Lesson 4

Lesson Goals

Texts

Core

• • The Odyssey, Homer, translated by Robert Fagles, Penguin Publishing Group, 1996

Materials

Tools

• Character Note-Taking Tool

• Discussion Tool

• Vocabulary Journal

• The Odyssey: Vocabulary List

• Vocabulary in Context Tool

• Word Map

• Word Sort - Closed

• Word Sort - Open

Reference Guides

• Academic Discussion Reference Guide
• Annotating and Note-Taking Reference Guide

Question Sets

• The Odyssey: Section 2 Question Set

Editable Google Docs

• Character Note-Taking Tool

• Discussion Tool

• The Odyssey: Section 2 Question Set

• Vocabulary Journal

• Vocabulary in Context Tool

• Word Map

• Word Sort - Closed

• Word Sort - Open

Activity 1: Read – Write – Discuss

We will interact with the words we have recorded so far in our Vocabulary Journal to cement our understanding of their meaning.

Step 1

In trios, share your responses about which character from The Odyssey is the best leader, including the evidence you cited to support your choice.

Come to a consensus about who made the strongest argument and share it in a class discussion.

Step 2

In trios, compare the words you recorded in your Vocabulary Journal. Select one word from each group’s Vocabulary Journal and respond to the vocabulary exercises as directed by your teacher. Consider adding words from your Vocabulary Journal to your written response from your homework in the previous lesson.

Activity 2: Read – Write – Discuss

We will study how language and word choice impact meaning and deepen our understanding of The Odyssey.

Step 1

So far, you have discussed the events in Book 9, studied various interpretations of the Phaenician and Cyclops scenes, and unpacked what it means to be a good leader. You will now consider how language and word choice impact meaning and deepen your understanding of the poem before preparing for the Section Diagnostic.

Read the two statements below. One is a sentence summary from Book 9 and the other is an excerpt from Book 9 of The Odyssey:

• Polyphemus asks his father to make sure that Odysseus doesn’t get home.

• But at that he bellowed out to lord Poseidon, thrusting his arms to the starry skies, and prayed, “Hear me—Poseidon, god of the sea-blue mane who rocks the earth! If I really am your son and you claim to be my father—come grant that Odysseus, raider of cities, Laertes’s son who makes his home in Ithaca, never reaches home.” (9.584-595)

With a partner, discuss the following questions:

1. Homer’s original poem was meant to be passed down orally. Why would word choice be especially important for a poem that was meant to be told and remembered?

2. Circle the verbs used in each of the passages above. How are they different? How do they impact the meaning of the two different passages?

3. What mental images come to mind when you read the second statement? How do they compare to the mental images that come to mind when you read the first statement? How do verbs and adjectives contribute to the mental images that come to mind as you read each statement?

4. Highlight the examples of imagery. What do these examples add to the narrative of the poem?

5. Thinking about both passages, explain how language and word choice impact meaning and understanding. How might the words Homer used impact the oral telling of his epic poem?

Step 2

Choose one of the following scenes from Book 9 to study:

• Lotus Eaters, Book 9, Lines 92-117

• Cyclops, Book 9, Lines 415-435

In your Learning Log, annotate the language in the passage. What stands out to you? Why?

Share your notes and annotations with the class. Discuss how the language choices impact meaning and understanding of The Odyssey. Language choices include the words that Homer chooses to tell the poem and to create the mood and tone. It also includes the words and sentence structure that are used to convey a point, including Homer’s unique voice and style in The Odyssey.

When considering language choices, look for the following:

• vivid word choices that create sensory images

• negatively or positively charged words

• similes and metaphors that create strong comparisons

• epithets that provide more description for characters

Activity 3: Read – Discuss

We will review the norms for Socratic Seminars and prepare to have an effective seminar.

Step 1

In the next lesson, you will participate in a Socratic Seminar in which you argue for who or what has the most power in The Odyssey. Before the discussion, you will take the time to understand the purpose and norms.

Step 2

Remember, a Socratic Seminar is a student-led dialogue in which participants use open-ended questions to gain a deeper and more robust understanding of the ideas and values in a text or the connections across multiple texts. The purpose of a seminar is not to argue for a particular view or interpretation, but to ask questions, posit your own thinking, listen to others' responses, and expand your views of the texts and topics. Each participant's voice is equal, and there are no experts.

Different perspectives and analyses of the texts are critical: they help all participants see multiple sides of complex ideas, issues, and topics, expanding everyone's understanding. During a seminar, it is important to pose questions that elicit discussion, not a simple right-or-wrong or yes-or-no answer.

As such, it is critical that questions in a Socratic Seminar are open-ended (they elicit multiple perspectives), thought-provoking (they challenge you to evaluate text and synthesize your ideas), and clear (they are easily understandable).

Step 3

With your classmates, create norms for a Socratic Seminar.

Activity 4: Write

We will prepare for our Socratic Seminar.

Step 1

A successful Socratic Seminar requires you to have read the text closely, reviewed your notes and annotations, and prepared to articulate your ideas clearly. The expectation is that everyone participates in the discussion. You can engage in the discussion through the following discussion strategies:

• posing meaningful questions that propel the conversation

• asking clarifying questions

• respectfully challenging perspectives

• building on others’ ideas by providing additional evidence or ideas

• synthesizing your peers’ ideas

Step 2

On your Discussion Tool, write the following discussion question:

1. Consider the role of the gods, the characters that exhibit leadership, and the characteristics of a good leader. Who or what has the most power in The Odyssey?

Write down your initial claims and evidence in the During the Discussion section of the Discussion Tool.

Step 3

Consider The Odyssey and any other text you have read in this unit. Write two open-ended, thought-provoking questions you would like to discuss during the Socratic Seminar. Reference the following examples of strong question frames:

• What do you think about _____?

• What evidence from the text supports your belief?

• What is the relationship between _____ and _____?

• What do the texts say about _____?

• What about this perspective do you agree or disagree with?

• What significance is this to _____? If _____ is true, then _____?

Below are questions to avoid:

• questions that are too vague (these invoke uncertainty in other group members)

• questions that are too general (these do not ensure understanding)

• yes-or-no questions (these do not elicit discussion)

Write down your questions in your Learning Log.

Activity 5: Read – Write

For homework, we will review our notes to be sure we are fully prepared for the Socratic Seminar.

For homework, review your Character Note-Taking Tools, your Learning Log, and any other tools or notes you have completed. Gather and organize your evidence so that you are prepared to fully engage in the Socratic Seminar in the following lesson.

Review your Vocabulary Journal. Select at least one significant word that you plan to use in the discussion.