“Choosing to Make The Odyssey Your Adventure”
Kat Robinson and Lora Reed
Fall 2010
Overview
Current students share a real desire to participate in playing games that engage elements of the journey. In fact, research in
the field of game or game theory argues that using elements from video games encourages the development of cognitive and
social aspects of students. While game playing may be viewed as not having an essential part in the college classroom, the
ability to use aspects of the gaming mind offers many intersections for discussion and knowledge-formation.
Goals of Activity:
Oral Communication: Students will demonstrate the ability to discover, organize and deliver content that is adapted to the
appropriate audience, purpose and context.
Familiarity with the humanities: Students will demonstrate close reading and critical thinking ability in the humanities.
Reflection on Values and Meaning: Students will be able to articulate and examine their beliefs and values.
Activity:
Explanation: The activity involves students participating in the creation of a game-like experience based on the Books
of The Odyssey. The students use a template similar to the “Choose Your Own Adventure” structures. The students are
placed in groups of three (hopefully with individuals that they have not worked with before in class). The activity could
involve a 30 minute class period, or it could serve as a longer take-home activity with an oral presentation component.
 Each of the groups will be given or select a Book from the work. The students are to select three to four aspects
of the selection that represent choices for the characters. (For example in Book V, the three aspects/choices
could be: 1. Kalypso asks Odysseus if he would trade immortality for his former life and wife, 2. Odysseus builds
a boat and has to decide to leave, and 3. Leukothea offers her sash to Odysseus)
 Using the aspects, the student groups will construct a timeline with at least three adaptations of the choices. (1.
Kalypso asks Odysseus if he would trade immortality—option 1 he says yes, option 2 he lies and tricks Kalypso,
and option 3 he says no) (2. Odysseus builds a boat and has to decide to leave—option 1 he leaves, option 2 he


doesn’t build a strong enough boat, and option 3 he builds an indestructible boat). (3. Leukothea offers her
sash—Option 1 he takes it, Option 2 he doesn’t take the sash, and Option 3 the sash’s power doesn’t work).
For each of the options, the students must evidence why this option is valid for the situation. The evidence must
be related to the text or to class discussions.
The students will then compile their selections into a brief presentation. This presentation could be a short
paper, a short interactive, a board game, or a podcast.
Assessment of Activity:
Short In-Class Activity: The assessment of the Activity would then relate to your participation rubric or assessment
practice.
Here is an example of a participation rubric applied to this activity:
Listening
(Oral)
Quality of
contributions
(Familiarity
with
Humanities)
Impact on
discussion
(Reflection on
Values and
Meaning)
Strong Work
Actively and
respectfully listens to
peers
The elements of the
exercise are relevant
and reflect
understanding of:
assigned text(s);
previous remarks of
other students; and
insights about
assigned material
The group
presentation helps
move conversation
forward
Needs Development
Sometimes displays lack of interest in
comments of others
Unsatisfactory
Projects lack of interest or disrespect for others
Elements sometimes irrelevant, betray
lack of preparation, or indicate lack of
attention to previous remarks of other
students
Elements reflect little understanding of either the assignment or previous
remarks in seminar
The presentation advances the
conversation, but sometimes do little to
move it forward
The presentation does not advance the conversation or are actively
harmful to it
Here is an example of a rubric for the short interactive text:
Above Average
The presentation
investigates a
specific text
comprehensively.
(Humanities)
Good
The
presentation
investigates a
specific text
specifically.
Average
The
presentation
investigates a
text in a
standard
fashion.
Fair
The
presentation
investigates a
text in a brief
and cursory
manner.
Poor
The
presentation
investigates a
text in a surface
fashion.
The presentation
engages various
readings and
perspectives in
an engaging
manner.
(Oral)
The
presentation
engages various
readings and
perspectives in
an informed
manner.
The
presentation
engages various
readings and
perspectives in
a standard
manner.
The
presentation
engages various
readings and
perspectives in
a brief fashion.
The
presentation
engages various
readings and
perspectives in
a surface
fashion.
The presentation
comprehensively
explores the
relationship
between various
extra-textual
areas (i.e.
Culture, History,
Ideologies) and
the text.
(values)
The
presentation
engages and
explores the
relationship
between
various extratextual areas
(i.e. Culture,
History,
Ideologies) and
the text.
The
presentation
explores the
relationship
between
various extratextual areas
(i.e. Culture,
History,
Ideologies) and
the text.
The
presentation
conducts a
basic
exploration of
the relationship
between
various extratextual areas
(i.e. Culture,
History,
Ideologies) and
the text.
The
presentation
addresses the
relationship
between
various extratextual areas
(i.e. Culture,
History,
Ideologies) and
the text in a
surface manner.


The Presentation is worth 100 points total .
Presentation s should mirror the class format of discussion and participation. You will
not want to just lecture to your peers; instead, you will want to involve them in
exploring your ideas and the connections that you have made.
Here is an example of an assessment rubric for a podcast or board game:
Board Game or Podcast Name
Practicality
Authors
Beginning
Developing
Accomplished
Exemplary
1
2
4
6
The game or
podcast would
take
considerable
effort to set up
and
play...more
effort than it's
worth.
The game or
podcast would
take a fair bit of
effort to set up
and play in the
chosen context
The game or
podcast is
fairly easy to
set up and
play, but a few
glitches are
apparent.
The game or
podcast is very
easy to set up
and play in the
context it was
designed for.
Score
Rules
Simplicity
Instructional
effectiveness
Elegance
The rules are
Rules are
not entirely
unclear and
clear or
too long. There
complete. There
are rules that
are rules that
add complexity
could be
without adding
eliminated
to playability
without harming
or learning.
the game.
The content is
incidental. One
can play
without
learning much.
Elements of
the game or
podcast
contradict
elements of
the content
and/or seem
gratuitous or
Rules are fairly
short, clear
and complete,
but could be
streamlined a
bit.
Winning and
learning are
Significant
closely
cognitive effort
entwined,
is spent on
though some
things that have
mental effort is
nothing to do
spent on
with the
aspects that
content.
are just about
the game.
There is solid
Elements of the
congruence
content are
between the
used as
game or
elements of the
podcast
game, but it
elements and
seems a bit
content
contrived.
elements
Rules are
short, clear
and complete.
Winning the
game or
podcast
requires
learning the
content. The
two are
matched
completely.
Game or
podcast
elements and
content
elements are
mapped onto
each other in
multiple ways
merely
decorative.
The game or
podcast can
only be played
in one way.
There's no way
identified to
optimize the
match with the
players' skill
level or
different
contexts.
Flexibility
There might be
a way to vary
the game, but
it's not clearly
spelled out.
There is at
least one way
to vary the
game or
podcast to
meet different
needs.
that seem
surprising and
apt.
Several
variations are
clearly
identified that
make the
game or
podcast
playable in a
number of
ways to meet
different
needs.
Adapted from: http://edweb.sdsu.edu/courses/edtec670/boardgame/boardgamerubric.html
Here are the resources to evaluate the oral presentation:
Presentation Rubric
Beginning
Developing
Accomplished
Exemplary
1 point
2 points
3 points
4 points
Score
Participation
One main
speaker; little
participation
from other group
members
Most group
members
participate;
unequal
contributions
All group
members have
significant
participation
Well-balanced
participation by
all group
members
Information
Minimal
information
presented
Some
information
given; not
complete or
inaccurate
Complete,
accurate
information
given
Complete,
accurate, wellorganized
presentation of
information
Visuals
No visuals
Weak visuals
that do not
contribute to
audience’s
understanding
Adequate
visuals
Interesting,
original, factual,
colorful visuals
Poorly
organized,
hesitant, shows
lack of rehearsal
Some
organization and
rehearsal
Good
organization.
Smooth.
Obviously
rehearsed.
Very
professional,
polished.
Confident.
Excellent flow
No audience
eye contact,
distracting
mannerisms,
Very little eye
contact, relies
heavily on notes
Good eye
contact, only
somewhat
dependent on
notes
Excellent eye
contact, minimal
reliance on
notes
Very poor vocal
inflection:
mumbling,
monotone, too
soft
Somewhat
lacking vocal
inflection. Some
stumbling and
mumbling.
Projects voice
clearly and
loudly with good
inflection
Excellent use of
voice enhances
this
presentation:
loud, clear,
animated, varied
(Graphs, charts,
pictures, etc.)
Delivery
pitch
Comments:
Total:
Adapted from: http://imet.csus.edu/imet2/nicher/toohotwebquest/oralrubric.doc.
Resources for Activity:
“Choose your adventure”-http://www.users.globalnet.co.uk/~loxias/odyssey/odyssey.htm
Collection of resources on the work-http://jc-schools.net/tutorials/eng9/homer.html
Online game creator-http://www.playcrafter.com/
Wiki Collection of resources for using games in the classroom-http://wowinschool.pbworks.com/Supporting-Research