Bringing homer’s Odyssey home
Britt Harris & Barb Lachman, Shorewood HS, Shoreline, WA
Now that we’ve read The Odyssey, you will show your
understanding of the plot and themes of the text by creating
a 5-10 minute dramatization of a selected passage.
How do you do this? Here are the steps:
1. Choose a group of 3-5 people wisely.
2. Choose and sign up for one of the location passages
listed below. Each group must choose a different
passage.
3. Choose a school location with a literal or metaphoric connection to your passage where you will
perform. Be ready to explain the relationship; it is part of your presentation.
4. Create your presentation
a. Setting- Create a visual display of your scene. You cannot spend money. You can use
supplies provided in class or items available from home. Your setting will be displayed in
the school during the week, so don’t include anything valuable. If you can’t leave your
display up, you can set it up just before you perform.
b. Script- Write a script for your dramatization with:
i. At least two lines quoted exactly from the source text
ii. An equal speaking part for all group members (including the introduction)
iii. Accurate plot- Tell the story of the passage literally or figuratively. You can
modernize most of the language (except the two lines) and set it in any time period
or place. (For example, what is your version of the Siren’s story? What or who is
trying to distract you from your goals?)
iv. Exploration of themes- Dramatize the ideas beyond the plot. What is important
about this episode? What lessons are taught? What cultural values are expressed or
questioned? What themes are important to us as 21st Century people?
c. Quiz- Write a 6-10 question class quiz that focuses on the most important elements of the
text’s passage for the rest of the class. Your quiz has to show your understanding of what is
important from the passage and the elements of the plot and themes you have emphasized.
Your quiz is due the period before your presentation, so that copies can be made for class.
5. Rehearse and time your presentation- The intro and drama must be 5-10 minutes total, and you
might be cut off after 10 minutes. The quiz should only take 5 minutes to complete.
6. Presenta. Introduce your presentation
What part of the text are you presenting? What are the important themes?
Why did you choose this location? How does it connect to the text?
Is there anything else we need to know?
b. Drama
c. Give the Quiz
Passage Locations (chronological)
1.
2.
3.
4.
5.
6.
Ithaca (Bk. 1-2)
Ogygia (Bk. 5-6)
Ismaros & Land of Lotus Eaters (Bk. 9)
Sicily-Island of Cyclops (Bk. 9)
Aolia & Laestrygonia (Bk. 10)
Aeaea- Circe (Bk. 10)
7. Underworld (Bk. 11)
8. Island of the Sirens (Bk. 12)
9. Scylla & Charybdis (Bk. 12)
10. Thrinakia (Bk. 12)
11. Phaeacia (Bk. 6-8)
12. Ithaca (Bk. 13-20)
13. Ithaca (Bk. 21-22)
14. Ithaca (Bk. 23-24)
Bringing homer’s Odyssey home
Group Members
Group Rubric
Scenery
&
Costume
10 pts
Drama
20 pts
Quiz
10 pts
Participation
10 pts
Exemplary
Proficient
Emerging
Incomplete
• shows extra effort,
care, and artistic
thought
• creatively connects
to scene with
consistent message
• demonstrates
complex & detailed
understanding of text
• creative and
engaging portrayal
of plot & theme
• clear and creative
introduction
• shows evidence of
polished rehearsal
• shows good effort
and thought
• clearly and
accurately connects
to scene
• shows some effort
• has some accurate
connections to scene
• lacks effort, may look
messy
• few accurate
connections to scene
• demonstrates good
understanding with
some detail
• accurate and
interesting portrayal
of plot & theme
• clear and logical
introduction
• shows evidence of
good rehearsal
• demonstrates poor
understanding
• confusing, general, or
inaccurate portrayal
• introduction very
incomplete
• disorganized
• clear & concise
• focused on full plot
and theme
emphasized in
passage
• all contribute
approximately
equally
• worked through
conflict & actively
considered ideas
from all members
• clear, but may need
some editing
• focused on some
plot &/or theme in
passage
• all contribute
approximately
equally
• may not have
worked to consider
ideas from all
members
• demonstrates
understanding that
may be general or
slightly inaccurate
• clear portrayal, but
may lack some plot
or clear theme
• introduction
incomplete or unclear
• shows need for more
rehearsal
• somewhat confusing
• may be too general,
too specific
• somewhat unequal
participation
• did not consider ideas
from all members
equally
• very unequal
participation
• avoided conflict,
unresolved conflict,
or no attempt to
involve all members
• confusing
• not focused on plot
&/or theme in
passage
Comments:
Common Core State Standards
Reading Standards for Literature
1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences from the text
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
3: Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme
5: Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise
7: Analyze the representation of a subject or a key scene in two
different artistic mediums
10: Read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range
Writing Standards
3b: Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters
Speaking and Listening Standards
1: Initiate and participate effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively
6: Adapt speech to a variety of contexts and tasks