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Lesson 5

We will write and revise a well-developed analytical response that explores the ways in which various female characters in The Odyssey use their power.

Lesson Goals

Reading and Knowledge

  • Compare and Connect: How well do I recognize points of connection among thematic ideas to make logical, objective comparisons between a mythological being and Penelope in The Odyssey?
  • Determine Meaning and Purpose: How well do I use connections among details, elements, and effects to make logical deductions about the power of characters in The Odyssey?

Writing

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?
  • Organize Ideas: How well do I sequence and group sentences and paragraphs and use devices, techniques, descriptions, reasoning, and evidence to establish coherent, logical, and well-developed explanations?
  • Use Conventions to Produce Clear Writing: How well do I apply correct and effective syntax, usage, mechanics, and spelling to communicate ideas and achieve intended purposes?

Texts

There are no texts for this Lesson.

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Write

We will begin the process of writing the Section Diagnostic by planning, organizing, and outlining our response.

Step 1

In this activity, you will independently engage in the first stages of the writing process:

  • planning

  • organizing

  • outlining

Review the Section 3 Diagnostic prompt.

Throughout The Odyssey, Odysseus encounters a series of obstacles that prevent him from returning to his homeland. In Books 11-16, many of these obstacles are magical beings or monsters.

Write a multiparagraph response comparing the power one of these supernatural beings wields to the power of Penelope in Ithaca.

In your response, be sure to do the following:

  • Form a central claim in response to the question.

  • Gather and organize strong and relevant evidence from the poem and other supplementary texts.

  • Integrate specific references and quotations from the poem and other supplementary texts.

  • Use academic language and demonstrate your understanding of literary elements, devices, and terminology.

  • Use appropriate syntax, grammar, and mechanics.

Step 2

Consider the prompt and write your initial thoughts in response to the following questions:

  1. What do you know about the characters? Do you need to know more?

  2. Which passages from the text will provide the evidence you need to successfully complete this assignment?

  3. Which supplementary materials from this section or the prior two sections will you need to be successful?

Step 3

Take a few moments to organize and review the materials you have decided you will need.

Next, use a Forming Evidence-Based Claims Tool to formulate ideas for your response. To use the tool to compose a paragraph, you can follow the steps below:

  1. State the claim you have developed in response to the task question. This will be your topic sentence.

  2. Explain how making and analyzing connections among evidence in the text has led you to this claim.

  3. Identify or quote, then explain specific details from the text and how they support your claim.

  4. Explain how these specific textual details provide evidence that supports your claim.

Step 4

Use your ideas and supporting materials to create a multiparagraph outline.

Activity 2: Write

We will individually write a rough draft of a multiparagraph response to the prompt.

Using your outline, Forming Evidence-Based Claims Tool, and supporting materials, draft a multiparagraph response.

Activity 3: Write

We will read and edit our responses for clarity and completeness.

Step 1

Some writers find that the revision process is easier when done in multiple review passes. Begin by reading through your draft and responding to the following questions:

  1. Have you met all of the requirements called for in the prompt?

  2. Does your response effectively express your ideas?

  3. Does the response flow logically?

  4. Are the transitional words and sentences logical?

  5. Would someone else reading this be able to understand your claim?

  6. Are there any opportunities to add evidence in order to make your claim stronger?

If you have identified any trouble spots, revise them now. Then, reread your edited response. If everything sounds good, you can narrow your focus.

Step 2

When you are confident that your response says what you want it to say, narrow your focus. This time, read through your work more slowly, asking the following questions:

  1. Are there any words that don’t effectively communicate your meaning?

  2. Are there any opportunities to add words from your Vocabulary Journal?

  3. Are there opportunities to model sentences from your Mentor Sentence Journal?

Step 3

Now, it’s time for a final pass. Check for mechanical errors:

  • punctuation

  • capitalization

  • grammar

  • spelling

  • pronoun-antecedent agreement

Activity 4: Write

For homework, we will finish revising our final drafts.

For homework, make final revisions to your draft to submit a polished copy to your teacher for review. Be sure your draft addresses all criteria found in the Section 3 Diagnostic Checklist.

Activity 5: Write

We will reflect on our work on the Section Diagnostic and assess our progress toward the Culminating Task.

Step 1

Choose at least three of the questions below and respond to them in your Learning Log:

  1. How well did you take the necessary actions to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task? How well did you develop and use an effective and efficient process to maintain work and materials during this task?

  5. What would you do differently during the next Section Diagnostic?

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge, and respond to the following question:

  1. How prepared are you to succeed on the Culminating Task? What do you need to do to succeed?

Step 2

Review the Central Question of the unit:

  1. What does it mean to be powerful?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have in relation to the Central Question?

  2. What are you still curious about in relation to the Central Question?

  3. What is the relationship between the question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 3. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.