: Then nurse Euryclea said, My child, what are you talking about? but you were all hard of belief and have made up your mind that your husband is never coming, although he is in the house and by his own fire side at this very moment. Besides I can give you another prood; when I was watching him I perceived the scar which the wild boar gave him, and I wanted to tell you about it, but in his wisdom he would not let me, and clapped his hands over my mouth; so come with me and I will make this bargain with you if I am deceiving you, you may have me killed by the most cruel death you can think of. (Pg. 234) Penelope, what are you talking about? How can you say your husband will never return when he is in the house? You never do believe me. I know what I m talking about. I saw the scar on his leg that he got from the boar. I couldn t tell you, though, because he made me promise not to say anything, even to you. Come with me and I ll show you. Just see if I m lying. Copyright 2005, Prestwick House, Inc. T - 106

109 Student s Page Name: Date: Chapter XXIII Interpreting Homer Interpreting Homer s language contains archaic language that, at times, may be difficult to understand. The following excerpts are taken from the scene in which Penelope and Odysseus are reunited. Imagine how the characters must feel after being separated for twenty years, and the emotions each is feeling. With this scenario in mind, rewrite the following quotations in modern English. 1. Penelope to nurse: Why should you thus mock me when I have trouble enough already talking such nonsense, and waking me up out of a sweet sleep that had taken possession of my eyes and closed them? I have never slept so soundly from the day my poor husband went to that city with the ill-omened name. Go back into the women s room; if it had been anyone else who had woke me up to bring me such absurd news I should have sent her away with a severe scolding. As it is your age shall protect you. (Pg. 233) 2. Nurse to Penelope: Then nurse Euryclea said, My child, what are you talking about? but you were all hard of belief and have made up your mind that your husband is never coming, although he is in the house and by his own fire side at this very moment. Besides I can give you another prood; when I was watching him I perceived the scar which the wild boar gave him, and I wanted to tell you about it, but in his wisdom he would not let me, and clapped his hands over my mouth; so come with me and I will make this bargain with you if I am deceiving you, you may have me killed by the most cruel death you can think of. (Pg. 234) S Reproducible Student Worksheet

110 Teacher s Page 3. Penelope to Odysseus: Do not be angry with me Odysseus, she cried, you, who are the wisest of mankind. We have suffered, both of us. Heaven has denied us the happiness of spending our youth, and of growing old, together; do not then be aggrieved or take it amiss that I did not embrace you thus as soon as I saw you. I have been shuddering all the time through fear that someone might come here and deceive me with a lying story; for there are many very wicked people going about. (Pg. 237) Odysseus, don t be mad at me! We ve been through so much. All these years that we ve been separated the best years of our lives are gone. I m sorry that I doubted you, but you have to understand. So much time has passed, and I was scared that someone was just trying to trick me. 4. Odysseus to Penelope: At last, however, Odysseus said, Wife, we have not yet reached the end of our troubles. I have an unknown amount of toil still to undergo. It is long and difficult, but I must go through with it, for thus the shade of Teiresias prophesied concerning me, on the day when I went down into Hades to ask about my return and that of my companions. But now let us go to bed, that we may lie down and enjoy the blessed boon of sleep. (Pg. 237) Our troubles aren t over yet; I still have one more task to complete. It won t be easy, but Teiresias told me that it had to be done. I saw him in Hades when I was trying to get information about my trip. I don t want to talk about it now, though. Lets go to bed. 5. Odysseus to Penelope: Wife, we have both of us had our full share of troubles, you, here, in lamenting my absence, and I in being prevented from getting home though I was longing all the time to do so. Now, however, that we have at last come together, take care of the property that is in the house. As for the sheep and goats which the wicked suitors have eaten, I will take many myself by force from other people, and will compel the Achaeans to make good the rest till they have filled all my yards. I am now going to the wooded lands out in the country to see my father who has so long been grieved on my account, and to yourself I will give these instructions, though you have little need of them. At sunrise it will at once get abroad that I have been killing the suitors; go upstairs, therefore, and stay there with your women. See nobody and ask no questions. (Pg. 239) Sweetheart, fate has been cruel to us these last few years. You had to stay here, wondering if I was alive or dead; and I had the worst time trying to get home. Now we re together again, and we must protect whatever money we have left. Don t worry about the stock I can easily replenish it with help from our neighbors. Right now I need to go visit my father, who has been sick with worry since I ve been gone. Listen to me, though. News will spread quickly about what I ve done to the men. You need to lay low. Go upstairs with your servants, and stay there until I either send word or return. Don t talk to anyone about what has happened. Copyright 2005, Prestwick House, Inc. T - 108

111 Student s Page Name: Date: 3. Penelope to Odysseus: Do not be angry with me Odysseus, she cried, you, who are the wisest of mankind. We have suffered, both of us. Heaven has denied us the happiness of spending our youth, and of growing old, together; do not then be aggrieved or take it amiss that I did not embrace you thus as soon as I saw you. I have been shuddering all the time through fear that someone might come here and deceive me with a lying story; for there are many very wicked people going about. (Pg. 237) 4. Odysseus to Penelope: At last, however, Odysseus said, Wife, we have not yet reached the end of our troubles. I have an unknown amount of toil still to undergo. It is long and difficult, but I must go through with it, for thus the shade of Teiresias prophesied concerning me, on the day when I went down into Hades to ask about my return and that of my companions. But now let us go to bed, that we may lie down and enjoy the blessed boon of sleep. (Pg. 237) 5. Odysseus to Penelope: Wife, we have both of us had our full share of troubles, you, here, in lamenting my absence, and I in being prevented from getting home though I was longing all the time to do so. Now, however, that we have at last come together, take care of the property that is in the house. As for the sheep and goats which the wicked suitors have eaten, I will take many myself by force from other people, and will compel the Achaeans to make good the rest till they have filled all my yards. I am now going to the wooded lands out in the country to see my father who has so long been grieved on my account, and to yourself I will give these instructions, though you have little need of them. At sunrise it will at once get abroad that I have been killing the suitors; go upstairs, therefore, and stay there with your women. See nobody and ask no questions. (Pg. 239) S Reproducible Student Worksheet

112 Teacher s Page Chapters XV-XXIV Motif Identifying motifs that contribute to theme Several motifs become more apparent once Odysseus returns to his native land. In order to identify a motif, various factors must be considered. For example, give attention to the actions, dialogue, and incidents that take place in. A motif is usually easier to identify after the book has been completed because the reader may then draw connections or identify repetitious events. Three motifs from are listed in the Motif Chart. Become familiar with these motifs by reading the examples that are supplied. As you read, look for and list any behavior, dialogue, or event that represents a motif. You may find an answer that relates to the motif but does not fit the examples given. Write a brief description of each event in the column provided, and record the chapter in the middle column. Locate at least five events for each motif, but feel free to list more than five events. One example of each motif is provided. Note to Teacher: The chapters contain several events for each motif, so answers will vary. Copyright 2005, Prestwick House, Inc. T - 110

113 Student s Page Name: Date: Chapters XV-XXIV Motif Identifying motifs that contribute to theme Several motifs become more apparent once Odysseus returns to his native land. In order to identify a motif, various factors must be considered. For example, give attention to the actions, dialogue, and incidents that take place in. A motif is usually easier to identify after the book has been completed because the reader may then draw connections or identify repetitious events. Three motifs from are listed in the Motif Chart. Become familiar with these motifs by reading the examples that are supplied. As you read, look for and list any behavior, dialogue, or event that represents a motif. You may find an answer that relates to the motif but does not fit the examples given. Write a brief description of each event in the column provided, and record the chapter in the middle column. Locate at least five events for each motif, but feel free to list more than five events. One example of each motif is provided. S Reproducible Student Worksheet

114 Teacher s Page Motif Chart Motif Chapter Description of Event Deception XXI Antinoüs feigns anger towards the suitors for being eager to try the bow, when he is also eager. Examples: XVI Eurymachus tells Penelope that no one plans to harm Telemachus. Storytelling XV-XX Odysseus disguises himself as a beggar. Disguises Lies False Impressions XXIV XXIV Athene disguises herself as Mentor. Odysseus hides his identity from his father. Trickery XIX Odysseus hides his identity from Penelope. Loyalty Examples: Servant to Master Husband and Wife Human to Deity Parent-Child Relationships Examples: Parent-Child Interaction Fatherly Figures Motherly Figures XXI XXI XIX XIX XV XXIV XXII XXI XV XVI XXI XXIV XXIV XIX Eumaeus claims loyalty to Odysseus. The neatherd claims loyalty to Odysseus. The maid, Eurycleia, keeps Odysseus disguise a secret. Penelope is faithful to her husband. Eumaeus loyally serves Telemachus. Odysseus obeys Athene. Telemachus follows his father in the revolt against the suitors. The suitors follow Antinoüs. Eumaeus is a father figure to Telemachus. Odysseus and Telemachus are reunited. Penelope respects her son as the decision maker in the household. Laërtes is depressed by his son s absence; they are joyfully reunited. Athene obeys her father, Zeus. Odysseus calls the maid, Eurycleia, mother because she raised him. Copyright 2005, Prestwick House, Inc. T - 112

115 Student s Page Name: Date: Motif Chart Motif Chapter Description of Event Deception Examples: Storytelling Disguises Lies False Impressions Trickery XXI Antinoüs feigns anger towards the suitors for being eager to try the bow, when he is also eager. Loyalty Examples: Servant to Master Husband and Wife Human to Deity XXI Eumaeus claims loyalty to Odysseus. Parent-Child Relationships Examples: Parent-Child Interaction Fatherly Figures Motherly Figures XV Eumaeus is a father figure to Telemachus. S Reproducible Student Worksheet

116 Teacher s Page Chapters XIV-XXIV Chapter Titles Revising chapter titles The chapter titles in directly state the action of each chapter. Imagine, however, that Homer is a contemporary writer, and he has brought to your company for publication. You are pleased with his work, but you feel that changing the chapter titles will further enhance the book. Rewrite the titles for chapters XIV-XXIV. The new title may summarize the chapter, highlight a particular scene, or focus on a prominent theme or concept in the chapter. Note to Teacher: Chapter titles will vary. Students can extend this activity by writing a one-page alternate ending to one of the chapters. For example: Chapter XIII: The Final Stretch Copyright 2005, Prestwick House, Inc. T - 114

117 Student s Page Name: Date: Chapters XIV-XXIV Chapter Titles Revising chapter titles The chapter titles in directly state the action of each chapter. Imagine, however, that Homer is a contemporary writer, and he has brought to your company for publication. You are pleased with his work, but you feel that changing the chapter titles will further enhance the book. Rewrite the titles for chapters XIV-XXIV. The new title may summarize the chapter, highlight a particular scene, or focus on a prominent theme or concept in the chapter. For example: Chapter XIII: The Final Stretch S Reproducible Student Worksheet

118 Teacher s Page Provide chapter titles in the spaces provided: Chapter XIV: Chapter XV: Chapter XVI: Chapter XVII: Chapter XVIII: Chapter XIX: Chapter XX: Chapter XXI: Chapter XXII: Chapter XXIII: Chapter XXIV: Copyright 2005, Prestwick House, Inc. T - 116

119 Student s Page Name: Date: Provide chapter titles in the spaces provided: Chapter XIV: Chapter XV: Chapter XVI: Chapter XVII: Chapter XVIII: Chapter XIX: Chapter XX: Chapter XXI: Chapter XXII: Chapter XXIII: Chapter XXIV: S Reproducible Student Worksheet

120 Teacher s Page Wrap-up Plot Creative Writing Modernizing and adapting it to film is a fantastic story containing monsters, gods, and glorious heroes. It has been modified and put on film numerous times, and now it is your turn. Imagine that you are a director who has been commissioned to produce a sensational version of The Odyssey. The movie may be set in the past, present, or future, and the script will be in modern English. Your adaptation should resemble the original storyline, but certain changes are necessary to create a unique movie. The changes are: Create a new title Choose a different setting Redesign the main characters Change Odysseus to a female character and Penelope to a male character Write a synopsis of your movie. Copyright 2005, Prestwick House, Inc. T - 118

121 Student s Page Name: Date: Wrap-up Plot Creative Writing Modernizing and adapting it to film is a fantastic story containing monsters, gods, and glorious heroes. It has been modified and put on film numerous times, and now it is your turn. Imagine that you are a director who has been commissioned to produce a sensational version of The Odyssey. The movie may be set in the past, present, or future, and the script will be in modern English. Your adaptation should resemble the original storyline, but certain changes are necessary to create a unique movie. The changes are: Create a new title Choose a different setting Redesign the main characters Change Odysseus to a female character and Penelope to a male character Write a synopsis of your movie. S Reproducible Student Worksheet

122 Teacher s Page Wrap-up Song Writing Writing and performing a song that summarizes Men revere the bard, Demodocus, for his musical talent. Demodocus entertains the Phaeacian court with songs about Odysseus, Agamemnon, the gods, and the battle at Troy. His songs not only entertain audiences, but they also help spread popular tales and myths of the time. Divide the class into groups. As a group, choose a popular song tune that everyone is familiar with. Compose a poem about that is set in rhythm with the tune. The poem should encompass the entire epic, highlighting the major events and characters. Create a copy of the song for each member of the group, and practice singing it together. Each group will perform its song in front of the class. Note to Teacher: Consider using a video camera to record the groups so that they may see their performances. Copyright 2005, Prestwick House, Inc. T - 120

123 Student s Page Name: Date: Wrap-up Song Writing Writing and performing a song that summarizes Men revere the bard, Demodocus, for his musical talent. Demodocus entertains the Phaeacian court with songs about Odysseus, Agamemnon, the gods, and the battle at Troy. His songs not only entertain audiences, but they also help spread popular tales and myths of the time. Divide the class into groups. As a group, choose a popular song tune that everyone is familiar with. Compose a poem about that is set in rhythm with the tune. The poem should encompass the entire epic, highlighting the major events and characters. Create a copy of the song for each member of the group, and practice singing it together. Each group will perform its song in front of the class. S Reproducible Student Worksheet

124 Teacher s Page Wrap-up Crossword Puzzle Utilizing knowledge of to complete a crossword puzzle Complete the crossword puzzle using characters, places, and events from. 1 E U M 2 A E U S 3 T L A E R 4 T E S H E 5 6 H E R M E S M E 7 N E L A U 8 S N E E C 9 P H A E A C 10 I A 11 H A D E S M Y R T A L 12 U I O C L P A 15 S C 16 A R T R H A 17 B O W G N H U 18 S A T D I S 19 C U S E M I C A E C I R C E N A L L U D M E N T O R C Y C L O P S O N U P T 26 P E N E L O P E S I R E N S U N O S Z Across 1 the swineherd 3 Odysseus' father 5 the Speedy-comer 6 captures the old man of the sea 9 the last place Odysseus visits before returning home 11 Odysseus goes here to consult Teiresias 15 Eurycleia recognizes Odysseus by this 17 Odysseus used this to kill the suitors 18 Odysseus throws this after he is mocked in a game 21 traps the men in pig sties 23 Odysseus' friend who was left in charge of the home 24 Odysseus blinds this creature 25 Odysseus' wife 26 they cast spells with their songs Down 2 Goddess who aids Odysseus throughout his journey 4 Odysseus ' son 7 the Gerenian horseman 8 monster that dwells in a cave and eats men 10 this beggar fights Odysseus 12 Odysseus' native land 13 the Land-shaker 14 his spirit warns Odysseus against women 16 leader of the suitors 19 nymph who holds Odysseus captive 20 Ruler of the Gods 22 flowery plant that makes men forgetful Copyright 2005, Prestwick House, Inc. T - 122

125 Student s Page Name: Date: Wrap-up Crossword Puzzle Utilizing knowledge of to complete a crossword puzzle Complete the crossword puzzle using characters, places, and events from Across Down 1 the swineherd 3 Odysseus' father 5 the Speedy-comer 6 captures the old man of the sea 9 the last place Odysseus visits before returning home 11 Odysseus goes here to consult Teiresias 15 Eurycleia recognizes Odysseus by this 17 Odysseus used this to kill the suitors 18 Odysseus throws this after he is mocked in a game 21 traps the men in pig sties 23 Odysseus' friend who was left in charge of the home 24 Odysseus blinds this creature 25 Odysseus' wife 26 they cast spells with their songs S Goddess who aids Odysseus throughout his journey 4 Odysseus ' son 7 the Gerenian horseman 8 monster that dwells in a cave and eats men 10 this beggar fights Odysseus 12 Odysseus' native land 13 the Land-shaker 14 his spirit warns Odysseus against women 16 leader of the suitors 19 nymph who holds Odysseus captive 20 Ruler of the Gods 22 flowery plant that makes men forgetful Reproducible Student Worksheet

126 Teacher s Page Wrap-up Sequel Writing creatively During his trip to Hades, Teiresias of Thebes informs Odysseus that his journey will continue after reaching Ithaca. Teiresias explains Odysseus fate: after you have killed them by force or fraud in your own house, you must take a well made oar and carry it on and on, till you come to a country where the people have never heard of the sea and do not even mix salt with their food, nor do they know anything about ships, and oars that are as the wings of a ship. I will give you this certain token which cannot escape your notice. A wayfarer will meet you and will say it must be a winnowing shovel that you have got upon your shoulder; on this you must fix the oar in the ground and sacrifice a ram, a bull, and a boar to Poseidon. Then go home and offer hecatombs to all the gods in heaven one after the other. As for yourself, death shall come to you from the sea, and your life shall ebb away very gently when you are full of years and peace of mind, and your people shall bless you. (Pg. 117) Write a one-page summary of the sequel to. Create details to fill in the storyline given by Teiresias, and add any new details or characters that you believe will enhance the tale. Remember to maintain the same setting, time period, and essential characters from. Note to Teacher: To develop this activity further, have students write the sequel as a short story. Copyright 2005, Prestwick House, Inc. T - 124

127 Student s Page Name: Date: Wrap-up Sequel Writing creatively During his trip to Hades, Teiresias of Thebes informs Odysseus that his journey will continue after reaching Ithaca. Teiresias explains Odysseus fate: after you have killed them by force or fraud in your own house, you must take a well made oar and carry it on and on, till you come to a country where the people have never heard of the sea and do not even mix salt with their food, nor do they know anything about ships, and oars that are as the wings of a ship. I will give you this certain token which cannot escape your notice. A wayfarer will meet you and will say it must be a winnowing shovel that you have got upon your shoulder; on this you must fix the oar in the ground and sacrifice a ram, a bull, and a boar to Poseidon. Then go home and offer hecatombs to all the gods in heaven one after the other. As for yourself, death shall come to you from the sea, and your life shall ebb away very gently when you are full of years and peace of mind, and your people shall bless you. (Pg. 117) Write a one-page summary of the sequel to. Create details to fill in the storyline given by Teiresias, and add any new details or characters that you believe will enhance the tale. Remember to maintain the same setting, time period, and essential characters from. S Reproducible Student Worksheet

128 Teacher s Page Wrap-up Creative Design Creating a book cover for Book jackets are an essential part of marketing a book because the jacket is the first thing that a reader sees. The cover may be the only reason that a reader looks over a book. Divide the class into small groups. Each group is to design a book jacket for. Artistically inclined students should create an illustration for the cover; however, the group should agree upon the subject matter for the cover. There are numerous scenes from which to choose. Graphics may be hand sketched, computer generated, or a combination of both. Be creative in producing a picture that grabs the reader s attention. Also, remember to include the title and author s name on the cover. The remaining students in the group should compose the back cover by writing a summary of the book. The abstract should highlight key events and characters from. Consider the type of readers you wish to target and write to appeal to that group. Remember, write enough to create curiosity without revealing too much of the book. When the front and back covers are complete, assemble the pieces to make the completed jacket. Each group should then present its work. Note to Teacher: To extend this activity, have students create a book jacket for a sequel. Copyright 2005, Prestwick House, Inc. T - 126

129 Student s Page Name: Date: Wrap-up Creative Design Creating a book cover for Book jackets are an essential part of marketing a book because the jacket is the first thing that a reader sees. The cover may be the only reason that a reader looks over a book. Divide the class into small groups. Each group is to design a book jacket for. Artistically inclined students should create an illustration for the cover; however, the group should agree upon the subject matter for the cover. There are numerous scenes from which to choose. Graphics may be hand sketched, computer generated, or a combination of both. Be creative in producing a picture that grabs the reader s attention. Also, remember to include the title and author s name on the cover. The remaining students in the group should compose the back cover by writing a summary of the book. The abstract should highlight key events and characters from. Consider the type of readers you wish to target and write to appeal to that group. Remember, write enough to create curiosity without revealing too much of the book. When the front and back covers are complete, assemble the pieces to make the completed jacket. Each group should then present its work. S Reproducible Student Worksheet

130 Teacher s Page Wrap-up Essay Writing a comprehensive essay On separate paper, write a one-page response to four of the following topics. Note to Teacher: Answers will vary. 1. Odysseus character changes as the book progresses. Discuss how his character grows and matures, and give examples to support your view. 2. Women play an important role in. Choose three female characters and discuss how each character influences Odysseus. For example, how does each woman help or hinder Odysseus? 3. Choose two significant themes from. State and evaluate the themes. 4. Explain how the suitors conflict with the heroic ideals that Odysseus displays. 5. Compare and contrast Telemachus and Odysseus. 6. Consider the various epithets that are assigned to characters in, such as godlike Odysseus, discreet Telemachus, and heedful Penelope. Discuss the functions of these labels. How are the descriptions appropriate for the characters to which they are assigned? When, if ever, are the labels misleading? 7. Discuss whether or not you think the suitors deaths are justified. Support your viewpoint with evidence from the text. Copyright 2005, Prestwick House, Inc. T - 128

131 Student s Page Name: Date: Wrap-up Essay Writing a comprehensive essay On separate paper, write a one-page response to four of the following topics. 1. Odysseus character changes as the book progresses. Discuss how his character grows and matures, and give examples to support your view. 2. Women play an important role in. Choose three female characters and discuss how each character influences Odysseus. For example, how does each woman help or hinder Odysseus? 3. Choose two significant themes from. State and evaluate the themes. 4. Explain how the suitors conflict with the heroic ideals that Odysseus displays. 5. Compare and contrast Telemachus and Odysseus. 6. Consider the various epithets that are assigned to characters in, such as godlike Odysseus, discreet Telemachus, and heedful Penelope. Discuss the functions of these labels. How are the descriptions appropriate for the characters to which they are assigned? When, if ever, are the labels misleading? 7. Discuss whether or not you think the suitors deaths are justified. Support your viewpoint with evidence from the text. S Reproducible Student Worksheet

132 Teacher s Page Wrap-up Quiz Testing knowledge of Circle the answer for each question. 1. Telemachus travels to Pylos to A. find a husband for his mother. B. collect his father s treasures from Troy. C. search for information on his father s whereabouts. D. ask his grandfather for advice. E. Both A and C. 2. Telemachus leaves Ithaca with Athene, who is disguised as A. Mentor. B. Menelaus. C. Eumaeus. D. Helen. E. Antinoüs. 3. The name of Menelaus brother, who was slaughtered by his wife, is A. Nestor. B. Mentor. C. Hermes. D. Teiresias. E. Agamemnon. 4. Calypso releases Odysseus at the bidding of A. Hermes. B. Penelope. C. Athene. D. Zeus. E. Poseidon. 5. Odysseus escapes from Polyphemus cave by A. disguising himself as a cow. B. hiding in a haystack. C. receiving help from the neighboring Cyclops. D. hanging underneath a ram. E. promising Polyphemus gold for his release. Copyright 2005, Prestwick House, Inc. T - 130

133 Student s Page Name: Date: Wrap-up Quiz Testing knowledge of Circle the answer for each question. 1. Telemachus travels to Pylos to A. find a husband for his mother. B. collect his father s treasures from Troy. C. search for information on his father s whereabouts. D. ask his grandfather for advice. E. Both A and C. 2. Telemachus leaves Ithaca with Athene, who is disguised as A. Mentor. B. Menelaus. C. Eumaeus. D. Helen. E. Antinoüs. 3. The name of Menelaus brother, who was slaughtered by his wife, is A. Nestor. B. Mentor. C. Hermes. D. Teiresias. E. Agamemnon. 4. Calypso releases Odysseus at the bidding of A. Hermes. B. Penelope. C. Athene. D. Zeus. E. Poseidon. 5. Odysseus escapes from Polyphemus cave by A. disguising himself as a cow. B. hiding in a haystack. C. receiving help from the neighboring Cyclops. D. hanging underneath a ram. E. promising Polyphemus gold for his release. S Reproducible Student Worksheet

134 Teacher s Page 6. Odysseus crew resists the sirens songs by A. sailing around the island where they live. B. plugging their ears with wax. C. locking themselves in the captain s quarters. D. asking Poseidon for help. E. asking Athene for help. 7. Odysseus ship and crew are destroyed because A. the crew kills the Sun s kine. B. Odysseus blinds Polyphemus. C. Calypso is upset that Odysseus leaves her. D. Athene loses a bet with Poseidon. E. the crew insults Hermes. 8. Poseidon punishes the Phaeacians for assisting Odysseus by A. destroying their harbors. B. flooding their city. C. turning their ship into stone. D. kidnapping the king s daughter. E. None of the above. 9. Odysseus conceals the massacre of the suitors by A. bringing a carnival to town. B. holding a feast for the townspeople. C. performing a theatrical production. D. burning down his house. E. feigning a wedding celebration. 10. Penelope verifies Odysseus identity by testing him on A. his bow. B. their bed. C. Telemachus. D. Laërtes. E. the kingdom. Copyright 2005, Prestwick House, Inc. T - 132

135 Student s Page Name: Date: 6. Odysseus crew resists the sirens songs by A. sailing around the island where they live. B. plugging their ears with wax. C. locking themselves in the captain s quarters. D. asking Poseidon for help. E. asking Athene for help. 7. Odysseus ship and crew are destroyed because A. the crew kills the Sun s kine. B. Odysseus blinds Polyphemus. C. Calypso is upset that Odysseus leaves her. D. Athene loses a bet with Poseidon. E. the crew insults Hermes. 8. Poseidon punishes the Phaeacians for assisting Odysseus by A. destroying their harbors. B. flooding their city. C. turning their ship into stone. D. kidnapping the king s daughter. E. None of the above. 9. Odysseus conceals the massacre of the suitors by A. bringing a carnival to town. B. holding a feast for the townspeople. C. performing a theatrical production. D. burning down his house. E. feigning a wedding celebration. 10. Penelope verifies Odysseus identity by testing him on A. his bow. B. their bed. C. Telemachus. D. Laërtes. E. the kingdom. S Reproducible Student Worksheet

136 APPENDIX Terms and Definitions Characterization - the methods, incidents, speech, etc., an author uses to reveal the people in the book. Characterization is depicted by what the person says, what others say, and by his or her actions. Culture - the ideas, customs, beliefs, skills, etc., of a given people at a given period of time. Dialogue - conversation between two or more characters. Epic Hero - a man (very rarely a woman) who seems to conquer most problems he encounters, and who is usually protected by or descended from gods but does not possess any god-like powers himself. Example: Odysseus in. Epithet - an adjective or phrase that emphasizes a character s personality by referring to the attributes possessed by another person or thing. These epithets help the reader understand important characteristics of the people. Example: Achilles the invincible. The Homeric epithet is a phrase, usually a compound adjective, which serves the same purpose and is frequently applied to objects as well as humans. Examples: rosy-fingered Dawn ; the wine-dark sea. Inference - the act of drawing a conclusion that is not actually stated by the author. Example: In The Pigman, John and Lorraine are writing a memorial epic about Mr. Pignati. Therefore, the reader may logically assume that Mr. Pignati dies in the book. Irony - a perception of inconsistency, sometimes humorous, in which the significance and understanding of a statement or event is changed by its context. Example: The firehouse burned down. Dramatic Irony - the audience or reader knows more about a character s situation than the character does and knows that the character s understanding is incorrect. Example: In Medea, Creon asks, What atrocities could she commit in one day? The reader, however, knows Medea will destroy her family and Creon s by day s end. Structural Irony the use of a naïve hero, whose incorrect perceptions differ from the reader s correct ones. Example: Huck Finn. Verbal Irony - a discrepancy between what is said and what is really meant; sarcasm. Example: A large man whose nickname is Tiny. Motif - a situation, incident, idea, or image that is repeated significantly in a literary work. Examples: In Hamlet, revenge is a frequently repeated idea. In The Catcher in the Rye, Holden continually comments on the phoniness of people he meets. Plot - the pattern of events in a literary work; what happens. Point of View - the position or vantage point, determined by the author, from which the story seems to come to the reader. The two most common points of view are First-person and Third-person. Examples: First-person point of view occurs in The Adventures of Huckleberry Finn; the reader receives all information through Huck s eyes. An example of third-person point of view is Dickens Hard Times, in which the narrator is not a character in the book. Copyright 2005, Prestwick House, Inc. 134

137 Setting - when and where the short story, play, or novel takes place. Examples: Macbeth takes place in the eleventh century in Scotland. The Old Man and the Sea has its main setting on the ocean outside Havana, Cuba, in an unspecified time in the middle-to-late 20 th -century. Simile - a comparison between two different things using either like or as. Examples: I am as hungry as a horse. The huge trees broke like twigs during the hurricane. Style - the way an author chooses and uses words, phrases, and sentences to tell the story. For example, in an action/adventure story, the author may use simple words and short, choppy sentences, because this style moves the story along quickly. In a story about a college professor, the same author may choose to use polysyllabic, unfamiliar words, and long, convoluted sentences. Theme - the central or dominant idea behind the story; the most important aspect that emerges from how the book treats its subject. Sometimes theme is easy to see, but, at other times, it may be more difficult. Theme is usually expressed indirectly, as an element the reader must figure out. It is a universal statement about humanity, rather than a simple statement dealing with plot or characters in the story. Themes are generally hinted at through different methods: a phrase or quotation that introduces the novel, a recurring element in the book, or an observation made that is reinforced through plot, dialogue, or characters. It must be emphasized that not all works of literature have themes in them. Example: In a story about a man who is diagnosed with cancer and, through medicine and will-power, returns to his former occupation, the theme might be: Real courage is demonstrated through internal bravery and perseverance. In a poem about a flower that grows, blooms, and dies, the theme might be: Youth fades, and death comes to all. 135 Copyright 2005, Prestwick House, Inc.

138 SMALL GROUP LEARNING Small Group Learning is defined as two to five students working together for a common goal. For it to be successful, three basic elements must be present. 1. SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills, do not participate as effectively as they might in small group work. Like any other skill, those needed for group work must be identified, practiced, and reinforced. To this end, we have included a Social Skills Behavior Checklist which we will ask you to use to rate your group. At this time, please read the related objectives listed below. Social-Behavioral Objectives 1. Everyone is addressed by his or her first name. 2. Everyone speaks quietly in order not to disturb other groups. 3. No one ever uses put-downs or name calling. 4. Everyone is always physically and mentally part of the group. The following are prohibited and may result in the group s grade being lowered: A. Putting one s head down on the desk. B. Reading or working on unrelated items. C. Moving about the room or talking to members of other groups. 5. Everyone is encouraged to participate and does participate. 6. Everyone offers praise and encouragement. 7. Everyone recognizes that on some points of opinion two equally valid points of view can be supported. 8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength of the facts that support it. Social-Intellectual Objectives 9. Ideas are discussed aloud. 10. Ideas are summarized. 11. Clarification is asked for and received. 12. Explanations are given until everyone understands. 13. Ideas, not people, are criticized. 14. Difficult ideas are paraphrased. 15. Multiple points of view are examined. 16. Work is organized within available time and available resources. 17. Questions are asked and answered satisfactorily. 18. Ideas are examined, elaborated on, and pulled together. 19. Reasons and rationale are asked for and provided. 20. Conclusions are challenged with new information. 21. Ideas are created in brainstorming. Copyright 2005, Prestwick House, Inc. 136

139 2. POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part of the students that we are all in this together; we either sink or swim as a group. In terms of this unit, it may mean that everyone in the group will share the group grade on the project, whether it is an A or an F. 3. INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how well the students have mastered the objectives being taught. Therefore, you must understand that the small group process, while it is more fun than other methods, is serious business. At the conclusion of this unit, a test may be used to evaluate how well each individual has mastered the objectives. As a consequence, the student who slacks off in the group or in his homework not only lets the group down, but also hurts him or herself. 137 Copyright 2005, Prestwick House, Inc.

140 PROCEDURES FOR SMALL GROUP WORK As well as mastery of content and concepts, grades will be based on the demonstration of the following skills. 1. Linguistic-Intellectual Skills These skills are fostered when students examine ideas from multiple points of view and critically probe for strengths and weaknesses. 2. Group Social Skills Before anything else can be mastered, the small group must function effectively as a learning unit, which makes the mastery of these skills the first priority. Linguistic-Intellectual Skills to be Demonstrated Explaining Encouraging Clarifying Elaborating Qualifying Questioning Disagreeing Examples of these skills in action It seems to me One way of looking at it How does everyone feel about The idea that What s your idea? I didn t think of that. Good idea! That helps. Good; go on with that thought. Let s put it this way... Perhaps if we draw a chart... It may mean that... How does this sound... Where does this lead us? That s right and it also may include... Another instance of that is when... A point we might also include... I agree with your premise, but... I see it leading somewhere else... That is one reason, but it may also... I agree with the examples, but I come to a different conclusion. Does that conclusion hold up in every instance? Why do you say that? What is the proof for that conclusion? Is that a valid generalization? How did you reach that point? It seems to me there could be a different reason. But looking at it from his point of view... We may be jumping to a conclusion without looking at all the facts. Here s another way of looking at it... Copyright 2005, Prestwick House, Inc. 138

141 SMALL GROUP EVALUATION SHEET Social-Behavioral Skills in our group Poor Good 1. Everyone is addressed by his or her first name Everyone speaks quietly. (If one group gets loud, other groups get louder to hear each other.) 3. No one ever uses put-downs or name calling Everyone is always physically and mentally part of the group Everyone is encouraged to and does participate Everyone offers praise and encouragement Everyone recognizes that on some opinions, two equally valid points of view can be supported. 8. Everyone also recognizes, however, that the worth of an idea (opinion) depends on the strength of the facts that support it. Social-Intellectual Skills in our group 9. Ideas are examined and discussed aloud Ideas are summarized Clarification is asked for and received Explanations are given until everyone understands Ideas, not people, are criticized Difficult ideas are paraphrased Multiple points of view are examined Work is organized within available time and available resources Questions are asked and answered satisfactorily Ideas are examined, elaborated on, and pulled together Reasons and rationales are asked for and provided Conclusions are challenged with new information Ideas are created in brainstorming Total Score 139 Copyright 2005, Prestwick House, Inc.

142 STUDENT ROLES IN GROUP DISCUSSIONS 1. Reader: The reader s job is to read the questions aloud and to be sure everyone knows the meaning of unfamiliar words and understands the questions. 2. Recorder: The recorder takes notes and is responsible for writing down the group s final answers. 3. Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individuals when they get too loud and for keeping track of the time. Because of a concern for finishing the project on time, the monitor will be the one to get the students back on task when they stray or get bogged down on one point. 4. Checker and Encourager: This person s chief responsibility is to encourage all members to contribute, to compliment when appropriate, and to remind everyone of the necessity of avoiding name calling and/or put-downs. Copyright 2005, Prestwick House, Inc. 140

143 Directions for Interviews Planning in Small Groups First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide what you want to use as your specific questions. Second, anticipate what the person being interviewed will answer. Use as many quotations from the text as possible. The answers should be consistent with things the character or narrative text says. Finally, plan the interviewer s summary remark. Try to explain how the information in the questions/answers relates to the plot in general and thematic ideas of the novel. 141 Copyright 2005, Prestwick House, Inc.

144 Dramatization of Scenes in the Novel Drama: Drama according to Aristotle is imitated human action presented through dialogue meant to instruct or entertain. Dramatic Monologue: A person speaks to a silent audience, revealing an aspect of his or her character, expressing a viewpoint. Comments: Often, sections of literary works seem to portray intense or captivating interaction, drama, between characters. While reading, visualize how the characters move in terms of their gestures and in relation to each other. See them touching each other or backing away. Hear the tones in their voices and the inflections, volume, and emphasis they use when they speak to each other. Imaginatively experience the feelings and meanings they are communicating to each other. We do not expect that students will be above-average performers, and we do not feel they should be judged on acting as a major criterion in any dramatization. Students should be expected to capture the characters they portray and exhibit the truth of whatever the activity calls for. These types of activities are not intended to be polished Hollywood performances, nor the quality one would even see on a High School stage. That takes a class in drama or a group of talented performers who have a great deal of time to prepare. Our acting activities are designed only to reveal character or plot to the audience. Copyright 2005, Prestwick House, Inc. 142

145 Newspaper News Article - This is an accurate and objective reporting of an event. News articles should include the Five W s : What, When, Where, Who, and Why. A good newspaper writer usually can include all the necessary information in the first paragraph of the article. This is done so that readers can understand what the article is about simply by reading one paragraph and then deciding if they want to read further to get more detailed information. The next paragraphs in the news article expand on the Five W s of the first paragraph. Example: Last night at 10 PM, a train from Philadelphia, PA to Pittsburgh slid off the tracks near Johnstown. No injuries were reported, but the train had been carrying flammable materials. A spokesperson for the Pennsylvania Railroad, Mr. Robert Graves, said that while there was no evidence of sabotage, that possibility is being looked into by police. This is the second derailing on this route in two years. The rest of the article would expand upon and give background and further information on the accident. Editorial - This is a piece in which the writer gives opinions about an issue. A possible solution may be suggested. The requirements of the Five W s and absolute, unbiased accuracy are not adhered to as strictly as they are in a news article. Example: How many train wrecks will we have before the government steps in? Will it take a fatality before trains in our state are made safer? Should explosives, poisonous materials, and hazardous wastes continue to be shipped with only minor considerations to safety? This newspaper s opinion is a firm and resounding No! If the Federal Transportation Commission does not recognize its own failings and correct the problems, it will be our local politicians job to re-route trains carrying potentially dangerous cargoes away from our communities. 143 Copyright 2005, Prestwick House, Inc.

146 Human-Interest Story - This type differs from the previous two because it has a different overall intent. As in a news article, the intent is to inform the reader of facts, but in the human-interest story, writers add the element of appealing to the readers sympathies. Answering the Five W s is usually adhered to, but not as strictly as in the news article. Frequent topics of human-interest stories are animals, heroic deeds, strange occurrences of fate, money, etc. Example: Huddled among the broken railroad cars and destroyed contents of yesterday s train derailment near us, sat someone s lost puppy. Police found it early this morning after hearing whimpering from inside one of the cars. The poor dog s leg had been severed in the accident, and it was trapped by rubble. Had another hour elapsed, it probably would have died, says a local veterinarian, who treated the mixedbreed, black-and-white dog. According to the vet, Stumpy, as the dog is now called, has received more than twenty requests for adoption since his lucky rescue was accomplished. Headline This is a short heading over an article, which is set in large type, and which gives an indication of the subject of the article. Headlines are short and are designed to catch the readers interest. All important words in the headline should be capitalized. Each article in a newspaper contains a headline. The wording of headlines is very important. If they say too much, readers may skip reading the article; if they are too vague, the subject may not interest the reader. Simple words such as a, and, the are frequently left out of headlines. Examples: Train Jumps Tracks; Second in Two Years Two Train Wrecks Are Too Many Injured Puppy Found in Train Debris Copyright 2005, Prestwick House, Inc. 144

147 Our Complete Teacher s Kits Make Great Literature Accessible to ALL Your Students EACH STUDENT LEARNS HOW TO UNDERSTAND AND LOVE LITERATURE DIFFERENTLY. Some learn best through short answer questions; some through preparing for tests; others through personal response questions; many through group and individual activities; and some learn best visually. Writing and preparing dozens of different activities, essays, tests, and response questions is the most timeconsuming, and sometimes most tedious, part of teaching. For a unique curriculum and to give you a wide variety of reproducible materials, we have combined our Teaching Units, Packs, Response Journals, and, when available, our Headlines in one low-priced package that gives you everything you need to teach to all your students. Perfect for New Teachers! Packs These reproducibles are designed to guide student exploration of literature through cooperative learning techniques, map making, investigation of characterization, literary terms, dramatizations, letter writing, and more. Separately, Packs are $ Teaching Units Complete Units, with educational objectives, comprehension and essay questions, literary terms, vocabulary, a multiple choice and essay test, and plot and theme level questions with answers to stress daily reading. Separately, Teaching Units are $ Complete Teacher s Kits without Headlines IPWHC19...The Education of Little Tree...$74.95 IPWHC9...The Call of the Wild...$74.95 IPWHC10...The Red Badge of Courage...$74.95 IPWHC11...The Catcher in the Rye...$74.95 IPWHC12...The Outsiders...$74.95 IPWHC13...Frankenstein...$74.95 IPWHC14...The House on Mango Street...$74.95 IPWHC15...The Old Man and the Sea...$74.95 IPWHC16...Holes...$74.95 IPWHC17...Hatchet...$74.95 IPWHC18...Slam!...$74.95 IPWHC20...Narrative of the Life of Frederick Douglass...$74.95 IPWHC23...The Adventures of Tom Sawyer...$74.95 IPWHC26...Fahrenheit $74.95 Response Journals We present students with a series of writing prompts designed to approach the works from a more personal perspective. Students are expected to write letters of advice, keep a journal as if they were a character from the book, relate the plot to their own lives, and more. Separately, Response Journals are $ Headlines We present literary works in the style of modern tabloids to pique student interest. For each book, we present the front page from three issues of an imaginary newspaper appropriate to the setting in an attractive poster that is perfect to complement the teaching of these books. Separately, Headlines are $ Complete Teacher s Kits with Headlines IPWHC1...Macbeth...$84.95 IPWHC2...Romeo and Juliet...$84.95 IPWHC3...The Adventures of Huckleberry Finn...$84.95 IPWHC4...Lord of the Flies...$84.95 IPWHC5...Of Mice and Men...$84.95 IPWHC6...The Great Gatsby...$84.95 IPWHC7...To Kill a Mockingbird...$84.95 IPWHC8...Julius Caesar...$84.95 IPWHC21...Hamlet...$84.95 IPWHC22...A Midsummer Night s Dream...$84.95 IPWHC25...A Separate Peace...$84.95 IPWHC27...The Crucible...$84.95 New titles are constantly being added. Call or visit our website for a current listing. Toll-free Fax Website:

148 Individual Learning Packets/Teaching Units $ each Satisfaction Guaranteed FAX EACH UNIT identifies scholarly objectives and poses questions designed to develop mastery of those objectives. Our multiple choice/essay tests are also constructed to test for those objectives. Because our mission is to write materials that will enable the student who uses the unit to go on and read more literature with more understanding, we include no puzzles, no word-find games, no extensive biographies, and only as much background as is necessary. INDIVIDUAL LEARNING PACKET/TEACHING UNIT The Red Badge of Courage S T E P H E N C R A N E Drama PRESTWICK HOUSE I N C O R P O R A T E D ITU17 ITU23 ITU24 ITU27 ITU28 ITU29 ITU31 ITU35 ITU43 ITU108 ITU132 ITU131 New titles are constantly being added. Call or visit our website for a current listing. Shakespeare Hamlet Julius Caesar King Lear Macbeth Merchant of Venice, The Midsummer Night s Dream, A Much Ado About Nothing Othello Romeo and Juliet Taming of the Shrew, The Tempest, The Twelfth Night ITU1 All My Sons ITU147 An Enemy of the People ITU3 Antigone ITU6 Crucible, The ITU149 Cyrano de Bergerac ITU9 Death of A Salesman ITU10 Doll s House, A ITU138 Effect of Gamma Rays on Man in-the-moon Marigolds, The ITU150 Everyman ITU14 Glass Menagerie, The ITU155 Hedda Gabbler ITU21 Importance of Being Earnest, The ITU22 Inherit the Wind ITU141 Man For All Seasons, A ITU64 Medea ITU30 Miracle Worker, The ITU62 Misanthrope, The ITU144 Night Thoreau Spent in Jail, The ITU32 Oedipus the King ITU36 Our Town ITU63 Pygmalion ITU39 Raisin in the Sun, A ITU44 Rosencrantz and Guildenstern are Dead ITU46 School for Scandal, The ITU48 She Stoops to Conquer ITU50 Streetcar Named Desire, A ITU55 Twelve Angry Men ITU56 Waiting for Godot Prose and Poetry ITU ITU69 Across Five Aprils ITU20 Adventures of Huckleberry Finn, The ITU98 Adventures of Tom Sawyer, The ITU143 ITU82 ITU166 ITU2 ITU73 ITU158 ITU118 ITU145 ITU74 ITU125 ITU185 ITU146 ITU164 ITU76 ITU81 ITU4 ITU57 ITU58 ITU5 ITU188 ITU83 ITU133 ITU130 ITU75 ITU184 ITU173 ITU190 ITU192 ITU102 ITU7 ITU8 ITU170 ITU177 Alice in Wonderland All Quiet on the Western Front And Then There Were None Animal Farm Anthem Autobiography of Jane Pittman, The Awakening, The Bean Trees, The Beowulf Billy Budd Black Boy Bless Me Ultima Bluest Eye, The Brave New World Bridge to Terabithia Call of the Wild, The Candide Canterbury Tales, The (sel.) Catcher in the Rye, The Cay, The Cheaper by the Dozen Chocolate War, The Chosen, The Christmas Carol, A Cold Sassy Tree Contender, The Connecticut Yankee in King Arthur s Court, A Crime and Punishment Cry, The Beloved Country Daisy Miller Day No Pigs Would Die, A Demian Diary of A Young Girl: Anne Frank

149 ITU193 Dr. Faustus ITU84 Dr. Jekyll & Mr. Hyde ITU175 Dracula ITU171 Dubliners ITU126 Edith Hamilton s Mythology ITU168 Education of Little Tree, The ITU11 Ethan Frome ITU12 Fahrenheit 451 ITU120 Farewell to Arms, A ITU116 Farewell to Manzanar ITU85 Flowers for Algernon ITU13 Frankenstein ITU117 Giver, The ITU77 Good Earth, The ITU15 Grapes of Wrath, The ITU115 Great Expectations ITU16 Great Gatsby, The ITU152 Grendel ITU59 Gulliver s Travels ITU182 Hard Times ITU79 Hatchet ITU18 Heart of Darkness ITU86 Hiding Place, The ITU191 Hiroshima ITU136 Hobbit, The ITU181 Holes ITU87 Homecoming ITU67 Hound of the Baskervilles, The ITU113 House on Mango Street, The ITU165 How the Garcia Girls Lost Their Accents ITU159 Hunchback of Notre Dame, The ITU187 Iliad, The ITU104 I Am The Cheese ITU88 I Know What You Did Last Summer ITU89 I Know Why the Caged Bird Sings ITU183 Inferno, The ITU114 Invisible Man - Ellison ITU156 Invisible Man, The - Wells ITU174 Island of the Blue Dolphins ITU139 ITU105 ITU90 ITU91 ITU142 ITU92 ITU180 ITU93 ITU140 ITU160 ITU25 ITU194 ITU26 ITU60 ITU169 ITU65 ITU186 ITU103 ITU163 ITU128 ITU94 ITU176 ITU106 ITU101 ITU33 ITU34 ITU154 ITU78 ITU137 ITU37 ITU38 ITU135 ITU61 ITU148 ITU129 ITU172 ITU112 ITU127 Island of Dr. Moreau, The Jacob Have I Loved Jane Eyre Johnny Tremaine Joy Luck Club, The Julie of the Wolves Jungle, The Killing Mr. Griffin Learning Tree, The Lesson Before Dying, A Lord of the Flies Lord of the Rings (Fellowship of the Rings) Lost Horizon Metamorphosis, The Moby Dick My Antonia My Brother Sam is Dead Narrative of the Life of Frederick Douglass Narrative of Sojourner Truth Native Son Night Number the Stars O Pioneers! Odyssey, The Of Mice and Men Old Man and the Sea, The Once and Future King, The One Day in the Life of Ivan Denisovich One Flew Over the Cuckoo s Nest Outsiders, The Pearl, The Picture of Dorian Gray, The Pigman, The Pigman s Legacy, The Portrait of the Artist as a Young Man, A Prayer for Owen Meany, A Pride and Prejudice Prince, The ITU40 ITU41 ITU72 ITU42 ITU45 ITU134 ITU47 ITU107 ITU95 ITU70 ITU49 ITU19 ITU96 ITU119 ITU153 ITU97 ITU121 ITU111 ITU151 ITU51 ITU109 ITU110 ITU52 ITU53 ITU123 ITU54 ITU124 ITU192 ITU122 ITU100 ITU167 ITU178 ITU80 ITU157 ITU71 ITU99 Red Badge of Courage, The Red Pony, The Rime of the Ancient Mariner, The Roll of Thunder, Hear My Cry Scarlet Letter, The Sense and Sensibility Separate Peace, A Siddhartha Sign of the Beaver, The Silas Marner Slaughterhouse Five Snows of Kil. & Other Stories by Hemingway Sounder Spoon River Anthology Stranger, The Summer of My German Soldier, The Sun Also Rises, The Tale of Two Cities, A Tex That Was Then,This Is Now Their Eyes Were Watching God Things Fall Apart Time Machine, The To Kill A Mockingbird Treasure Island Turn of the Screw, The Uncle Tom s Cabin Walden War of the Worlds, The Watsons Go To Birmingham-1963, The When I Was Puerto Rican When The Legends Die Where the Red Fern Grows White Fang Wrinkle in Time, A Wuthering Heights Save Time and Money with Downloadable Teaching Units! IF YOU DON T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate the cost of shipping, we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare your students are now available for immediate download! Each Unit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you shipping charges. Visit for more details FAX

150 Response Journals for young adult and selected adult novels Relating Literature To Their Lives BY REFLECTING ON what they have read, students develop new ideas and link these ideas to their lives. To facilitate this process, in the tradition and spirit of the response-centered teaching movement, we offer reproducible response journals. For an objective evaluation, a reproducible test for the novel is also included. The journals are priced at only $ Response Journals are also available with a set of 30 books for most of the titles above. To receive a free sampler of our Response Journals call New titles are constantly being added. Call or visit our website for a current listing. IRJ IRJ05 Across Five Aprils IRJ34 Adventures of Huckleberry Finn, The IRJ40 Adventures of Tom Sawyer, The IRJ49 Alice s Adventures in Wonderland IRJ91 Angela s Ashes IRJ55 Animal Farm IRJ23 Anne Frank: Diary of a Young Girl, The IRJ87 Around The World in Eighty Days IRJ41 Bean Trees, The IRJ39 Call of the Wild, The IRJ31 Catcher in the Rye, The IRJ95 Chocolate War, The IRJ24 Christmas Carol, A IRJ67 Crucible, The IRJ09 Day No Pigs Would Die, A IRJ32 Death of a Salesman IRJ8264 Death Be Not Proud IRJ85 Devil s Arithmetic, The IRJ8299 Dibs: In Search of Self IRJ47 Dr. Jekyll and Mr. Hyde IRJ51 Dracula IRJ79 Durango Street IRJ78 Education of Little Tree IRJ92 Ender s Game IRJ46 Ethan Frome IRJ35 Fahrenheit 451 IRJ94 Fences IRJ59 Flowers for Algernon IRJ43 Frankenstein IRJ8256 From the Mixed-up Files of Mrs. Basil E. Frankweiler IRJ37 Giver, The IRJ64 Good Earth, The IRJ99 Great Expectations IRJ29 Great Gatsby, The IRJ952X Hamlet IRJ07 Hatchet IRJ10 Hero Ain t Nothin But a Sandwich, A IRJ57 Hobbit, The IRJ66 Holes IRJ26 House on Mango Street, The IRJ11 I Know Why the Caged Bird Sings IRJ76 Indian in the Cupboard, The IRJ45 Invisible Man, The (Wells) IRJ84 Jane Eyre IRJ73 Johnny Tremain IRJ56 Joy Luck Club, The IRJ62 Julius Caesar IRJ04 Killing Mr. Griffin IRJ63 Lesson Before Dying, A IRJ918X Light in the Forest, The IRJ75 Lion, the Witch, and the Wardrobe, The IRJ22 Lord of the Flies IRJ68 Lyddie IRJ65 Macbeth IRJ966X Midsummer Night s Dream, A IRJ77 Miracle Worker, The IRJ904X Much Ado About Nothing IRJ50 My Antonia IRJ06 My Darling, My Hamburger IRJ98 My Name is Asher Lev IRJ96 Narrative of the Life of Frederick Douglass IRJ13 Nothing but the Truth IRJ60 Number the Stars IRJ54 O Pioneers! IRJ70 Odyssey, The IRJ27 Of Mice and Men IRJ28 Old Man and the Sea, The IRJ03 Outsiders, The IRJ71 Parrot in the Oven IRJ30 Pearl, The IRJ01 Pigman, The IRJ08 Pistachio Prescription, The IRJ82 Prayer for Owen Meany, A IRJ86 Prince and the Pauper, The IRJ33 Raisin in the Sun, A IRJ81 Rebecca IRJ38 Red Badge of Courage, The IRJ42 Roll of Thunder, Hear My Cry IRJ61 Romeo and Juliet IRJ80 Rumble Fish IRJ97 Scorpions IRJ21 Separate Peace, A IRJ74 Shane IRJ14 Sign of the Beaver, The IRJ48 Silas Marner IRJ69 Slam! IRJ935X Soldier s Heart IRJ7624 Staying Fat for Sarah Byrnes IRJ90 Story of My Life, The IRJ44 Sun Also Rises, The IRJ921X Their Eyes Were Watching God IRJ8272 Things Fall Apart IRJ89 Through the Looking Glass IRJ25 Time Machine, The IRJ17 To Kill a Mockingbird IRJ52 Treasure Island IRJ72 Tuck Everlasting IRJ83 Uncle Tom s Cabin IRJ53 War of the Worlds, The IRJ36 Watson Go to Birmingham- 1963, The IRJ02 Where the Red Fern Grows IRJ93 Witch of Blackbird Pond, The Save Time and Money with Downloadable Response Journals! IF YOU DON T HAVE TIME TO WAIT for FedEx or UPS to arrive, or you want to eliminate the cost of shipping, we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare your students are now available for immediate download! Each Unit contains the same highquality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you shipping charges. Visit for more details FAX

151 Ready-to-go Packs for popular classroom novels I N RESPONSE TO TEACHER REQUESTS for activities related to statemandated objectives and/or national guidelines, we have created activity packs for frequently taught novels and selected works of non-fiction. Activities include group and/or individual work Role playing Creating dramatizations Five modes of writing Completing maps and charts Creating collages Drawing editorial cartoons Staging sets and scenes Conducting surveys Writing screenplays Creating scenarios, and more. Responding to photographs and pictures Packs are now available for: IPA0111 Adventures of Huckleberry Finn, The IPA0124 IPA0119 IPA6334 Adventures of Tom Sawyer, The IPA0110 IPA0122 IPA6393 Animal Farm IPA0117 IPA0118 Awakening, The IPA6288 IPA0113 Call of the Wild, The IPA630X IPA0108 Catcher in the Rye, The IPA0104 IPA0116 Edith Hamilton s Mythology IPA0127 Education of Little Tree, The IPA0109 IPA6342 Ethan Frome IPA0115 IPA0106 Frankenstein IPA6318 IPA6369 Giver, The IPA0107 IPA613X Great Expectations IPA0114 IPA0105 Great Gatsby, The IPA0126 IPA0121 Hamlet IPA0112 IPA0125 Hatchet IPA6415 IPA0120 Holes IPA6326 IPA0103 House on Mango Street, The IPA0123 Indian in the Cupboard, The Julius Caesar Lord of the Flies Macbeth Maus I and II Midsummer Night s Dream, A Much Ado About Nothing Narrative of the Life of Frederick Douglass, The Of Mice and Men Old Man and the Sea, The Othello Outsiders, The Red Badge of Courage, The Romeo and Juliet Scarlet Letter, The Separate Peace, A Siddhartha Slam! IPA6377 IPA6296 IPA0102 IPA0100 IPA6350 New titles are constantly being added. Call or visit our website for a current listing. Tale of Two Cities, A Tears of a Tiger Their Eyes Were Watching God To Kill a Mockingbird Wuthering Heights All Titles $35.95 Each Save Time and Money with Downloadable Packs! If you don t have time to wait for FedEx or UPS to arrive, or you want to eliminate the cost of shipping, we now have the solution to your problems. The same Teaching Units, Response Journals, Mastery of Writing and, Mastery of Grammar programs that you have trusted for years to prepare your students are now available for immediate download! Each Unit contains the same high-quality resources, in easy-to-use Adobe Acrobat format. The Unit or Journal is downloadable directly from our site, saving you shipping charges. Visit for more details FAX