Traveling with Odysseus Group Project & Presentation

English 9—Mrs. Stonitsch and Mrs. Orr

Objectives :1. To provide a deeper understand of Odyssey’s travels

focusing on literary devices, chronology, and the themes of not being able to control fate, overcoming personal flaws, and finding one self, etc.

2. Review Odysseus’ travels, his monsters, both internally and externally, that he battled and had to overcome, how hubris affected Odysseus’ decision and the consequences, the involvement of the gods, etc.

3. To allow students to read a section, identify the main points, characters, themes, etc., and to work together as a unit to present a unified perspective on comprehension and critical thinking of a literary text.

Summary of Project:1. Students will be placed into groups by teachers2. Students will be assigned a particular place where Odysseus

traveled and gods, monsters, or other beings that Odysseus encountered in each place.

3. Students will choose from a menu of options to complete, and each group will present in to the class, in 4-5 minutes, a well-developed, creative, artistic summary of the group’s place of travel with specifics tying to characters, obstacles,

monsters, discoveries, gods and goddesses, themes etc. Each group member will need to have equal roles in creation and presentation.

4. You will be given an individual grade based on participation, attendance, presentation, and group / self-evaluations for each member.

The Odyssey Group Projects MenuEach group will be given a tailored menu for the following reasons:

A. To allow more variety in presentationsB. To accommodate your specific location

1. Some locations include more action, characters, and details than others

C. To provide opportunities for all learners (auditory, visual, kinesthetic, or a combination of each) to find a creative outlet

All Inclusive Menu—This includes all of the options; however, just like on special holidays such as New Year’s Eve, restaurants will provide a specialty menu instead of the much larger variations on their regular menus; for this

project, each group will be given a specialty menu where items will be selected.

Column A Column B1. Original song or poem 5. Skit w artistic backdrop or background2. Borrowed song / poem with 6. Illustration of one scene with interpretation of lyrics or verse 7. Graphic novel page

showing action3. Copy change or adaptation of song or poem 8. Comic Strip4. News Report = Reporters and Interviewees

I. Original Song or PoemA. You will come up with your own song, ballad, or

G Rated rap that includes

1. 16-20 lines

a. 3 verses of 4 lines each that will tell your story or summary

b. 2-4 line chorus to be repeated at least 2 times

c. Include at least 1 simile and 1 metaphor d. Include at least 1 of the following :

1) rhyming pattern 3) personification 2) alliteration 4) onomatopoeia

ORB. You will come up with your own poem with a

rhyme scheme or pattern

1. 16-20 linesa. at least 4 stanzas of 4 lines each that will

tell your story or summary

b. Include at least 1 simile and 1 metaphorc. Include at least 1 of the following:1) personification 2) alliteration 3)

onomatopoeia

C. Your focus needs to be on the main action, development of themes or topics, and how the

characters, gods, or monsters are involved. D. You will perform or present this to the class.

II. Borrowed Song or Poem with Interpretation of lyrics or verse

A. During class, you may use your phones to google and find a song or poem that directly relates to your location, events, characters, and/or monsters.

1. You will have a saved copy of the lyrics or poetry either to pull up on the computer and projector or have an overhead made to put them on the overhead projector.

2. Depending on your song or poem selection, you will interpret and analyze one of the following:

a. the entire song or poem if all of it relates

b. or a portion of the song or poem telling the class how it relates

3. Make sure your focus is on your location, events, and characters so that when you present your findings in class, you are helping students understand that portion of The Odyssey better.

4. If you choose to borrow a song, you will play no more than a minute of your song for the class; select what relates. If you feel that all of it relates, then choose only a portion of it to be one minute or less of play time.

III. Copy Change or Adaptation of a song or poem A. You will find an already created song or poem

and using the same format and rhythm, you will change the lyrics or lines to represent a summary or retelling of your location that will include events, themes, Odysseus’s struggles, and characters.

B. This needs to be at least 16 linesC. In a side by side format, you will show the

original song or poem with title and artist or poet included on the left side, and you will show your adaptation on the right side. D. You will either copy this onto an overhead sheet or have it saved an put on the projector. E. This adaptation should focus on your location, the events that occur there, what happens to Odysseus and his men, include his character flaws he is battling and trying to overcome, any interaction with gods and/or monsters or other beings.

F. You will present this to class.IV. News Report

A. All members must participate by either being a reporter or an interviewee.

1. For example, if your location is Scylla and Charybdis and you have four

members in your group, you could have two of Scylla’s 6 heads speaking, Charybdis speaking, and 1 reporter.

2. Or, you could have two reporters and one interviews Scylla and the other

interviews Charybdis. B. You will need to draw or bring some kind of

symbols, costumes, or props to make your interview more authentic. Help us visual learners visualize the location and characters. C. You must include a written script (you can type but you will do that on your own time) that includes the speaking roles. Set it up like the format of a play.

D. The length will be based on time and your live interview needs to be at least 1 minute

and no longer than 2 minutes.

V. Original Skit with Artistic RepresentationA. You will create a skit that will have an

organized script B. You will focus on providing a play adaptation of

what happens in your locationC. Your script will be in play format and the length

will be based on your performance which will need to be 1-2 minutes.

D. You will need to draw or bring some kind of symbols, costumes, or props to make your interview more authentic. Help us visual learners visualize the location and characters.

E. Your poster (we will provide for you) will need to be an illustration or backdrop of your location, events, characters, etc. Bring your skit to life with the help of your artwork.VI. Illustration of Scene

A. You will draw an illustration of one scene from your location. This is a scene not one image of a character. This scene needs to represent the main point of what happened in your location and also tie to a main theme or topic in the story.

1. For example, you could illustrate the Cyclops on the beach throwing a hill top and Odyssesus in the boat with his men begging him to leave the Cyclops alone and Odysseus not stopping to he reveals his true identity. This shows the focus of Odysseus allowing his hubris to control him which

leads to him being cursed by Polyphemus and tormented by Poseidon Odysseus allowed his hubris to control.

B. This needs to go on your poster board (we will provide for you). It needs to be large and visible by the whole class.

C. This needs to be colorful.D. Remember to be thorough and detailed enough

that the class can figure out what you were trying to convey without having to even explain it. This will be how you are graded. E. However, you will need to explain it in your

presentation.

VII. Graphic Novel pageA. You will use your poster board (we will provide

for you) to create a graphic novel page that represents a major scene of action for your location.

1. For example, you could show the scene with the sirens and Odysseus being tied then the next scene could be Odysseus hearing the music and trying to get free, then the next scene could be a couple of them men tightening the rope, and the final scene could be the men rowing away with beeswax in their ears and the sirens furious they did not get their prey.

B. This is similar to a comic strip but shows more plot progression and action and less talking or written plot details. This also is more of visual

version of the story where comic strips are more cartoon like and often are more humorous and sarcastic.

C. Use your phones or own computers to look up samples to help you

D. Your graphic novel page needs to be large, divided by progression of action, and visible enough for the class to see.

E. You will be graded on details, progression of action, creativity, neatness, and being

colorful.F. You will present this to the class.

VIII. Comic StripA. You will use your poster board (we will provide

for you) to create a colorful, illustrated scene from your location.

B. You will do this in strip format with speech bubbles and you can choose to include written story development at the bottom or top of each strip block or square.

C. You will show progression in your scene with a punch line or closing of your scene to complete your comic strip. Comic strips are brief interpretations of something and often seem more cartoon-like in illustration, humorous and sarcastic. They have a

point or message.D. Your comic strip needs to also show the

development of one of the themes or major topics in The Odyssey such as finding one’s own identity, the realization that fate or one’s destiny cannot always be controlled, or overcoming obstacles such as one’s character flaws.

E. Use your phones or own computers to look up other examples to help you

F. You will be graded on creativity, visibility of strip to the whole class, being colorful, speech bubbles, written plot details, and included step D in your comic strip.

G. You will present this to class with an explanation connecting to your location and story.------------------------------------------------------------------

Each assignment selection will be worth 20 points and group and self- evaluation will be worth 10 to be 20 + 20 + 10 = 50 possible points for each

individual. Your group and self-evaluation as well as your teachers’ notes on your participation during work days and during the final presentation will determine your individual grade out of 50 points.

Mrs. Orr and Mrs. Stonitsch will model each of these menu items to you.

Today on day 1, we will model Odysseus being in the Trojan War before he leaves for his own journey to get back home to Ithaca and his family.

We will show you a comic strip version of the Trojan War and the wooden horse that shows a stacked or vertical comic strip instead of a horizontal comic strip. You can do either.We will show you a copy change or adaptation of a Shel Silverstein poem transformed into a poem about the Trojan War.We will show you a hand drawn illustration the battle of Hector and Achilles and the Greek soldiers crawling out of the Trojan HorseWe will also perform a skit, with the help of three volunteers, of the glorious battle between

Hector and Achilles. This may end up being more humorous than we expect yours to be. You will have a few minutes to get into your groups and briefly brainstorm ideas for your upcoming project.

Tomorrow on day 2, we will model Odysseus’ encounter with or escape from the Sirens. We will show different visual interpretations of what the sirens looked like.

We will present a copy change of a song using the Oompa Loompa song from Willa Wonka and the Charlie Factory adapted from the novel Charlie and the Chocolate Factory

We will also show you how to borrow a song and provide an interpretation of certain lines that can also be used if you chose to borrow a poem instead.We will also conduct a live news reporter where news reporter Kimmy Orrton will be interviewing a siren about how Odysseus got away.We will present a graphic novel and comic strip to you using Odysseus’ encounter with the sirens.

We will also be discussing how mythological names and story ideas connect to or still exist in today’s world. You will have group work time tomorrow, so come with ideas, art supplies other than what we will provide you, an imagination, and the mindset of being ready to get to work.

Group Work DaysDay 1—02/04—Brief time to brainstorm, get your project assignment, and get acquainted with your groupDay 2—02/05—Decide on your choices and begin working on your menu selectionsDay 3—02/07—You will be given most of the class time to work in your groups. Come with supplies, possible props and costumes (keep in a bag labeled with period and group), and other items you think you may need. You will have access to your phones for group project work only. You will have access to Mrs. Stonitsch and Mrs. Orr’s computer for group project work only. You may bring a laptop if you need it but you are liable for what you bring.Day 4—02/10—The last 20 minutes of class to continue working on your project. You should be

wrapping up your artwork and begin working together to decide how you are going to present your project in an organized manner. Day 5—02/11—Last day to wrap-up your project and be ready to present over the next 2 days.

Hand drawn colored and black and white illustrations—Yours will be colored completely

A scene hand drawn, colored using shades of the same colors, then scanned into the

computer and given a more shaded look.

A scene from Troy captured in pencil, pen, and shading.

An oil painting of Achilles about to defeat Hector

A cartoon strip about the Trojan Horse that shows the horse coming to life instead of Odysseus and his men being inside the horse. A little humor

A black and white illustration of Odysseusand his men exiting the Trojan horse withthe caption of “Trojans Deceived.”

**I am now going to show you an example of a Copy Change. Using the same format of a Shel Silverstein poem “Picture Puzzle Piece,” I created “Mighty Memorable Myth” I follow the same format of rhyme scheme, starting main lines, periods, etc.

Traveling With Odysseus Group Project

Objectives: 1. To provide a deeper understand of Odyssey’s travels focusing on literary devices, chronology, and the themes of not being able to control fate, overcoming personal flaws, and finding one self, etc. 2. Review Odysseus’ travels, his monsters, both internally and externally, that he battled and had to overcome, how hubris affected Odysseus’ decision and the consequences, the involvement of the gods, etc. 3. To allow students to read a section, identify the main points, characters, themes, etc., and to work together as a unit to present a unified perspective on comprehension and critical thinking of a literary text.

Summary of Project:

4. Students will be placed into groups by teachers5. Students will be assigned a particular place where Odysseus traveled and gods, monsters, or other

beings that Odysseus encountered in each place. 6. Students will choose from a menu of options to complete, and each group will present in to the

class, in 4-5 minutes, a well-developed, creative, artistic summary of the group’s place of travel with specifics tying to characters, obstacles, monsters, discoveries, gods and goddesses, themes etc. Each group member will need to have equal roles in creation and presentation.

7. You will be given an individual grade based on participation, attendance, presentation, and group evaluations for each member.

Standards:

Materials: Projector, ELMO, chalk board, white boards, group projects, and group packets; all samples and assignments will be posted on class website with dates of group work days and rubrics

Assessment: Each menu item has an individualized rubric that consists of 4 categories and 5 columns ranging from 5 points to 0 with a detailed description. Students will be assessed during their project which will involve participation and teamwork. They will also be assessed for their presentation which is included on the rubric.

Groupings: Groups were put together based on how students have performed on all assessments, class discussions, class activities, and overall grades for the first semester. Students were grouped with similarities in the listed categories from 1-9 with 3-4 members in each group. Groups 1-3 being the lowest and groups 7-9 being the highest. Groups were given different menus with different assignments.

Day 1:

Introduce the project on the overhead

Modeling of 4 of the 8 choices by the teachers

Group meet and greet

Group brief brainstorming

Day 2:

White board review of Books 10-12, take attendance, take care of make-up work and absences

Review project

Modeling of the remaining 4 choices by the teachers

Group work while teachers play music connecting to mythology project

Teachers will walk around with checklist to observe participation and teamwork

Close with white board reviews of Books 10-12

Day 3:

Quiz over books 10-12

Read the excerpt of "Reunion Between Father and Son," Reunion of Master and Dog," and discuss Penelope's Weaving Trick

Day 4:

Review epic poem so far

Group work day with teacher observation and facilitation

Hand out final study guide for Books 21-23 and assign Book 21 and questions due Monday

Day 5:

Check and go over Book 21 questions

Begin book 22 until 25 minutes is up

Group work for the remainder of the class

Assign the rest of Book 22 "Death in the Hall" and questions for HW

Day 6:

Check and go over Book 22

Finish epic with Book 23

Wrap-Up group projects

Hand out review sheet for The Odyssey final exam

Day 7:

Group presentations

Day 8:

Finish group presentations

Review game

Day 9:

Final test for The Odyssey