Skip to Main Content

Lesson 5

We will examine the power and agency of females in The Odyssey, focusing on Penelope. To demonstrate our understanding, we will write an expository essay about the roles and identity of Penelope.

Lesson Goals

Reading and Knowledge

  • Analyze Relationships: How well do I recognize and interpret the various roles and identities of Penelope’s character within The Odyssey?
  • Determine Meaning and Purpose: How well do I use connections among details, elements, and effects to make logical deductions about Penelope’s character in The Odyssey?
  • Compare and Connect: How well do I recognize points of connection among Penelope’s character traits to make logical, objective comparisons 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 and arguments?
  • 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

Core

  • Tradebook
    • The Odyssey, Homer, translated by Robert Fagles, Penguin Publishing Group, 1996
  • Unit Reader
    • “A Translator’s Reckoning with the Women of the Odyssey,” Emily Wilson, The New Yorker, December 8, 2017

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read – Write

We will review the expectations for the Section Diagnostic and choose a scene to rewrite.

Step 1

Look over the list of scenes or events you identified for homework and consider which roles seem to allow Penelope to have agency or make her own choices.

Step 2

Review the Section 4 Diagnostic Checklist.

Discuss with your partner how the expectations of this task fit with the notes you have taken. Talk about how to meet the expectations listed on the Section 4 Diagnostic Checklist. Identify questions you have about the task.

In a class discussion, ask clarifying questions so you are ready to begin planning and writing your response to the question.

Activity 2: Write

We will plan and write a response to the Section Diagnostic.

Step 1

Use your notes and materials, including the list you crafted for homework, to respond to the Section Diagnostic prompt about Penelope’s identity and agency.

Step 2

Throughout The Odyssey, female characters display their agency and power (or lack thereof) in a multitude of ways. Write a response that explores the character of Penelope, focusing on her identity. Consider the following:

  • her role as a mother

  • her role as a wife

  • her role as a mortal

  • her role as host

  • her social position

How are these various identities related to one another? Where do they intersect? Which seems to provide her with the most agency and in what way? Be sure to include the following:

  • a topic sentence

  • a brief description of Penelope’s various identities and how they intersect

  • a brief description of how one of her roles provides her with agency

  • a closing paragraph summarizing your claim

  • supporting evidence from the text and supplementary texts throughout the response

Be sure to use content and academic vocabulary taught throughout this unit in your response where appropriate. Consult your Vocabulary Journal for reference if needed.

Activity 3: Read – Discuss – Write

Using peer feedback, we will revise our work to ensure we have fully supported and developed our ideas based on the needs of the task. This will help us develop writing that is clear and coherent.

Step 1

Revision is the process of seeing your work with fresh eyes. Revision is a challenge for all writers—the art of making writing better is hard work that can feel very messy at times. Peer feedback can help you understand how your audience understands your work.

In small groups, share your writing by reading it aloud to the group. After each person reads their writing, discuss the following questions:

  1. How does the response address the specific issues framed by the question?

  2. Is the central claim strong and clearly stated?

  3. Is the evidence strong and relevant? Is there sufficient reasoning?

  4. What has been done well?

  5. What can be improved?

Step 2

Revise your Section Diagnostic based on peer feedback.

Activity 4: Write – Discuss

We will reflect on our work on the Section Diagnostic and assess how prepared we are for the Culminating Task.

Step 1

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

  1. How well did you take necessary action 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 these struggles?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

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

Step 2

Now, find your Culminating Task Progress Tracker. Think about the knowledge you have gained and the skills you have practiced thus far in the unit. Use the Culminating Task Progress Tracker to do the following:

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering the skills and knowledge required for the Culminating Task.

Step 3

Review the Central Question of the unit:

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 that relates to the Central Question?

  2. What are you still curious about that relates to the Central Question?

  3. What is the relationship between the Central 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 4. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.