L ESSON P LANS & C OPYING M ASTERS
Elements of Literature
pages 789–817
from the Odyssey by Homer
Part Two: Coming Home
Prereading
SKILLS
FOCUS
Alternative Teaching Strategy
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Core Skill Discuss Character Traits Students will benefit from an
in-depth discussion of character traits before reading Part Two.
Explain that they will identify character traits as they study this
section of the Odyssey. Begin by suggesting that, just as people in real
life have individual personalities, so do characters in fiction. Write a
few character traits on the board, such as bravery, honesty, loyalty,
shyness, and boldness. Explain that knowing a character’s traits can
help readers guess how that character will behave. For example, ask:
Do you think Odysseus is brave? Invite students to think of scenes
from Part One of the Odyssey that show Odysseus’s bravery. (for
example: his assault on the Cyclops, pp. 765–766) Ask: If Odysseus met
a monster in Part Two of the Odyssey, would you expect him to fight
bravely or run away? (fight bravely)
Work with students to list more character traits on the board (for
example, shy, happy, lazy, tough, clever, wise, evil, etc.). Ask volunteers
to name a friend or family member and identify one main character
trait they associate with that person. Invite students to share
something that person has said or done that shows the trait they
have chosen. Model examples such as the following:
My brother is lazy. He never cleans his room.
My friend is shy. She won’t go to the dance with me.
Alternative Activity
Write About Homecoming Give students support for the
Quickwrite activity on page 789 of the student book. First read
the activity aloud. Then put students in pairs or small groups to
brainstorm reactions people might have on returning home after
many years away. Students can write a list of the thoughts and
feelings they come up with. Each group can share their list orally
with the class.
Follow this with a similar exploration of homecoming from another
point of view. Ask: How do you think the people who have been waiting
at home, such as Odysseus’s wife, Penelope, and his son, Telemachus,
might feel about Odysseus’s return? Will they be angry or happy,
welcoming or unfriendly? Encourage all responses.
Literary Skills
Understand characteristics
of epic poetry, including
character traits.
Resources
In this book:
• Adapted Readings
• Vocabulary and
Comprehension, p. 313
• Additional Vocabulary
Practice, p. 314
Other Resources:
• Holt Adapted Reader
• Audio CD Library, Disc 17
• Audio CD Library,
Selections and Summaries
in Spanish
• Supporting Instruction
in Spanish, p. 47
• Video Segment 11
Teacher Tip
Ask students to recall a time
that they were far away
from home. Invite them to
record their thoughts and
feelings about this time in a
journal entry. If they like,
they can follow up with an
entry about their feelings
on their return home.
Odyssey, Part Two
309
Divide the class into teams
to make a game of
identifying character traits.
For example, write on the
board lines 975–980. Ask
teams to read those lines
and identify which of
Telemachus’s character
traits is revealed
(generosity). Each team can
present the trait they see in
the passage and tell the
class why they chose that
particular trait. More
advanced students can
choose and read the
passages that exemplify
character traits.
Especially for ELL
English-language learners
may be frustrated by the
complexity of language in
the Odyssey. Assure them
that the language can be
difficult even for readers
whose first language is
English. Remind students
that they can read for
context, and they do not
have to struggle over every
word to understand the
action of the story.
Vocabulary Practice
Especially for ELL
Reinforce Targeted Vocabulary English-
language learners will benefit from further practice with the words in
the Word Bank. Review the pronunciation and meaning of each
word. Then, ask for volunteers to read each word as it appears in
context in the story: candor (line 965), disdainful (line 1183), adorn
(line 1215), revelry (line 1231), glowered (line 1280), avails (line 1298),
lavished (line 1345), aloof (line 1351), pliant (line 1384), tremulous
(line 1389).
Reading
Alternative Activity
Read the Adaptation Distribute copies of the annotated versions of
“The Meeting of Father and Son,” “Death at the Palace,” and “Odysseus
and Penelope” (available in this book and, with marginal questions,
in Holt Adapted Reader). Have all students read the selections silently.
Listening and Speaking Opportunity
Mixed Ability Group Listen to the Story To help students with
the unfamiliar nature of the verse in this selection, play the audio
recording in English of “The Meeting of Father and Son” as students
follow along in their books. Then place students in small groups to read
short sections aloud (see Echo Reading or Partner Reading on page xxix
of this book). Monitor groups to make sure students are pronouncing
difficult names correctly. You may want to repeat this activity on
successive days to give all students practice in reading aloud.
Alternative Activity
Keep a Character Traits Log To reinforce awareness of character
traits, have students keep a log as they read. Tell them to make a page
for each major character, listing the traits and the passages that
demonstrate those traits. Model these examples for Odysseus:
• In lines 1151–1152, Odysseus says, “‘Here, let me show you
something else, a sign / that I am he, that you can trust me,
look.’” Ask: Do you think Odysseus is trustworthy? What evidence
in the story leads to that conclusion? (In lines 1153–1154 he shows
an old scar to prove who he is.)
• In line 1393, Penelope says to Odysseus, “‘No one ever matched
your caution!’” Remind students that caution is used here to
mean that Odysseus is very careful. Ask: Do you think Odysseus is
cautious? Where in the story have you seen him act cautiously? (In
lines 1160–1175 he is cautious about making sure he will be able
to try the bow.)
310
Lesson Plans
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Mixed Ability Group
Postreading
SKILLS
FOCUS
Listening and Speaking Opportunity
Read Dialogue Invite volunteers to read excerpts of dramatic
dialogue. For example, they can read Penelope’s challenge to her
suitors (lines 1109–1121). Then ask: Can you name any of Penelope’s
character traits in this passage? (cleverness) Other suggestions for
excerpts are Telemachus’s candor (lines 965–970), and the suitors’
mean-spirited mocking of Odysseus (lines 1178–1184). You may also
want to choose three students to read all of page 706 (lines
1304–1332), and then discuss which traits are revealed for each
character through this interchange between Telemachus (anxiety),
Penelope (cautiousness), and Odysseus (patience).
Vocabulary Skills
• Understand synonyms.
• Understand epithets.
Teacher Tip
Students can add to their
character traits log any
epithets they find in the
text. For example, for
Odysseus they might find
“the patient hero,
Odysseus” (line 1329), and
“Greathearted Odysseus”
(line 1335).
Vocabulary Development
Additional Practice
Write Sentences with Synonyms Students will benefit from
Teacher Tip
working as a class to complete Practice 1 on page 815 in the student
book. Copy the chart on the board and fill in each section together.
Students can then work in small groups to rewrite each original
sentence using one of the synonyms they have learned. Volunteers
can read their new sentences aloud.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Reteach the Key Idea
Understand Synonym Connotations Remind students that
synonyms may have the same denotation, or basic meaning, but they
often have different connotations (feelings and associations). It is
important to use the synonym that best expresses what we actually
want to say. Have students find as many synonyms as they can for the
word beautiful. Then discuss the differences in the connotations of
the words handsome and gorgeous.
Especially for ELL Learn Words from the Myths Englishlanguage learners can work in small groups to complete the Practice
exercises on pages 816–817 of the student book. Model this work by
asking students to look up echo in the dictionary and research the
Greek myth of Echo in other classroom resources. Have them write a
few sentences about the myth and how the English word is related to
it. (The nymph Echo angered Zeus’s wife, Hera, because of her talking.
Hera punished Echo by taking away her ability to start conversations.
She was only able to repeat the last words of whatever someone else said.
The English word echo means “a repeated sound.”)
Tell students that the word
epithet comes from a Greek
word meaning “added,” as
in a descriptive phrase or
title added to someone’s
name. Students can
consider their own
character traits to help
them invent two or three
positive epithets to add to
their own names.
Core Skill
Use the resources in the
Reading Skills and
Strategies section of this
book to help students
having difficulty
understanding characters.
Use the selection from the
Odyssey for the application
portion of the lesson.
Odyssey, Part Two
311
Literary Skills
Understand characteristics
of epic poetry, including
character traits.
Resources
In this book:
• Adapted Readings
• Vocabulary and
Comprehension, p. 313
• Additional Vocabulary
Practice, p. 314
Other Resources:
• Holt Adapted Reader
• Audio CD Library, Disc 17
• Audio CD Library,
Selections and Summaries
in Spanish
• Supporting Instruction
in Spanish, p. 47
• Video Segment 11
Teacher Tip
To give students practice
reading aloud dramatically,
have them read the story
lines that show character
traits. Encourage a slow
pace and articulation to
achieve fluency.
TARGETED S TRATEGIES
S TUDENTS
FOR
S PECIAL E DUCATION
Prereading
Alternative Teaching Strategy
Core Skill
Identify Character Traits To prepare students for Part
Two of the epic, read aloud the Before You Read section on student
book page 789. Write a list of common character traits on the board,
such as bravery, honesty, loyalty, patience, and kindness. Tell students
that characters in stories have the traits of real people. Ask: Think
about your personality—what are some of your character traits? Write
their answers on the board. Once students have identified one or two
of their character traits, they can write an original sentence for each
trait. Model this exercise using a character trait of your own. (For
example: I like to spend extra time with my students because I am
generous.) Volunteers can share their sentences with the class. Tell
students that they will be looking at the traits of the characters in the
Odyssey as they read Part Two.
Reading
Alternative Teaching Strategy
Ask Questions Because of the complexity of this selection, suggest
that students pause to ask questions as they read. Remind them that
this strategy can help them understand the story more fully. Model
the strategy with this example: When students read about Odysseus’s
reunion with his son, they might ask: Why is it difficult for
Telemachus to believe that Odysseus is his father? (lines 1013–1019)
(Telemachus just saw Odysseus in rags and now he looks like a god;
Telemachus wonders if his father could be alive after so long.)
Teacher Tip
Students can choose
different sections of the
Odyssey to do role-plays.
This activity will help
them understand the action
of the plot.
312
Lesson Plans
Postreading
Alternative Activity
Summarize the Action Reinforce students’ sense of the overall plot
of Part Two by reviewing the story with the audio recording. This
will take several class sessions. Play a small section. Then, stop and
make a sentence strip for each main event. At the end, shuffle all the
sentence strips and have students put the strips in order.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
SKILLS
FOCUS
NAME _________________________________________________________ DATE ___________________
Vocabulary and Comprehension
Elements of Literature
pages 789–817
from the Odyssey, Part Two:
“Coming Home”
A. Write the correct word in parentheses on the line to complete each sentence.
1. There was great joy and ____________________ among the suitors in the
great hall. (profusion, revelry)
2. When Odysseus ____________________ at Penelope’s maids, they were
afraid. (glowered, glanced)
3. The suitors were ____________________ when they met Odysseus disguised
as a beggar. (disdainful, pliant)
4. Athena ____________________ Odysseus with beauty. (banished, lavished)
5. Telemachus spoke to Eumaeus kindly and with
____________________. (scorn, candor)
B. Answer each question about the Odyssey with a complete sentence.
1. What disguise did Odysseus use to hide his identity when he came home?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
__________________________________________________________________________
__________________________________________________________________________
2. Did Penelope recognize Odysseus when she first saw him again?
__________________________________________________________________________
__________________________________________________________________________
3. Who was Odysseus’s “old and trusty swineherd,” Telemachus or Eumaeus?
__________________________________________________________________________
__________________________________________________________________________
4. Why weren’t the suitors afraid of Odysseus when they first saw him?
__________________________________________________________________________
__________________________________________________________________________
5. Why did Odysseus show the scar on his leg to his faithful servants?
__________________________________________________________________________
__________________________________________________________________________
Vocabulary and Comprehension
313
NAME _________________________________________________________ DATE ___________________
Additional Vocabulary Practice
Elements of Literature
pages 789–817
from the Odyssey, Part Two:
“Coming Home”
A. Match each word with its definition. Write the letter of the correct definition on
the line next to the word.
____ 1. adorn
a. scornful; regarding someone as beneath you
____ 2. glowered
b. glared; stared angrily
____ 3. disdainful
c. at a distance; unfriendly
____ 4. aloof
d. honesty; frankness
____ 5. revelry
e. add beauty to; decorate
____ 6. candor
f. merrymaking; festivity
B. Replace the word(s) in parentheses with the correct word
from the Word Bank.
1. This rope is very (flexible) ____________________.
2. Thomas was (at a distance; unfriendly)
Word Bank
adorn
aloof
pliant
3. Sarah likes to (add beauty to; decorate) ____________________ her room with
flowers.
C. Write the answer to each question in the blank.
1. If your friend glowered at you, did he smile or stare angrily?
__________________________________________________________________________
2. When a witness in a courtroom uses candor, is she shy or is she honest?
__________________________________________________________________________
3. When Gina noticed the aloof man at the picnic, was he sitting at a distance or
chatting with friends?
__________________________________________________________________________
4. Because the clay was pliant, could the potter shape it easily or not work
with it?
__________________________________________________________________________
314
Additional Vocabulary Practice
Copyright © by Holt, Rinehart and Winston. All rights reserved.
____________________ when he saw John at the park.
Collection 10: Epic and
Myth
Vocabulary and Comprehension
Copyright © by Holt, Rinehart and Winston. All rights reserved.
from the Odyssey, Part One: The Wanderings
p. 307
A. 1. d
4. c
2. a
5. e
3. b
B. 1. T
5. T
2. F
6. T
3. F
7. T
4. T
8. F
C. Sample answers given.
1. Odysseus spends ten years trying to get
home after the Trojan War.
2. The island of Ithaca is Odysseus’s home.
3. Odysseus uses rams and sheep to help his
men escape from the Cyclops.
from the Odyssey, Part Two: Coming Home
p. 313
A. 1. revelry
4. lavished
2. glowered
5. candor
3. disdainful
B. Sample answers given.
1. Odysseus disguised himself as a beggar
when he first came home.
2. Penelope did not recognize Odysseus when
she first saw him again.
3. Eumaeus was Odysseus’s “old and trusty
swineherd.”
4. The suitors were not afraid of Odysseus
because he looked like a beggar and was
not a threat to them.
5. He showed them the scar on his leg so they
would know he was really Odysseus.
Where I Find My Heroes; Heroes with Solid Feet
p. 319
A. 1. d
4. b
2. c
5. e
3. a
B. Sentences will vary.
C. Sample answers given.
1. Oliver Stone considers loving parents,
scientists who spend years trying to find
cures for diseases, teenagers who say no to
crack, inner-city kids who work instead of
selling drugs, and others to be heroic.
2. They were the people who helped shelter,
hide, and protect Jews.
3. Douglas says we should try to be little
heroes and have “lifetime achievements.”
The Fenris Wolf
p. 325
A. 1. brood
4. bind
2. grisly
5. forged
3. demons
B. Answers will vary.
C. Sample answers given.
1. They try to restrain him with chains of
different strengths and materials.
2. The Fenris Wolf insists on taking a hostage
before he tries out the silken rope, so Tyr
comes forward and puts his hand in the
wolf’s mouth. The wolf bites off Tyr’s hand.
3. The wolf is tied, and will remain that way as
long as Odin reigns. But one day, the Fenris
wolf will break free and evil will triumph.
Additional Vocabulary Practice
from the Odyssey, Part One: The Wanderings
p. 308
A. 1. adversity
2. formidable
3. ardor
B. 1. e
4. b
2. d
5. f
3. a
6. c
C. Sentences will vary.
from the Odyssey, Part Two: Coming Home
p. 314
A. 1. e
4. c
2. b
5. f
3. a
6. d
B. 1. pliant
2. aloof
3. adorn
C. 1. stare angrily 3. sitting at a distance
2. honest
4. shape it easily
Where I Find My Heroes; Heroes with Solid Feet
p. 320
A. 1. c
4. c
2. a
5. d
3. b
B. 1. T
4. T
2. T
5. F
3. F
C. Sample answers given.
1. works for a candidate who wants to find
good homes for the poor
2. volunteering at local nursing homes
3. puts it off until a later date
The Fenris Wolf
p. 326
A. 1. d
4. c
2. a
5. j
3. f
6. i
7. h
8. b
9. g
10. e
Answer Key
403