Odyssey

1100 BC Trojan War

700--600 BC Homer

Essay Questions

1. Consider Part 2 of the Odyssey as a set of problems and solutions. After being gone for twenty years, Odysseus has a number of problems to deal with when he returns to Ithaca. In an essay, identify three problems Odysseus faces. Explain how he solved each problem and describe the consequences of his actions.
2. In literature, as in life, people must decide from among alternative courses of action. Select an example from the Odyssey in which the story might have ended differently if a character had acted differently. Cite examples to support your speculation.
3. Homer’s Odyssey has been described as a timeless success because of its profound expression of the triumph and frustration of human life. It is not only a story of a heroic battle but also of people’s advice, questions, requests, hopes, and desires. In an essay, discuss how Part 2 expresses the “triumph and frustration of human life.”
4. How do the men of Odysseus’ crew feel about him? Do you think they regard him as a hero? Why or why not? In an essay, state your opinion and support it with evidence from the story.
5. An epic hero possesses the character traits most valued by the society in which the epic originated. Based on this portion of the Odyssey, write an essay describing the character traits most admired in ancient Greece.
6. In general, does Odysseus control his own destiny, or is his fate determined by the gods? Explore this question in an essay, supporting your conclusions with evidence from the selection.

The Odyssey, Part 1 click here to read.

Search: < The Odyssey. Fitzgerald. PDF >

We are reading Robert Fitzgerald's translation of Homer's story The Odyssey, so those are the terms you should search.

Themes found in Odyssey

• Reality versus Disguise
• Hospitality
• Revenge
• Determination
• Loyalty
• Salvation

Vocabulary Part 1 of Odyssey

Your task is to know what these words mean. Can you define the word, say other words that mean the same thing, say words that mean the opposite, or use the vocabulary word in a sentence? If you can do all of those, then you will actually know what that word means.

Do This:

# Vocabulary Word [definition of word]

Synonym: [your synonym] Antonym: [your antonym]

Sentences: [Write two sentences. One of those sentences uses the word; the other sentence explains the word.]

Example:

2. Versatile: able to adapt or change

Synonym: Changeable Antonym: Inflexible

Sentences: Even though a few players were injured, we could still play well. Our team has lots of versatile players to can fill in at any position.

List 1

1. Muse
2. Grotto
3. Malevolent
4. Morose
5. Recompensed
6. Incensed
7. Distaff

List 2

1. Wiles
2. Versatile
3. Unstinting
4. Obstruct
5. Marauding
6. Clamor
7. Citadel

List 3

1. Taut
2. Usurped
3. Embellish
4. Astute
5. Sate
6. Adept
7. Audacious
8. Unscathed
9. Impudence
10. Quest

List 4

1. Burnished
2. Vantage
3. Beguiling
4. Denounced
5. Replete
6. Tribulations
7. Portents
8. Vortex
9. Thwarts
10. Amok

List 5

1. Shrouded
2. Scour
3. Supplication
4. Libation
5. Contrived
6. Bilge
7. Clambered
8. Billow
9. Contentious

Note Taking Part 1 of Odyssey

Must be written by hand. May NOT be done on computer.

Record the Title the episode (example: “Twenty Years Gone, and I am Back Again”) [Purpose: So later you know which episode you wrote about.]

Write the words that are in bold onto your homework. Mr. DeGroot needs to see "Summary" and "Life Experience" (etc.) written on your work.

1. Odysseus' Characteristics: Which human qualities* does Odysseus display in this episode; name two qualities and explain what you mean [Purpose: To understand that epic heroes are human--they do great things, they make mistakes.]
2. Summary: summarize or paraphrase the episode in 50 words [Purpose: So you remember what happened; so you are more likely to remember what happened because you wrote about it.]
3. Real-World Experience: connect the events in the episode to something in the real world [Purpose: To realize that the same conflicts throughout time still remain; names and places change but conflict remains and can be found in both current news and fictional stories.]
4. Life Experience: connect the events in the episode with things in your life, 25 words [Purpose: To internalize the story, to connect to the story at a personal level (if you can, you remember the story better).]
5. Problem and Solution: describe a problem Odysseus faced and the solution Odysseus used to solve the problem [Purpose: To identify main and minor conflicts in fiction, how they are developed and how they are resolved.]

*Words to describe Odysseus (for question #1): strong, heroic, smart, humble, proud, quick, a leader, a follower, foolish, bold, scared, super-human, human, fallible, etc.

Take notes on these eight episodes:

A. Sailing from Troy (page 863) in grade book as "A Odyssey (Notes)

B. Lotus Eaters (page 864) in grade book as "B Odyssey"

C. Cyclops, first half (page 866-871) stop after Cyclops gets eye poked out, in grade book as "C Odyssey"

D. Cyclops, second half

E. Land of the Dead

F. Sirens

G. Scylla and Charybdis

H. The Cattle of the Sun God

Conventions of an Epic

1. A hero
2. Objective (honest) narrator
3. The Story is serious
4. Story begins in the middle (Latin: in media res) of the story, then goes back in time to explain exposition
5. Long and complicated journey
6. Vast setting
7. Land of the dead
8. Real people and places,
9. Fictional (make-believe) people and places
10. A gallery (list) of other heroes
11. Divine intervention
12. Prophecy
13. Fate or destiny
14. Grand, dramatic speeches
15. Universal theme about life
16. The Epic Question

Essay Questions

1. Consider Part 2 of the Odyssey as a set of problems and solutions. After being gone for twenty years, Odysseus has a number of problems to deal with when he returns to Ithaca. In an essay, (A) identify three problems Odysseus faces. (B) Explain how he solved each problem and (C) describe the consequences of his actions.
2. In literature, as in life, people must decide from among alternative courses of action. Select an example from the Odyssey in which the story might have ended differently if a character had acted differently. Cite examples to support your speculation.
3. Homer’s Odyssey has been described as a timeless success because of its profound expression of the triumph and frustration of human life. It is not only a story of a heroic battle but also of people’s advice, questions, requests, hopes, and desires. In an essay, discuss how Part 2 expresses the “triumph and frustration of human life.”
4. How do the men of Odysseus’ crew feel about him? Do you think they regard him as a hero? Why or why not? In an essay, state your opinion and support it with evidence from the story.
5. An epic hero possesses the character traits most valued by the society in which the epic originated. Based on this portion of the Odyssey, write an essay describing the character traits most admired in ancient Greece.In general, does Odysseus control his own destiny, or is his fate determined by the gods? Explore this question in an essay, supporting your conclusions with

evidence from the selection.

Odyssey Part II

You have three assignments: Reading, writing, vocabulary.

Reading Assignments (begins on Wednesday February 12) Read the following pages in your online textbook before each due date and do Please get a textbook if you want (pages listed are for online text).

Each assignment is due at the start of class.

• "Twenty years gone, and I am back again . . ." p. 1089 --1096
• "Argus" pp. 1096 -- 1097
• "Suitors" p. 1097 -- 1100
• "Penelope" pp. 1100 -- 1103
• "The Challenge" pp. 1103 -- 1105
• "Odysseus' Revenge" pp. 1107 -- 1111
• "Penelope's Test" pp. 1111 -- 1114

*You can read independently or with one partner

Assignments in grade book are titled as follows

The score in the grade book titled "I Odyssey 2" is Twenty years gone, and I am back again

The score in the grade book titled "J Odyssey 2" is Argus

The score in the grade book titled "K Odyssey 2" is Suitors

The score in the grade book titled "L Odyssey 2" is Penelope

The score in the grade book titled "M Odyssey 2" is The Challenge

The score in the grade book titled "N Odyssey 2" is Odysseus' Revenge

The score in the grade book titled "O Odyssey 2" is Penelope's Test

Vocabulary List for Part II of Odyssey

1. Prelude
2. Terse
3. Repugnant
4. Checked
5. Fodder
6. Novice
7. Unerringly
8. Revel
9. Incredulity
10. Maudlin
11. Lithe
12. Glowering
13. Dissemble
14. Contempt
15. Bemusing
16. Partisan
17. Buckler
18. Implacable
19. Dirge
20. Cairn
21. Scourge
22. Uncanny
23. Restitution
24. Deft
25. Derided
26. Fetid
27. Bard
28. Ascribe
29. Prodigy
30. Sardonic
31. Pliant
32. Intoned
33. Tawny

Extra Credit: Can boost grade up to five percentage points. (“Five” needs to be outstanding work, which you are capable of doing.) Do any of these:

1. Create a map of the places Odysseus goes. Include what he encounters, who dies, the length he is there, and how he manages to leave. Use events from our story for some credit. Use events from the full version of the story (which we don’t have and you would need to find online) for huge credit.
2. Write an essay on some of the ways Odyssey has influenced cultures for 2,800 years.
3. Answer all of the “Check Your Comprehension” and “Critical Thinking” questions in Part II, write both the question and your answer. All must use complete sentences
4. Perform in front of the class one, several, or all of the episodes. Make your own script. Rehearse it. Use props. Or, do the same but record it.
5. Index Card Recommendations: After finishing a book, students write a mini-book recommendation detailing story elements, their favorite character/part, and who they think would benefit most from reading the book
6. Book Talks: Similar to index card recommendations, but done orally in front of the class
7. Book Soundtracks: Students create a soundtrack for their book, typically matching one song of their choosing to each chapter, including a sentence explaining their choice
8. Cover Remix: Students re-design the book’s cover based on their own interpretation/feelings about the bookCast the Movie: Students assign people they know (famous or not) to play the roles of main characters from their book.
9. Character Convos: Students choose a character from the book they’d like to talk with, and script a phone/text/in-person conversation with that character
10. Test Making: Students write their own set of multiple choice, short-answer, and essay questions about the book

Extra Credit is due on Monday

Why read Odyssey?

Common Core Standards:

Reading Literature:

• 2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• 4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• 6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Writing:

• 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking and Listening

• 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• 1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
• 1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
• 1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
• 1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
• 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Language

• 1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use paralell structure.
• 6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

The Epic Epithet

The Odyssey, Study Guide

Short Answer

1. What is Part I of the Odyssey mainly about?
2. What is a good description of an epic hero?
3. What is an epithet?
4. What is the role of Zeus in Odysseus’ adventures? Athena? Poseidon?
5. Which aspect of Odysseus’ character keeps him from giving his heart to Calypso or to Circe?
6. While Odysseus’ men want to steal the Cyclops’ cheeses and animals and depart immediately, Odysseus wishes to see what “the cave man . . . had to offer.” Considering Odysseus’ character, what might he be hoping the Cyclops will offer?
7. Which is the best rephrasing of the following lines? When the young Dawn with fingertips of rose lit up the world, the Cyclops built a fire
8. Which trait does Odysseus demonstrate by lying about his name to the Cyclops?
9. What is the meaning of Polyphemus’ words in the following lines? ‘Let him lose all companions, and return under strange sail to bitter days at home.’
10. When does Odysseus demonstrate the realistic, human side of his character?
11. Which character trait does Odysseus display when he listens to the Sirens’ song?
12. If written out in prose, how many sentences do the following lines equal? I clambered fore and aft my hulk until a comber split her, keel from ribs, and the big timber floated free; the mast, too, broke away.
13. What is demonstrated by Odysseus’ failure to wake up and prevent his men from slaughtering the sun god’s cattle?
14. What does Odysseus’ comment to Telemachus, “This is not princely, to be swept/away by wonder at your father’s presence,” mean?
15. What is a simile? What is an epic simile?
16. Which of Telemachus’ actions best demonstrates his obedience to his father?
17. What is one result of Odysseus’ initial exchange with the suitor Antinous?
18. Why is the episode in which Penelope invites the old beggar to her room important?
19. Why does the disguised Odysseus make up a story and tell Penelope that her husband will be home soon?
20. Which of Odysseus’ traits allows his triumph in the bow-and-arrow challenge that Penelope sets for her suitors?
21. What is the theme of Odyssey, Part 2?

Vocabulary and Grammar

1. Which vocabulary words best describe the Cyclops and his actions? Scylla? Aeoleos? Athena? The Cicones? The Lotus-eaters? Zeus? Odysseus?

Essay Questions

1. Consider Part 2 of the Odyssey as a set of problems and solutions. After being gone for twenty years, Odysseus has a number of problems to deal with when he returns to Ithaca. In an essay, identify three problems Odysseus faces. Explain how he solved each problem and describe the consequences of his actions.
2. In literature, as in life, people must decide from among alternative courses of action. Select an example from the Odyssey in which the story might have ended differently if a character had acted differently. Cite examples to support your speculation.
3. Homer’s Odyssey has been described as a timeless success because of its profound expression of the triumph and frustration of human life. It is not only a story of a heroic battle but also of people’s advice, questions, requests, hopes, and desires. In an essay, discuss how Part 2 expresses the “triumph and frustration of human life.”
4. How do the men of Odysseus’ crew feel about him? Do you think they regard him as a hero? Why or why not? In an essay, state your opinion and support it with evidence from the story.
5. An epic hero possesses the character traits most valued by the society in which the epic originated. Based on this portion of the Odyssey, write an essay describing the character traits most admired in ancient Greece.
6. In general, does Odysseus control his own destiny, or is his fate determined by the gods? Explore this question in an essay, supporting your conclusions with evidence from the selection.

ODYSSEY PART 1

Items in RED are things you need to do

Instructions for today, Wednesday February 5:

• Make and share test questions for Part 1 of the Odyssey
• Study for retake of vocabulary test. Test will be tomorrow
• Find what you have 0s for--get those items finished
• Do survey at end of this page

Deadline Extension: Anyone who has earned 0% credit or 50% credit can now earn 75% credit if you get the missing work done by start of class on Wednesday. Anyone who earned 50% credit, DID have everything done but turned it in late, will automatically have 75% credit. In other words, you have a (second) second chance to change bad grades into better grades.

Eligibility checks are this Friday.

Instructions for New Assignment

Create test questions over Part 1 of The Odyssey

• Save document as Odyssey Review Questions
• Right There questions: Make six questions that have a “right there” answer. That is, the answer to the question is a single word / group of words that is on a specific page that a person could point to. Example: What is the name of the Cyclops?
• Hunting / Gathering questions: Make three questions that do have their answer stated in the text but the answer is located on different pages / in different locations in the story. The person answering the question needs to hunt for the answer / gather the answer from separate locations. Example: List five obstacles that challenge Odysseus's physical strength.
• Figure it out question: Create two questions that have an implied answer -- NOT a stated answer. That is, the answer CAN be found in chapter three but it is NOT printed in the chapter. The words, themselves, that answer the question are not to be found in the story. Example: How does Odysseus' attitude towards adventure change throughout the story?
• Number your questions. Answer your questions. Put answers in red font

Assignment for Taking Notes

Please record the following information for each episode of the Odyssey. Do this on Google Docs. Save document as Odyssey Notes.

You must number these 11 items.

1. Title the episode (example: “Sailing from Troy”)
2. Location: identify where Odysseus is
3. Time: indicate the length of time that this episode lasts. Please use only these choices: 1. a few hours or days, 2. a few weeks or months, 3. years and years
4. Characteristics of Odysseus: identify the characteristics Odysseus shows in the episode: strong, heroic, smart, humble, proud, quick, a leader, a follower, foolish, bold, scared, super-human, human, fallible, etc. At times, he is physically strong and solves the problem through his strength. At times, he solves the problem by being clever or smart. At times, he solves the problem by being heroic—doing what no one else would have the courage to do. At times, he makes the problem worse by doing something stupid. Most episodes only demonstrate him showing one or two of these characteristics. Provide a one-sentence explanation of the word you chose.
5. The Problem: describe in one sentence a problem Odysseus faced (may be more than one problem)
6. The Solution: describe in one sentence how Odysseus solved the problem
7. Universal Theme about Life: identify one universal theme about life (a proverb or bit of advice that is found around the world: if you look for trouble, you will find it or look before you leap) that can be found in the episode, and describe it in one sentence
8. Summary write a 50 word summary of the episode—50 words
9. Conventions of an Epic: most epics contain most of these items: divine intervention, fate or destiny, a long and complicated journey, a vast setting, a mix of real and fictional people and places, a gallery of heroes, dramatic speeches, prophecy, a hero who is larger-than-life, actions that are super-human, among other items. Please identify which of the above conventions can be found in each episode. Be detailed in answering #11! Provide specific examples. 25 words
10. Real-World Experience: connect the events in the episode with things in the real world: In 25 words, describe what the episode might represent metaphorically
11. Life Experience: connect the events in the episode with things in your life, 25 words

Take notes on these eight episodes:

A. Sailing from Troy (page 1047) in grade book as "A Odyssey (Notes)

B. Lotus Eaters (page 1048) in grade book as "B Odyssey"

C. Cyclops, first half (page 1050) stop after Cyclops gets eye poked out in grade book as "C Odyssey"

D. Cyclops, second half (page 1057)

E. Land of the Dead (page 1064)

F. Sirens (page 1071)

G. Scylla and Charybdis (page 1073)

H. The Cattle of the Sun God (page 1076)

Notes for scenes A-C are (were) due last week. Share this now, please.

Notes for scenes D-H are due on Monday, Feb. 3

Share with Mr. DeGroot; title document as "Odyssey Notes"

A note about the Epic Hero. Epic heroes have no super powers. They do make mistakes but are not ruined by them the way tragic heroes are ruined by bad choices. Epic heroes function as a role model "be like this guy son." Epic heroes display the values of the culture he or she comes from. Greeks valued being a good host; therefore Odysseus always demonstrates being a host at every opportunity. Greeks valued humility; Odysseus learns to be humble and then becomes a living example of what it means to be humble.

Assignment for Vocabulary

Vocabulary can NOT be typed. Vocabulary must be handwritten.

Instructions

Note: All bold terms must appear on your work. You may abbreviate them as D (definition), S, A, C, P.

Directions: Find and write by hand the following items for your vocabulary words:

1. Formal Definition: As found in a dictionary. If multiple definitions exist, then you choose the one that you think is most common. Note: you must document the dictionary that you use. For this assignment, you may simple write the title of the dictionary or the name of the website.
2. Synonyms: List several words that mean the same thing
3. Antonyms: List at least one word that means the opposite
4. Commonality: Describe what the vocabulary word and one of its antonyms has in common or describes (example: Hot and Cold are words that describe temperature; happy and angry are words that describe mood; vortex and wave are words that describe the up-down motion of water)
5. Paragraph: Write a paragraph. Use the word in one sentence. Rewrite the formal definition someplace in this paragraph. Use context clues in the other sentences to define the word within the paragraph. You MUST include BOTH the vocabulary word and part of its definition in the paragraph

Words from Part 1 of Odyssey

List 1

1. Muse
2. Grottoes
3. Malevolent
4. Morose
5. Recompensed
6. Incensed
7. Distaff

List 2

1. Wiles
2. Versatile
3. Unstinting
4. Obstruct
5. Marauding
6. Clamor
7. Citadel

List 3

1. Taut
2. Usurped
3. Embellish
4. Astute
5. Sate
6. Adept
7. Audacious
8. Unscathed
9. Impudence
10. Quest

List 4

1. Burnished
2. Vantage
3. Beguiling
4. Denounced
5. Replete
6. Tribulations
7. Portents
8. Vortex
9. Thwarts
10. Amok

List 5

1. Shrouded
2. Grotto
3. Scour
4. Supplication
5. Libation
6. Contrived
7. Bilge
8. Clambered
9. Billow
10. Contentious

All Due Dates:

Notes on Scenes

• Notes for scenes A-C are (were) due last week.
• Notes for scenes D-H are due on Fri.
• Share with Mr. DeGroot; title document as "Odyssey Notes"

Vocabulary

• Lists 1 & 2 are due on Fri.
• Lists 3 & 4 are due on Mon.
• Lists 5, 6, & 7 are due on Tue.
• Lists 8 & 9 are due on Thursday.

Tests

• Vocabulary test retake for lists 1-5 is on Thursday
• Vocabulary test for lists 7-9 is on Friday
• Literature test for Odyssey, Part 1 is on Monday

You must work on Academy of Reading if you are not finished with AoR.