H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey)
LIST OF CONTENTS
Information Sheet
Section 1: What Task and Standards?
Teaching Task
Common Core State Standards
Reading Standards for Narrative Tasks
Speaking and Listening Standards
Writing Standards for Narrative Tasks
Content Standards from State or District
Speaking and Listening Rubric
Writing Rubric for Narrative Tasks
Section 2: What Skills?
Skill Cluster Overview
Section 3: What Instruction?
Instructional Ladder
Skill Cluster 1: Preparation for Module
Skill Cluster 2: Reading Process
Skill Cluster 3: Dialogue Process
Skill Cluster 3: Transition to Writing
Skill Cluster 4: Writing Process
Materials, References and Supports
Teacher Work Section
Module Appendix
Seminar Plan
Text
Vocabulary List
Seminar
Speaking and Listening Checklist
National Paideia Center, 2013 | www.paideia.org
1 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Information Sheet
FOR NARRATIVE
Module Title
(Title should Include text title and key
ideas)
The Power of Story: Menelaus and Proteus from The Odyssey
Module Description
(Overview to state course subject,
key ideas, text, written product and
audience)
This module is designed to be taught as part of a thematic
unit entitled “Why Study Ancient Civilization?” It was first
created as part of a model Common Core Humanities Course
from Dawn to the Reformation. It can, however, be taught
independently, particularly in high school ELA classes.
Template Task
(The writing assignment with blanks;
include number, type, level)
Collection 2, Task 29: [Insert Optional Question] After
reading __________ (literature or informational texts)
about __________ (content), write a __________ (narrative
or substitute) in which you relate __________ (content).
(Narrative/ Sequential)
Teaching Task
(FIll in the blanks and be sure there
is a clear connection between the
question, task and text)
•How does learning the truth change who we are?
•After reading an excerpt from The Odyssey by Homer,
about Menelaus’ encounter with Proteus, write a narrative
in which you relate how learning the truth about something
important changed your life.
Big Ideas, Values
(see Ideas and Values list on page 21)
•Change
•Story
•Truth
Grade(s)/Level
9-10
Discipline
(e.g., ELA, science, history, other?)
Humanities
Course
Humanities (or World History)
Author(s)
Laura Billings, Terry Roberts
Contact Information
•[email protected]
•[email protected]
National Paideia Center, 2013 | www.paideia.org
2 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards?
TEACHING TASK
Teaching Task
(Before finalizing, draft your own
response to text and revise)
•How does learning the truth change who we are?
•After reading an excerpt from The Odyssey by Homer, about
Menelaus’ encounter with Proteus, write a narrative in which
you relate how learning the truth about something important
changed your life.
Reading Texts
(See Paideia Text Rubric on page 22
for text selection rubric; provide text
title here and include link to exact
version or whole text in Appendix)
The Odyssey from Book IV: Menelaus and Proteus
(in Appendix)
Background to Share with Students
(Justify why it is important for
students to read and study this text)
During this module, you will have a chance to read, study,
and discuss an excerpt from the second oldest literacy work
in Western culture, Homer’s The Odyssey. In this excerpt, the
narrator, Menelaus, seizes the opportunity to demand the truth
from one of the gods, and what he discovers changes his life.
You will have the opportunity to explore this episode in detail
and then write about a time in your own life when discovering
the truth changed you. During our study of this story, we will
consider a number of profound ideas, including: Change, Story,
and Truth.
Extension
(Note the written product, the
audience and how the audience
might respond)
Students will have the opportunity to share at least a section
of their narratives during a day-long Story Jam hosted by their
class entitled “The Power of Story,” in which they will read
aloud a part of their stories and answer questions from a public
audience—both on their stories and on the power of stories to
change our lives.
National Paideia Center, 2013 | www.paideia.org
3 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Reading Standards vary by module type.
READING STANDARDS for NARRATIVE
“Built-in”
Reading Standards
“When Appropriate”
Reading Standards
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., section, chapter, scene,
or stanza) relate to each other and the whole.
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
7. Integrate and evaluate content presented in
diverse formats and media, including visually
and quantitatively, as well as in words.
6. Assess how point of view or purpose shapes the
content and style of a text.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
10. Read and comprehend complex literary
and informational texts independently and
proficiently.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or
to compare the approaches the authors take.
National Paideia Center, 2013 | www.paideia.org
4 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Speaking and Listening Standards are the same for all three module types.
SPEAKING AND LISTENING STANDARDS
for ALL MODULE TYPES
“Built-in”
Speaking and Listening Standards
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
“When Appropriate”
Speaking and Listening Standards
2. Integrate and evaluate information presented
in diverse media and formats, including visually,
quantitatively, and orally.
4. Present information, findings, and supporting
3. Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric.
evidence such that listeners can follow the line
of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command
of formal English when indicated or appropriate.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
National Paideia Center, 2013 | www.paideia.org
5 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Writing Standards vary by module type.
WRITING STANDARDS for NARRATIVE
“Built-in”
Writing Standards
“When Appropriate”
Writing Standards
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
1. Write arguments to support claims in an analysis
of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
2. Write informative/explanatory texts to examine
and convey complex ideas and information
clearly and accurately through the effective
selection, organization, and analysis of content.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
10. Write routinely over extended time frames (time 8. Gather relevant information from multiple print
and digital sources, assess the credibility and
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
accuracy of each source, and integrate the
range of tasks, purposes, and audience.
information while avoiding plagiarism.
National Paideia Center, 2013 | www.paideia.org
6 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
CONTENT STANDARDS from STATE OR DISTRICT
Standards Source:
NUMBER
CONTENT STANDARDS
National Paideia Center, 2013 | www.paideia.org
7 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC
This is the same for all three module types.
SCORING
ELEMENTS
Approaches Expectations
/Meets Expectations
Not Yet
1
1.5
2
2.5
Adanced
3
Attention
•Does not look at the
person speaking.
•Occasionally turns
and talks to person
sitting nearby while
another person is
speaking.
•Looks at the person
speaking during most of
the discussion.
•Rarely talks while another
is speaking.
•Looks at the person
speaking during the
discussion.
•Does not talk while
another is speaking.
Engagement
•Does not take notes
related to the ideas
being discussed.
•Occasionally takes notes
related to the ideas
being discussed.
•Gives way to another as
a way of sharing the talk
time.
•Consistently takes
notes related to
the ideas being
discussed.
•Gives way to another
as a way of sharing
the talk time.
Articulation
•Makes barely audible
statements.
•Makes clear and accurate
statements; generally
speaks at appropriate
pace, volume; uses
relevant vocabulary and
grammar.
•Makes clear and
accurate statements;
consistently speaks
at appropriate
pace, volume; uses
relevant vocabulary
and grammar.
Explanation
•Makes simple,
somewhat unrelated
or repetitive points/
statements.
•Provides points/
statements about
the discussion topic
noting details related
to sequence, category,
purpose, or point of view.
•Provides insight
related to fallacies
within the text; tests
assumptions and
explores inferences.
•Refers to the text
or another relevant
source.
National Paideia Center, 2013 | www.paideia.org
Table continues on next page
8 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC (continued)
SCORING
ELEMENTS
Not Yet
1
Approaches Expectations /
Meets Expectations
1.5
2
2.5
Adanced
3
Expansion
•Draws conclusions
based on a single
perspective.
•Refers to the text or
another relevant source.
•Illuminates relevance;
Notes positive/
negative implications
•Acknowledges
difference in own
perspectives—
before and now.
•Adds to previous
statement by
offering a more
global/ holistic
interpretation.
Connection
•Does not ask
questions.
•Does not refer to
what else has been
said.
•Considers another
point of view and
acknowledges personal
bias.
•Asks authentic questions.
•Paraphrases what else
has been said.
•Refers to another
facet of an idea or
another’s comment.
•Considers multiple
points of view and
acknowledges
personal bias.
•Asks authentic,
thought-provoking,
open-ended
questions.
National Paideia Center, 2013 | www.paideia.org
9 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for NARRATIVE TASKS
Writing Rubrics vary by module type.
SCORING
ELEMENTS
Not Yet
1
1.5
2
2.5
Focus
•Attempts to address prompt, but
lacks focus or is off-task.
•Addresses prompt appropriately
but with a weak or uneven focus.
Controlling
Idea
•Attempts to establish a theme
or storyline, but lacks a clear or
sustained purpose.
•Establishes a theme or storyline,
but purpose is weak, with some
lapses in coherence.
Reaading/
Research
•Directly restates information from
reading materials, interviews, and/
or visual materials; uses materials
inaccurately, OR information from
source materials is irrelevant for the
purpose at hand.
•Uses reading materials, interviews,
and/or visual materials with minor
lapses in cohesion, accuracy or
relevance.
Development
•Descriptions of experiences,
individuals, and/or events are overly
simplified or lack details.
•Attempts to use stylistic devices
(e.g., imagery, tone, humor,
suspense) but devices are used
awkwardly or do not serve the
purpose of the narrative.
•Develops experiences, individuals,
and/or events with some detail but
sense of time, place, or character
remains at the surface level.
•Uses appropriate stylistic devices
(e.g., imagery, tone, humor,
suspense) unevenly.
Organization
•Attempts to use a narrative
structure; composition is
disconnected or rambling.
•Applies a narrative structure
(chronological or descriptive),
with some lapses in coherence or
awkward use of the organizational
structure.
Conventions
•Lacks control of grammar, usage,
and mechanics; little or ineffective
use of transitions.
•Demonstrates an uneven
command of standard English;
inconsistently uses transitions
between sentences and
paragraphs to connect ideas.
•Attempts to include disciplinary
Content
Understanding content, but understanding
of content is weak; content is
irrelevant, inappropriate, or
inaccurate.
Approaches Expectations
National Paideia Center, 2013 | www.paideia.org
•Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanations.
Table continues on next page
10 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for NARRATIVE TASKS (continued)
Meets Expectations
3
Advanced
3.5
4
•Addresses prompt appropriately and
maintains a clear, steady focus.
•Addresses all aspects of prompt appropriately and
maintains a strongly developed focus.
•Establishes a theme or storyline, with a
well-developed purpose carried through
the narrative.
•Establishes a compelling theme or storyline, with
a well developed purpose carried through the
narrative through skillful use of narrative techniques.
•Accurately integrates reading material,
interviews, and/or visual material to
authenticate the narrative.
•Accurately and seamlessly integrates reading
material, interviews, and/or visual material to
authenticate the narrative.
•Develops experiences, individuals, and/or
events with sufficient detail to add depth
and complexity to the sense of time, place,
or character.
•Uses appropriate stylistic devices (e.g.,
imagery, tone, humor, suspense) to support
the purpose of the narrative.
•Elaborates on experiences, individuals, and/or
events with comprehensive detail to add depth and
complexity to the sense of time, place, or character.
•Skillfully integrates appropriate stylistic devices (e.g.
imagery, tone, humor, suspense) to support the
purpose of the narrative.
•Applies a narrative structure (chronological
or descriptive) appropriate to the purpose,
task, and audience; storyline clearly conveys
the theme or purpose.
•Maintains an organizational structure that applies
a complex narrative structure (chronological or
descriptive) appropriate to the purpose, task and
audience. that enhances communication of theme
or purpose and keeps the reader engaged.
•Demonstrates a command of standard
English conventions with few errors;
consistently uses transitions between
sentences and paragraphs to connect ideas.
•Provides bibliography or works consulted
when prompted.
•Demonstrates a well-developed command of
standard English conventions; effectively uses
transitions between sentences and paragraphs to
connect ideas.
•Provides bibliography or works consulted when
prompted.
•Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that demonstrate
understanding.
•Integrates relevant and accurate disciplinary content
with thorough explanations that demonstrate indepth understanding.
National Paideia Center, 2013 | www.paideia.org
11 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Module Templates – Section 2: What Skills?
SKILL CLUSTER OVERVIEW
Skill
Definition
SKILL CLUSTER 1: PREPARATION FOR MODULE
Task Analysis
Ability to understand and explain the task’s prompt and rubric.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Background Information
Ability to identify contextual information.
Inspectional Reading
Ability to identify structural components of the seminar text.
Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Analytical Reading
Ability to read for meaning and inferences.
SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)
Pre-Seminar Process
Ability to reflect on personal communication habits and select appropriate
speaking and listening goals.
Seminar
Ability to think critically and collaboratively in a group about concepts and
ideas of a text through a structured Socratic seminar or other discussion-based
strategy.
Post-Seminar Process
Ability to self-assess on speaking and listening skills practiced in the seminar and
note relevant communication goals for future discussions.
SKILL CLUSTER 4: WRITING PROCESS
Note-taking
Ability to select important facts and passages for use in one’s own writing.
Initiating the Task
(Controlling Idea)
Ability to establish a controlling idea and consolidate information relevant to task.
Planning
Ability to develop a line of thought and text structure appropriate to the task type.
Initial Draft and
Development
Ability to construct an initial draft with an emerging line of thought and structure.
•Ability to explain relevant and plausible implications.
•Ability to address the credibility and origin of sources in view of your research
topic.
•Ability to identify gaps or unanswered questions.
Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
Editing
Ability to proofread and format a piece to make it more effective.
Completion
Ability to submit final work that is on task.
National Paideia Center, 2013 | www.paideia.org
12 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 3: What Instruction?
INSTRUCTIONAL LADDER
Pacing
Skill &
Definition
Product &
Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 1: PREPARING FOR THE TASK
Day 1
Task Analysis
•Ability to
understand
and explain
the task’s
prompt and
rubric.
Bullets
•In your own
words, what are
the important
features of a good
response to this
prompt?
•No scoring
•Share examples of types of
compositions students will produce
(either from past students or from
professional writers).
•Identify or invite students to
identify key features of examples.
•Pair students to share and improve
their individual bullets.
•Create a classroom list: Choose one
student to share a few ideas on the
board, and ask others to add to it.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Days
1-2
Background
Information
•Ability to
identify
contextual
information.
Notes
•Add notes to your
timeline and world
map.
•Also note key
features of the
essay.
•Complete
and accurate
background
information is
noted.
•Determine essential facts necessary
to understand context of key text.
•Share with students either via short
lecture, power point, video, or
reading.
•Have students do additional
research as appropriate.
Days
1-2
Inspectional
Reading
•Ability to
identify
structural
components
of the seminar
text.
Labeling Text &
Paraphrase
•Label parts of the
text by numbering
the lines of the
two texts.
•Discuss where the
two soliloquies
appear in the play.
•Structural
features of
the text are
visible and
clear.
•Each student has a copy of the
printed text.
•Read the two soliloquies aloud for
students.
•Remind students where these two
soliloquies appear in the play and
discuss in particular the setting of
the two scenes (Act III, Scene 1
and Act IV, Scene 4) where these
speeches appear.
•See Adler & Van Doren, pp. 31-44.
National Paideia Center, 2013 | www.paideia.org
13 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product &
Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)
On-going
Essential
Vocabulary
•Ability to
identify and
master terms
essential to
understanding
a text.
Analytical
Day 3
Reading
(& 4 as
neccssary) •Ability to
annotate
demanding
text in detail.
Vocabulary List
•In your notebook,
list words and
phrases essential
to the texts. Add
definitions, and (if
appropriate) notes
on connotation in
this context.
•In addition to
the terms from
the text, also list
and define the
following:
–Tragedy
–Act
–Scene
–Soliloquy
•Lists
appropriate
phrases.
•Provides
accurate
definitions.
•Read the text aloud a second
time while students highlight
the words and phrases with
which they are unfamiliar.
Discuss the two soliloquies line
by line, defining terms while
students take notes on their
initial copies of the text—for
transfer into their notebooks.
•After scoring, ask some
students to share definitions of
terms that others overlooked
or misunderstood.
•After scoring, be willing to
provide direct instruction
or guide a close reading if
needed to work through a key
phrase most students missed.
•Annotates
Marked Text
•Using the twotexts in
detail—
column version of
the text provided
including
by the teacher,
paraphrase
work in groups of
of individual
three to annotate
lines.
your personal copy
of the text with
paraphrases for
difficult passages.
•After your group
has finished
annotating both
texts, participate
in class discussion
of annotations.
•Project on the board or screen
a set of footnotes from a
standard version of the text (of
your choice) so that students
will have a starting place with
antique words or phrases.
•Assign groups of three to work
through both texts line-by-line,
writing clear paraphrases of
any lines that are confusing to
the students in each group.
•After all groups are finished,
discuss both texts line by
line, having groups share
their paraphrases; discuss as
necessary for clarity.
National Paideia Center, 2013 | www.paideia.org
14 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
=Product &
Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)
Day 4
Pre-Seminar
Process
•Ability to
reflect on
personal
communication
habits
and select
appropriate
speaking and
listening goals.
Day 4
Seminar
•Participate in
•Ability to think
the Seminar and
focus on your
critically and
collaboratively
goals.
in a group
about concepts
and ideas of a
text through
a structured
Paideia
seminar.
Day 4
Post-Seminar
•Ability to
self-assess on
speaking and
listening skills
practiced in
the seminar
and note
relevant
communication
goals for future
discussions.
Self-Assessment
•Based on the
list of Speaking
and Listening
behaviors, note
in writing a goal
for your personal
participation in
the upcoming
dialogue. See
Appendix.
•Chooses
•See Speaking and Listening Rubric,
appropriate
and in the Appendix, the Speaking
individual
and Listening Checklist.
process goal •Teacher should use the Speaking
based on
and Listening Skills List to facilitate
past seminar
individual process goal choice.
performance. •Students select what they will work
on individually and note it in writing
on the Speaking and Listening Skills
List included in the Appendices to
this module.
•The group participation goal is
discussed and posted where all can
see.
•No scoring
Self-Assessment
•Answers task
•Reflect back on
by filling in
Speaking
your participation
and Listening
goal, then finish
filling out the
Checklist in
Seminar Process
detail.
Assessment
•Writes in
detail about
form; write a
seminar
short reflective
work on
participation.
your seminar
performance in
detail.
National Paideia Center, 2013 | www.paideia.org
•See Seminar Plan in Appendix.
•Teachers should be familiar with
the Process step of Paideia Seminar
including: definition and purpose
for having the dialogue, role and
responsibility of facilitator and
participants, steps to guide personal
and group process goals.
•Also see Teaching Thinking Through
Dialogue for examples of pre- and
post-seminar process “scripts”
embedded in sample seminar plans.
•See Appendix.
•Have a few representative students
share their goal for speaking and
listening and their performance.
•Likewise, may ask the entire goal
to reflect on the entire dialogue
process, i.e. the group effort.
•In whatever format is preferred, both
individual and group reflections
should be archived for reference at
the beginning of the next Seminar.
•See Teaching Thinking through
Dialogue: pages 44-48.
15 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3 – TRANSITION TO WRITING
Day 4
Capturing Ideas
from Discussion
•Ability to capture
in writing the
ideas (and words
used to name
and discuss ideas)
from the seminar
discussion.
Short Response
•In a quick write, note
things you heard, said,
or thought during the
seminar that are in
any way related to the
writing task.
•No scoring
•Link this task to
earlier class content.
•Remind students
that these notes will
feed directly into
the writing process.
•Clarify timetable
and support plans
for task.
SKILL CLUSTER 4 – WRITING PROCESS
Day 5
Note-taking
•Ability to select
important facts
and passages for
use in one’s own
writing.
Notes
•Identifies relevant
•From each text, make a
elements.
list of the elements that •Includes
look most important for
information to
support accurate
answering the prompt.
Do what you need to do
citation (for
to avoid plagiarism.
example, Act,
Scene, and Line
•Note in particular quotes
that you can use to
number)
illustrate your response
to the writing task.
National Paideia Center, 2013 | www.paideia.org
•Teach a model
format for note
taking.
•Check that early
student work is in
the assigned format
(or in another format
that gathers the
needed information
effectively).
16 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Day 6
Initiating the Task
(Controlling Idea)
•Ability to
establish a
controlling idea
and consolidate
information
relevant to task.
Opening Paragraph
•Write an opening
paragraph that
includes a controlling
thesis and sequences
the key points you
plan to make in your
composition.
•Writes a concise
•Offer several
summary statement or
examples of opening
draft opening.
paragraphs from
•Provides direct answer
previous student
to main prompt
responses to a similar
prompt.
requirements.
•Establishes a
•Ask class to discuss
what makes them
controlling idea.
•Identifies key
strong or weak.
points that support
•Review the list that
development of
students created
earlier to identify
argument.
needed elements.
Day 7
Planning
•Ability to
develop a line
of thought and
text structure
appropriate to
the task type.
Outline/Organizer
•Create an outline
based on your notes
and reading in which
you state your claim,
sequence your
points, and note your
supporting evidence.
•Creates an outline or
organizer.
•Supports controlling
idea.
•Uses evidence from
texts read earlier.
•Provide and teach one
or more examples of
outlines or organizers.
•Invite students to
generate questions
in pairs about how
the format works, and
then take and answer
questions.
Days
8-9
Inital Draft and
Development
•Ability to
construct an
initial draft with
an emerging
line of thought
and structure.
Draft
•Write an initial
draft complete
with opening,
development, and
closing; insert and
cite textual evidence.
•Address the
credibility and origin
of sources in view of
your research topic.
•Identify gaps
or unanswered
questions.
•Provides complete
draft with all parts.
•Supports the opening
in the later sections
with evidence and
citations.
•Encourage students
to re-read prompt
partway through
writing, to check that
they are on-track.
National Paideia Center, 2013 | www.paideia.org
17 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Days
10-11
Revision
•Ability to refine text,
including line of
thought, language
usage, and tone
as appropriate
to audience and
purpose.
Multiple Drafts
•Provides complete
•Refine composition’s
draft with all parts.
•Supports the
analysis, logic, and
organization of
opening in the
later sections with
ideas/points.
•Use textual evidence
evidence and
carefully, with
citations.
•Improves earlier
accurate citations.
•Decide what to
edition.
include and what not
to include.
•Model useful
feedback that
balances support for
strengths and clarity
about weaknesses.
•Assign students to
provide each other
with feedback on
those issues.
Day 12
Editing
•Ability to proofread
and format a piece
to make it more
effective.
Correct Draft
•Provides draft free
•Revise draft to have
from distracting
sound spelling,
surface errors.
capitalization,
•Uses format that
punctuation, and
supports purpose.
grammar.
•Adjust formatting as
needed to provide
clear, appealing text.
•Briefly review
selected skills that
many students need
to improve.
•Teach a short list of
proofreading marks.
•Assign students
to proofread each
other’s texts a
second time.
Day 13
Completion
•Ability to submit
final piece that
meets expectations.
Final Work
•Turn in your
complete set of
drafts, plus the
final version of your
piece.
•Celebrate!
National Paideia Center, 2013 | www.paideia.org
•Demonstrates that
composition is on
task and ready for
evaluation.
18 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Materials, References, and Supports
FOR TEACHERS
Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.
Adler, Mortimer. How to Speak and How to Listen.
Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.
National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.
Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy.
New York: Eye on Education.
FOR STUDENTS
Dictionary: http://www.merriam-webster.com/
Timeline: http://www.tiki-toki.com/
World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html
Hamlet by William Shakespeare
National Paideia Center, 2013 | www.paideia.org
19 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Teacher Work Section
Added Thoughts About Teaching This Module
Because this is one of the few Narrative modules in this Humanities Course, we suggest you
use it to inspire reluctant writers to find their own voices and tell their own stories. You will
note that the extension activity for this module involves staging a “Story Jam” on a day near
the end of the module in which you invite the interested public to your school/classroom to
hear students read excerpts from their stories and discuss the power of stories to reveal the
truth. This activity is different from the more standard means of “publishing” student work,
but it serves the same purpose in that it provides your students with an authentic audience
for their work—as well as an authentic deadline for finishing final drafts of their narratives.
National Paideia Center, 2013 | www.paideia.org
20 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
seminar plan for:
The Power of Story: Menelaus and
Proteus (from The Odyssey)
Ideas: Change, Story, Truth
National Paideia Center, 2013 | www.paideia.org
21 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
The Odyssey
From Book IV: Menelaus and Proteus
BY HOMER
TRANSLATED: SAMUEL BUTLER
“I was trying to come on here, but the gods
detained me in Egypt, for my hecatombs had not
given them full satisfaction, and the gods are very
strict about having their dues. Now off Egypt,
about as far as a ship can sail in a day with a good
stiff breeze behind her, there is an island called
Pharos--it has a good harbour from which vessels
can get out into open sea when they have taken
in water--and here the gods becalmed me twenty
days without so much as a breath of fair wind to
help me forward. We should have run clean out
of provisions and my men would have starved, if a
goddess had not taken pity upon me and saved me
in the person of Idothea, daughter to Proteus, the
old man of the sea, for she had taken a great fancy
to me.
“She came to me one day when I was by myself,
as I often was, for the men used to go with their
barbed hooks, all over the island in the hope of
catching a fish or two to save them from the pangs
of hunger. ‘Stranger,’ said she, ‘it seems to me that
you like starving in this way--at any rate it does not
greatly trouble you, for you stick here day after day,
without even trying to get away though your men
are dying by inches.’
National Paideia Center, 2013 | www.paideia.org
“’Let me tell you,’ said I, ‘whichever of the
goddesses you may happen to be, that I am not
staying here of my own accord, but must have
offended the gods that live in heaven. Tell me,
therefore, for the gods know everything, which of
the immortals it is that is hindering me in this way,
and tell me also how I may sail the sea so as to
reach my home.’
“’Stranger,’ replied she, ‘I will make it all quite clear
to you. There is an old immortal who lives under
the sea hereabouts and whose name is Proteus.
He is an Egyptian, and people say he is my father;
he is Neptune’s head man and knows every inch of
ground all over the bottom of the sea. If you can
snare him and hold him tight, he will tell you about
your voyage, what courses you are to take, and how
you are to sail the sea so as to reach your home.
He will also tell you, if you so will, all that has been
going on at your house both good and bad, while
you have been away on your long and dangerous
journey.’
“’Can you show me,’ said I, ‘some stratagem by
means of which I may catch this old god without his
suspecting it and finding me out? For a god is not
easily caught--not by a mortal man.’ “’Stranger,’
22 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
The Odyssey, from Book IV: Menelaus and Proteus (p2)
said she, ‘I will make it all quite clear to you. About
the time when the sun shall have reached mid
heaven, the old man of the sea comes up from
under the waves, heralded by the West wind that
furs the water over his head. As soon as he has
come up he lies down, and goes to sleep in a great
sea cave, where the seals--Halosydne’s chickens
as they call them--come up also from the grey
sea, and go to sleep in shoals all round him; and a
very strong and fish-like smell do they bring with
them. {44} Early to-morrow morning I will take you
to this place and will lay you in ambush. Pick out,
therefore, the three best men you have in your
fleet, and I will tell you all the tricks that the old
man will play you.
“’First he will look over all his seals, and count
them; then, when he has seen them and tallied
them on his five fingers, he will go to sleep among
them, as a shepherd among his sheep. The
moment you see that he is asleep seize him; put
forth all your strength and hold him fast, for he will
do his very utmost to get away from you. He will
turn himself into every kind of creature that goes
upon the earth, and will become also both fire and
water; but you must hold him fast and grip him
tighter and tighter, till he begins to talk to you and
comes back to what he was when you saw him go
to sleep; then you may slacken your hold and let
him go; and you can ask him which of the gods it
National Paideia Center, 2013 | www.paideia.org
is that is angry with you, and what you must do to
reach your home over the seas.’
“Having so said she dived under the waves,
whereon I turned back to the place where my ships
were ranged upon the shore; and my heart was
clouded with care as I went along. When I reached
my ship we got supper ready, for night was falling,
and camped down upon the beach.
“When the child of morning rosy-fingered Dawn
appeared, I took the three men on whose prowess
of all kinds I could most rely, and went along by the
sea-side, praying heartily to heaven. Meanwhile
the goddess fetched me up four seal skins from
the bottom of the sea, all of them just skinned, for
she meant playing a trick upon her father. Then
she dug four pits for us to lie in, and sat down to
wait till we should come up. When we were close
to her, she made us lie down in the pits one after
the other, and threw a seal skin over each of us.
Our ambuscade would have been intolerable, for
the stench of the fishy seals was most distressing
{45}--who would go to bed with a sea monster if he
could help it?--but here, too, the goddess helped
us, and thought of something that gave us great
relief, for she put some ambrosia under each man’s
nostrils, which was so fragrant that it killed the
smell of the seals. {46}
23 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
The Odyssey, from Book IV: Menelaus and Proteus (p3)
“We waited the whole morning and made the best
of it, watching the seals come up in hundreds to
bask upon the sea shore, till at noon the old man
of the sea came up too, and when he had found
his fat seals he went over them and counted them.
We were among the first he counted, and he never
suspected any guile, but laid himself down to sleep
as soon as he had done counting. Then we rushed
upon him with a shout and seized him; on which
he began at once with his old tricks, and changed
himself first into a lion with a great mane; then all
of a sudden he became a dragon, a leopard, a wild
boar; the next moment he was running water, and
then again directly he was a tree, but we stuck to
him and never lost hold, till at last the cunning old
creature became distressed, and said, ‘Which of
the gods was it, Son of Atreus, that hatched this
plot with you for snaring me and seizing me against
my will? What do you want?’
“Then,’ he said, ‘if you would finish your voyage
and get home quickly, you must offer sacrifices to
Jove and to the rest of the gods before embarking;
for it is decreed that you shall not get back to
your friends, and to your own house, till you have
returned to the heaven-fed stream of Egypt, and
offered holy hecatombs to the immortal gods that
reign in heaven. When you have done this they will
let you finish your voyage.’
“’You know that yourself, old man,’ I answered,
‘you will gain nothing by trying to put me off. It is
because I have been kept so long in this island,
and see no sign of my being able to get away.
I am losing all heart; tell me, then, for you gods
know everything, which of the immortals it is that
is hindering me, and tell me also how I may sail the
sea so as to reach my home?’
“’Son of Atreus,’ he answered, ‘why ask me? You
had better not know what I can tell you, for your
eyes will surely fill when you have heard my story.
Many of those about whom you ask are dead
and gone, but many still remain, and only two
of the chief men among the Achaeans perished
during their return home. As for what happened
on the field of battle--you were there yourself.
A third Achaean leader is still at sea, alive, but
National Paideia Center, 2013 | www.paideia.org
“I was broken hearted when I heard that I must go
back all that long and terrible voyage to Egypt; {47}
nevertheless, I answered, ‘I will do all, old man, that
you have laid upon me; but now tell me, and tell me
true, whether all the Achaeans whom Nestor and I
left behind us when we set sail from Troy have got
home safely, or whether any one of them came to a
bad end either on board his own ship or among his
friends when the days of his fighting were done.’
24 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
The Odyssey, from Book IV: Menelaus and Proteus (p4)
hindered from returning. Ajax was wrecked, for
Neptune drove him on to the great rocks of Gyrae;
nevertheless, he let him get safe out of the water,
and in spite of all Minerva’s hatred he would have
escaped death, if he had not ruined himself by
boasting. He said the gods could not drown him
even though they had tried to do so, and when
Neptune heard this large talk, he seized his trident
in his two brawny hands, and split the rock of Gyrae
in two pieces. The base remained where it was,
but the part on which Ajax was sitting fell headlong
into the sea and carried Ajax with it; so he drank
salt water and was drowned.
“’Your brother and his ships escaped, for Juno
protected him, but when he was just about to reach
the high promontory of Malea, he was caught
by a heavy gale which carried him out to sea
again sorely against his will, and drove him to the
foreland where Thyestes used to dwell, but where
Aegisthus was then living. By and by, however, it
seemed as though he was to return safely after all,
for the gods backed the wind into its old quarter
and they reached home; whereon Agamemnon
kissed his native soil, and shed tears of joy at
finding himself in his own country.
“’Now there was a watchman whom Aegisthus
kept always on the watch, and to whom he had
promised two talents of gold. This man had been
National Paideia Center, 2013 | www.paideia.org
looking out for a whole year to make sure that
Agamemnon did not give him the slip and prepare
war; when, therefore, this man saw Agamemnon
go by, he went and told Aegisthus, who at once
began to lay a plot for him. He picked twenty of his
bravest warriors and placed them in ambuscade
on one side the cloister, while on the opposite side
he prepared a banquet. Then he sent his chariots
and horsemen to Agamemnon, and invited him to
the feast, but he meant foul play. He got him there,
all unsuspicious of the doom that was awaiting
him, and killed him when the banquet was over as
though he were butchering an ox in the shambles;
not one of Agamemnon’s followers was left alive,
nor yet one of Aegisthus’, but they were all killed
there in the cloisters.’
“Thus spoke Proteus, and I was broken hearted as
I heard him. I sat down upon the sands and wept;
I felt as though I could no longer bear to live nor
look upon the light of the sun. Presently, when I
had had my fill of weeping and writhing upon the
ground, the old man of the sea said, ‘Son of Atreus,
do not waste any more time in crying so bitterly; it
can do no manner of good; find your way home as
fast as ever you can, for Aegisthus may be still alive,
and even though Orestes has been beforehand
with you in killing him, you may yet come in for his
funeral.’
25 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
The Odyssey, from Book IV: Menelaus and Proteus (p5)
“On this I took comfort in spite of all my sorrow,
and said, ‘I know, then, about these two; tell me,
therefore, about the third man of whom you spoke;
is he still alive, but at sea, and unable to get home?
or is he dead? Tell me, no matter how much it may
grieve me.’
“’The third man,’ he answered, ‘is Ulysses who
dwells in Ithaca. I can see him in an island
sorrowing bitterly in the house of the nymph
Calypso, who is keeping him prisoner, and he
cannot reach his home for he has no ships nor
sailors to take him over the sea. As for your own
end, Menelaus, you shall not die in Argos, but
the gods will take you to the Elysian plain, which
is at the ends of the world. There fair-haired
Rhadamanthus reigns, and men lead an easier life
than any where else in the world, for in Elysium
there falls not rain, nor hail, nor snow, but Oceanus
breathes ever with a West wind that sings softly
from the sea, and gives fresh life to all men. This
National Paideia Center, 2013 | www.paideia.org
will happen to you because you have married
Helen, and are Jove’s son-in-law.’
“As he spoke he dived under the waves, whereon I
turned back to the ships with my companions, and
my heart was clouded with care as I went along.
When we reached the ships we got supper ready,
for night was falling, and camped down upon the
beach. When the child of morning, rosy-fingered
Dawn appeared, we drew our ships into the water,
and put our masts and sails within them; then
we went on board ourselves, took our seats on
the benches, and smote the grey sea with our
oars. I again stationed my ships in the heavenfed stream of Egypt, and offered hecatombs that
were full and sufficient. When I had thus appeased
heaven’s anger, I raised a barrow to the memory of
Agamemnon that his name might live for ever, after
which I had a quick passage home, for the gods
sent me a fair wind.
26 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
VOCABULARY LIST
National Paideia Center, 2013 | www.paideia.org
27 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
Content
BACKGROUND INFORMATION
•
Determine essential facts necessary to understand context of key text.
•
Share with students either via short lecture, power point, video, or reading.
•
Have students do additional research as appropriate.
INSPECTIONAL READING
•
See that each student has a copy of the printed text or can closely view.
•
Have students take first look at text structure.
•
Direct students to label the parts of the text for common referencing.
•
Read the text (or the first section) aloud with students.
VOCABULARY
•
Have students work with categories of words.
•
Define for them rare or contextual terms.
•
Have students define and practice using high frequency words.
ANALYTICAL READING
•
Coach students in reading the text a second and third time responding in
detail to the key ideas.
•
Provide graphic organizer for notes when appropriate.
National Paideia Center, 2013 | www.paideia.org
28 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
Process
Prepare participants to participate in seminar discussion with a version of the following
script.
DEFINE SEMINAR
•
“A Paideia Seminar is a time when we talk with each other about important
ideas.”
•
“The main purpose of seminar is to arrive at a fuller understanding of the
textual ideas and values in this speech of ourselves, and of each other. We
are going to work together and practice thinking about (list great ideas).”
FACILITATOR AND PARTICIPANT RESPONSIBILITIES
•
“As participants, I am asking you to think, listen, and speak candidly about
your thoughts, reactions, and ideas. You can help each other do this by using
each other’s names.”
•
“You do not need to raise your hands in order to speak; rather, the
discussion is collaborative in that you try to stay focused on the main speaker
and wait your turn to talk.”
•
“You should try to both agree and disagree in a courteous, thoughtful
manner. For example, you might say, ‘I disagree with Joanna because…,’
focusing on the ideas involved, not the individuals.”
•
“As the facilitator, I am primarily responsible for asking challenging, openended questions, and I will take a variety of notes to keep up with the talk
turns and flow of ideas. I will help move the discussion along in a productive
direction by asking follow-up questions based on my notes.”
National Paideia Center, 2013 | www.paideia.org
29 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
PRE-SEMINAR
Process (continued)
INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING
•
“Now, think about how you usually talk in a group. How do you usually talk?”
•
“Consider this list of personal participation goals that are listed on the
board.” (OR on the Speaking and Listening Check List.)
Possibilities:
Speak at least three times
Ask a question
Look at the person speaking
Use others’ names
Agree and disagree respectfully
•
“Please choose one goal from the list and commit to achieving it during the
discussion we are about to have and write your personal goal in your name
tent.” National Paideia Center, 2013 | www.paideia.org
30 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
SEMINAR
Reiterate that our purpose is to discuss important ideas and values including: Change,
Story, and Truth. Arrange seats so that everyone can see each other’s face.
Opening Question(s) – Identify main ideas from the text
• Using words from the text, compose an appropriate title for this story from
The Odyssey. (round-robin answers)
• Why did you choose that particular title? (spontaneous participation)
Core Questions – Focus/analyze textual details
•
Why do you think Idothea, Proteus’ daughter, helps Menelaus trick the old
man of the sea? Refer to the text.
•
Proteus takes on many different shapes in an attempt to escape from
Menelaus and his men. Is Proteus’ power to transform himself related to his
omniscience? If so, how?
•
How do humans and gods relate to each other in the world of The Odyssey?
Refer to the text.
•
Menelaus asks Proteus what has happened to his friends and comrades
on their way back to Greece, and Proteus answers: “Why ask me? You had
better not know what I can tell you, for your eyes will surely fill when you
have heard my story.” Even after this warning, why do you think Menelaus
proceeds?
• In the end, do you think Menelaus is glad that he ambushed the old man of
the sea and learned what he had to tell him?
Closing Question(s) – Personalize and apply the textual ideas
•
Describe a time in your own life when—like Menelaus—learning the truth
had a significant impact on your life (share only as many details as you are
willing). How do you think the truth changed you?
National Paideia Center, 2013 | www.paideia.org
31 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
POST-SEMINAR
Process
Assess individual and group participation in seminar discussion.
ASSESS INDIVIDUAL / GROUP GOALS
•
“Thank you for your focused and thoughtful participation in our seminar.“
•
“As part of the post-seminar process, I would first like to ask you to take
a few minutes to reflect on your relative success in meeting the personal
process goal you set prior to beginning the discussion. Please review the
goal you set for yourself and reflect in writing to what extent you met the
goal. In addition, note why you think you performed as you did. (Pause for
reflection.)
•
“Would several volunteers please share your self-assessment and
reflection…”
•
Note goals for next seminar:
–
“Given your performance today, please jot down what goal you might
productively set for yourself in our next seminar.”
–
“As always, our goal is continuous improvement: both as individual
seminar participants and as an evolving seminar group. Thanks again for
your participation.”
National Paideia Center, 2013 | www.paideia.org
32 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
POST-SEMINAR
Content
UNDERSTANDING THE ASSIGNMENT
•
How does learning the truth change who we are?
•
After reading an excerpt from The Odyssey by Homer about Menelaus’
encounter with Proteus, write a narrative in which you related how learning
the truth about something changed your life.
BRAINSTORMING CONTENT
•
From each text, make a list of the elements that look most important for
answering the prompt. Do what you need to do to avoid plagiarism.
•
Note in particular quotes that you can use to illustrate your response to the
writing task.
STRUCTURING THE COMPOSITION
•
Create an outline based on your notes and reading in which you state your
claim, sequence your points, and note your supporting evidence.
•
Provide and teach one or more examples of outlines or organizers.
•
Invite students to generate questions in pairs about how the format works,
and then take and answer questions.
WRITING THE FIRST DRAFT
•
Write an initial draft complete with opening, development, and closing;
insert and cite textual evidence.
•
Address the credibility and origin of sources in view of your research topic.
•
Identify gaps or unanswered questions.
•
Encourage students to re-read prompt partway through writing, to check
that they are on-track.
National Paideia Center, 2013 | www.paideia.org
33 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
POST-SEMINAR
Content (continued)
REVISING
•
Refine composition’s analysis, logic, and organization of ideas/points.
•
Use textual evidence carefully, with accurate citations.
•
Decide what to include and what not to include.
•
Model useful feedback that balances support for strengths and clarity about
weaknesses.
•
Assign students to provide each other with feedback on those issues
through a writer’s workshop approach.
EDITING
•
Revise draft to have sound spelling, capitalization, punctuation and grammar.
•
Adjust formatting as needed to provide clear, appealing text.
•
Briefly review selected skills that many students need to improve.
•
Teach a short list of proofreading marks.
•
Assign students to proofread each other’s texts a second time.
PUBLISHING THE FINAL COPY
•
Turn in your complete set of drafts, plus the final version of your work.
•Celebrate!
National Paideia Center, 2013 | www.paideia.org
34 of 35
H U M A N I T I E S PA R T I – U N I T 1
Module 5 - The Power of Story: Menelaus and Proteus
(from The Odyssey) (continued)
Speaking and Listening Checklist
Before Seminar
Select (underline or circle from left column) one or two skills that you will focus on during
this seminar.
After Seminar
Self-assess your participation in this Paideia Seminar by circling the number you would
rate yourself.
0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.
PAIDEIA SEMINAR SELF-ASSESSMENT
SKILLS
Attention
SPECIFIC SKILL
•I look at the person speaking during the discussion.
•I do not talk while another is speaking.
RATING
0
1
2
3
4
5
•I give way to others as a way of sharing the talk time.
0
1
2
3
4
5
Articulation
•I make clear and accurate statements.
•I speak at appropriate pace & volume.
•I use relevant vocabulary and grammar.
0
1
2
3
4
5
Explanation
(Justification)
•I provide insight about the discussion topic.
•I refer to the text or another relevant source.
0
1
2
3
4
5
Expansion
•I consider another point of view.
•I add to a previous statement by offering a more
global/holistic interpretation.
0
1
2
3
4
5
Connection
•I refer to another comment.
•I consider multiple points of view.
•I ask thought-provoking, open-ended questions.
0
1
2
3
4
5
Engagement •I take notes related to the ideas being discussed.
To summarize, I feel my participation in seminar today was:___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
National Paideia Center, 2013 | www.paideia.org
35 of 35