Mood Words

  1. burlesque- comic; mocking through caricature or comic exaggeration
  2. colloquial- using a conversational style; informal conversation
  3. condescending- an air of superiority
  4. contemptuous- expressing contempt, a lack of respect, or hate
  5. cynical- an attitude of distrust of people and human nature
  6. despondent- showing extreme discouragement or depression
  7. didactic- in a tone intended to preach a sermon or teach a lesson about life
  8. disdainful- expressing contempt, dislike, or hate
  9. euphoric- feeling of elation or great joy
  10. facetious- playfully humorous
  11. flippant- lacking proper respect
  12. frivolous- lacking in seriousness
  13. hostile- extremely angry
  14. impartial-attitude of being unbiased
  15. incisive- impressively direct and decisive
  16. indignant-attitude of being angry because of an injustice or unworthiness
  17. irreverent- lacking proper respect or seriousness
  18. laudatory- pertaining to or expressing praise
  19. moralistic- characterized by a narrow and conventional moral attitude
  20. nostalgic- a sentimental yearning for a return to some past period of time
  21. patronizing- an air of treating someone well because of a feeling of superiority
  22. pedantic- unimaginative
  23. pretentious- attitude or extreme show to the point of being fake
  24. poignant- affecting the emotions strongly
  25. sarcastic- a tone used to ridicule, amuse, or taunt by sometimes saying the opposite of what the speaker means
  26. somber- conveying a gloomy, dismal, or depressing character or mood
  27. sympathetic- a sensitivity to others’ emotions
  28. suspenseful- pleasant excitement as to the uncertainty of events
  29. tranquil- free from disturbance or turmoil
  30. whimsical-erratic or unpredictable

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).

  • Wednesday: Explain instructions, answer questions, begin reading as class
  • Thursday: (must be done by Thursday) "Twenty years gone, and I am back again . . ." p. 1089--1096; independent / partner reading
  • Monday: "Argus" pp. 1096 -- 1097 and "Suitors" p. 1097 -- 1100; independent / partner reading
  • Tuesday: "Penelope" pp. 1100 -- 1103 "The Challenge" pp. 1103 -- 1105; whole-class review, independent / partner reading
  • Wednesday: "Odysseus' Revenge" pp. 1107 -- 1111; independent / partner reading
  • Thursday: "Penelope's Test" pp. 1111 -- 1114 All vocabulary is due on this date; independent / partner reading
  • Friday: review for test
  • Monday: take test on story; take test on vocabulary

*You can read independently or with one partner

Writing Assignments

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

Do ONE of these for EACH reading assignment:

  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. 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.]
  3. Summary: summarize 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.]
  4. 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.]
  5. 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).]

*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.

Vocabulary Assignments

Due Date: Start of class on Wednesday February 19

Below are 32 words. You must learn 16 of them. You pick the 16 you want to learn.

For 10 of the words you pick, you must write the word, its definition, and a sentence that uses BOTH the word AND the word's definition.

Example: Tawny A yellowish brown color. The pages of the old book were tawny. All were yellowish and brown.

For the other 6 words, you must do ONE of these two

  • Draw a picture: Find the word in our textbook. Copy the complete sentence. Find an online image or draw a picture that represents what happens in that sentence.
  • Make a poem about the word. The poem has five lines. Line 1 is the vocabulary word. Line 2 is two synonyms. Line 3 is the words definition. Line 4 is a simile or description that starts with the word "like." Line 5 is the vocabulary word (again).

Example:

1. Tawny

2. Amber and Gold

3. A yellow, orange, and brown color

4. Like leaves in fall

5. Tawny

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

Your responsibility is to learn the meaning of 16 of these words. How can you show that?

The Vocabulary Test All 32 words are on the test. You only answer half of the questions. You leave the other half unanswered. If on the test, you answer more than 16 questions, then only the first 16 will be scored. When these 16 points go into the grade book, the score will be doubled. In the grade book, the assignment will be worth 32 points. Your score on the test will be doubled in the grade book.

Example: If you scored 16 on the test, your JMC grade will be 32 out of 32. If you scored 15 on the test, your JMC grade will be 30 out of 32. If you scored 1 on the test, your JMC grade will be 2 out of 32.

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:

    • 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.
    • Write an essay on some of the ways Odyssey has influenced cultures for 2,800 years.
    • 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
  • 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.

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