TCSS
RL
RI
W
SL
L
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
Troup County School System
English/Language Arts Curriculum Map
Ninth Grade Literature and Composition
Thematic Unit # 1—Journeys and Heroes
Big Idea / Unit Goal:

The goal for this unit is to explore and analyze the theme of Journeys and
Heroes across literary and informational texts with an in-depth focus on GSE
priority standards.
Length of Unit

9 Weeks
Unit 1 Common Assessment Blueprint
Unit 1Checklist
Unit Essential Question(s):



How are the qualities of an archetype hero illustrated in nonfiction?
How is the Heroes’ Journey depicted in everyday life?
How do real life “heroes” influence their society and culture?
Priority Standards:




RL2, RL3, RL6
RI2, RI3, RI8
W1
L4
Support Standards:




RL1, RL4, RL5, RL7, RL9
RI1, RI4, RI5
W4, W5
L1, L2, L5
Reading Focus: Literary or Informational
Writing Focus: Argumentative
Text Resources:
Extended Text:
Primary Writing Tasks (at least 3 of these should be in the unit focus)

Explanatory: compare and contrast the characteristics of a mythological hero
with those of a modern day hero. Use evidence from the texts to support your
points. (7 pt rubric)

What does it mean to “come home”? Consider Odysseus’s journey home to
Ithaca and the symbolism of “home.” While he returned home in the literal
sense, did he return to the same place as he left? Write an argumentative
essay in which you determine which is more important to the development of
Odysseus’ character and a theme of the epic—the journey or the destination?

from The Odyssey
Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Prentice Hall Literature, Grade Nine.)

Hercules - myth

Perseus - myth

Achilles - myth

“Back from War but not really Home” – nonfiction

“Ancient Gesture” – poem—pg. 1128

“China Asks if its Young Men are Manly Enough” – nonfiction

“Ithaca” – poem—pg. 1134

“Siren’s Song” –poem—pg. 1130

“Cruising the Mediterranean: A Modern Odyssey”

“Greeks ‘Discover Odysseus’ Palace in Ithaca, Proving Homer’s Hero was
Real”

“Odysseus Lies Here”

“Ancient Sarcophagus Unearthed in Cyprus”

“No-Man’s Lands: One Man’s Odyssey Through The Odyssey” by Scott Huler
Narrative Writing Tasks:


Write a narrative response from the perspective of someone impacted by a
hero. What is their perspective on the situation/circumstances? (e.g., a person
saved from a tragedy, accident, or natural disaster.)
Provide an opportunity to write in response to the epic poem, The Odyssey (for
example: retell a part as a short story).
Research Connections:


Examine nonfiction articles regarding modern “heroes”
Examine nonfiction articles regarding theories behind the Trojan War
TCSS



“The Truth About Being a Hero” by Karl Marlantes
“Back from War, but Not Really Home” by Caroline Alexander
“Single Room, Earth View” by Sally Ride, pg. 468
Additional Materials:





Routine Writing (Notes, summaries, process journals, and short responses
across all genres):

Journal Writing Assignments

Cornell Note taking systems

Activators and summarizers may utilize writing prompts.
Clash of the Titans film
Odyssey Film
Media clips from “modern heroes”
Art: Penelope & The Suitors, Penelope at the Loom, Odysseus & The Sirens
Edith Hamilton’s Mythology
Lessons for Unit 4 (all lessons are hyperlinked below)
 ELA9.1.1: Focus on analyzing development of complex characters (RL3)
 ELA9.1.2: Focus on determining word meanings, citing textual evidence, analyzing theme and central idea development, analyzing effects of structure, and analyzing use








of source material (L4, RI1, RL1, RI2, RL2, RL5, RL9)
ELA9.1.3: Focus on delineating and evaluating arguments and analyzing central idea development (RI8, RI2)
ELA9.1.4: Focus on analyzing development of complex characters, analyzing theme and central idea development, analyzing effects of structure, understanding figurative
language, and demonstrating command of conventions of standard English (RL3, RL2, RL5, L5, L2)
ELA9.1.5: Focus on analyzing theme and central idea development, determining word meanings, and comparing and contrasting different mediums (RL2, RL4, RL7)
ELA9.1.6: Focus on analyzing point of view or cultural experience and analyzing central idea development (RL6, RI2)
ELA9.1.7: Focus on analyzing development of complex characters, analyzing theme development, analyzing effects of structure, and understanding figurative language
(RL3, RL2, RL5, L5)
ELA9.1.8: Focus on analyzing theme and central idea development, determining word meanings, and understanding figurative language (RL2, RL4, L5)
ELA9.1.9: Focus on analyzing an author’s presentation of a series of ideas or events, analyzing how ideas are developed, citing textual evidence, and determining word
meanings in informational texts (RI3, RI5, RI1, RI4)
ELA9.1.10: Focus on writing argumentative essays, producing clear writing, developing and strengthening writing, and demonstrating command of conventions of standard
English (W1, W4, W5, L1, L2)
Georgia Standards of
Excellence (GSE)
Essential Questions
Vocabulary
Lessons and Resources
(in addition to text resources)
ELAGSE9-10RL1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
How is theme developed, refined, and
shaped by specific details in a text? How
do I objectively summarize a text?
Cite
Textual evidence
Inferences
Explicit
Analysis
Theme
Universal theme
Central idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
ELA9.1.2
ELAGSE9-10RL2: Determine a theme or
central idea of text and closely analyze its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide an
objective summary of the text.
ELAGSE9-10RL3: Analyze how complex
characters (e.g., those with multiple or
How do complex characters develop over
the course of a text? How do character
ELA9.1.2
ELA9.1.4
ELA9.1.5
ELA9.1.8
ELA9.1.1
ELA9.1.4
TCSS
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
development and interactions advance the
plot and/or develop the theme?
ELAGSE9-10RL4: Determine the
meaning of words and phrases as they are
used in the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone).
ELAGSE9-10RL5: 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.
ELAGSE9-10RL6: Analyze a particular
point of view or cultural experience
reflected in a work of literature from
outside the United States, drawing on a
wide reading of world literature.
ELAGSE9-10RL7: Analyze the
representation of a subject or a key scene
in two different artistic mediums (e.g.,
Auden’s poem “Musée de Beaux Arts” and
Breughel’s painting Landscape with the
Fall of Icarus), including what is
emphasized or absent in each treatment.
ELAGSE9-10RL9: Analyze how an author
draws on and transforms source material
in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the
Bible or how a later author draws on a play
by Shakespeare).
ELAGSE9-10RI1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
How do I determine the figurative and
connotative meanings of words and
phrases in the text? How do words and
phrases impact an author’s meaning and
tone?
ELAGSE9-10RI2: Determine a central
idea of a text and analyze its development
over the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
ELAGSE9-10RI3: Analyze how the author
How does the structure of a text impact the
overall atmosphere/mood of the text? How
does the author use structure to create
outcomes?
Conflict
Plot
Theme
Interaction
Allegory
Diction
Figurative meaning
Connotation
Denotation
Analyze
Tone
ELA9.1.5
ELA9.1.8
Structure
Mood/atmosphere
Parallel plots
Pacing
Flashbacks
Foreshadowing
Point of view (first person, second person,
third person limited, omniscient)
Cultural experience
ELA9.1.2
ELA9.1.4
ELA9.1.7
In what ways do a print version and an
artistic, video, or other version of a key
scene compare and contrast?
Artistic medium
Compare/contrast
Textual comparison
ELA9.1.5
How does an author transform source
material into a specific work?
Source material
Compare/contrast
ELA9.1.2
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
How is a central idea developed, refined,
and shaped by specific details in a text?
Why is objectivity important in
summarizing a text , and how do I
objectively summarize a text?
Cite
Textual evidence
Inferences
Explicit
Analysis
Central idea/main idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
ELA9.1.2
ELA9.1.9
How is point of view or cultural experience
reflected in a work of literature? What is
the effect of an author’s point of view on
the text?
How does the author’s development of a
ELA9.1.6
ELA9.1.2
ELA9.1.3
ELA9.1.6
ELA9.1.9
TCSS
unfolds an analysis or series of ideas or
events, including the order in which the
points are made, how they are introduced
and developed, and the connections that
are drawn between them.
central idea help me better understand the
text?
ELAGSE9-10RI4: Determine the meaning
of words and phrases as they are used in
a text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language of a court opinion differs from
that of a newspaper).
How do I determine the figurative,
connotative, and technical meanings of
words and phrases in the text? How do
words and phrases impact an author’s
meaning and tone?
ELAGSE9-10RI5: Analyze in detail how
an author’s ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
How does the author develop his claims in
a text?
ELAGSE9-10RI8: Delineate and evaluate
the argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
How are an author’s arguments and claims
established? How do I assess soundness,
validity, relevance, and sufficiency of the
evidence?
ELAGSE9-10W1: Write arguments to
support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
a. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims
fairly, supplying evidence for each while
pointing out the strengths and limitations of
both in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link
the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
How do I use valid reasoning and relevant
and sufficient evidence to write clear
arguments to support my claims?
Character motivation
Conflict
Plot
Theme
Interaction
Allegory
Diction
Figurative meaning
Connotation
Denotation
Technical meaning
Analyze
Tone
Loaded words
Structure
Claims
Methods of organization

compare/contrast

chronological

spatial

cause/effect
Delineate
Evaluate
Argument
Claims
Valid reasoning
Relevant evidence
Sufficient evidence
Fallacies
Argument
Claim
Counterclaim
Analysis
Valid reasoning
Sufficient evidence
Organization
Transitions
Appropriate style
Objective tone
Concluding statement
Conclusion
ELA9.1.9
ELA9.1.9
ELA9.1.3
ELA9.1.10
TCSS
reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain an appropriate
style and objective tone.
e. Provide a concluding statement or
section that follows from and supports the
argument presented.
ELAGSE9-10W4: Produce clear and
coherent writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 1-3 above.)
ELAGSE9-10W5: Develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on addressing what is
most significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including grades
9-10 on page 54.)
ELAGSE9-10L1: Demonstrate command
of the conventions of standard English
grammar and usage when writing or
speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun,
verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and
interest to writing or presentations.
ELAGSE9-10L2: Demonstrate command
of the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use a semicolon (and perhaps a
conjunctive adverb) to link two or
more closely related independent
clauses.
b. Use a colon to introduce a list or
quotation.
c. Spell correctly.
ELAGSE9-10L4: Determine or clarify the
meaning of unknown and multiple-meaning
Why is knowledge of task, purpose and
audience important to producing clear and
coherent writing?
Development
Organization
Style
Task
Purpose
Audience
Planning
Revising
Editing
Rewriting
Purpose
Audience
ELA9.1.10
ELA9.1.10
How do I demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling?
How do I use a semicolon correctly and
effectively? How do I use a colon to
introduce a list or quotation?
Standard English
Parallel structure
Phrases

noun phrase

verb phrase

adjectival phrase

participial phrase

prepositional phrase

absolute phrase
Clauses

independent

dependent

noun

relative

adverbial
Standard English
Capitalization
Punctuation
Semicolon
Conjunctive adverb
Colon
How do use a range of strategies to
determine or clarify the meaning of
Context clues
Patterns of word changes
ELA9.1.2
How does utilizing the writing process
(planning, revising, editing, rewriting, etc.)
strengthen my writing? Why is a focused
address significant to purpose and
audience?
How do I demonstrate command of the
conventions of standard English grammar
and usage? What is parallel structure and
how do I effectively use it? How do I use
various types of phrases and clauses to
convey meaning and add variety to my
writing and speaking?
ELA9.1.10
ELA9.1.4
ELA9.1.10
TCSS
words and phrases based on grades 9-10
reading and content, choosing flexibly from
a range of strategies.
a. Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word's position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g.,
analyze, analysis, analytical;
advocate, advocacy).
c. Consult general and specialized
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a dictionary).
ELAGSE9-10L5: Demonstrate
understanding of figurative language, word
relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g.,
euphemism, oxymoron) in context
and analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.
unknown and multiple meaning words and
phrases?
Reference materials (print and digital)

dictionary

glossary

thesaurus
Ppronunciation
Definition
Part of speech
Etymology
How do I demonstrate an understanding of
figurative language, word relationships,
and nuances in word meanings? How can
I interpret the meanings and effects of
figures of speech such as euphemisms
and oxymorons?
Figurative language
Figures of speech

euphemism

oxymoron
Nuance
Connotation
Denotation
ELA9.1.4
ELA9.1.7
ELA9.1.8
TCSS
Lessons for Ninth Grade Literature Unit 1
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
ELA9.1.1
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated:
EQ:
Activator/Connection/Warm Up:
I can:
 recognize that revealing aspects of characters is uncovering their
traits or background information about them
 analyze characters (e.g., flat, round, static, dynamic, stock,
archetype, antihero, etc.) and their traits
 differentiate character motivation and analyze how those motivations
influence theme or story
 recognize how complex characters develop and change over the
course of a text
Priority Standards:
ELAGSE9-10RL3: 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.
Support Standards:
 ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 Unit 1 PowerPoint: Epic and Epic Heroes and Greek Mythology
 Unit 1 PowerPoint Guided Notes
 Elements of the Epic Hero Graphic Organizer
 Achilles Myth
 Hercules Myth
 Perseus Myth
 Blank Cornell Notes
Additional Background Information for Teachers:
 Chart of significant figures
 Background information on The Odyssey
 Modern Hero’s Journey Poster
5 days
How are the characteristics of an epic hero developed within the text?
Take notes on characteristics of the epic hero & epic poems. Utilize
Cornell Notes.
Instructional Delivery:

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson:
Teacher will review important literary vocabulary and introduce Greek
culture and mythology using the Unit 1 PowerPoint: Epic and Epic
Heroes and Greek Mythology Unit 1 PowerPoint Guided Notes. The
PowerPoint is designed to be used in several lessons in this unit. For
this lesson, teachers should focus on the subheadings: Epic and Epic
Heroes and Greek Mythology. It will also be important to ensure that
students understand how to write a constructed response in this lesson.
Use a format such as RACE to provide students with a structure.
Class will read short myth articles/stories about Achilles, Hercules, and
Perseus. While reading, students will identify elements of an epic hero
and the hero’s journey within the tales. Complete the Elements of the
Epic Hero Graphic Organizer.
Identify who is your personal hero. Explain how that person qualifies as
a “hero” utilizing the characteristics of an “epic hero”.
TCSS
ELA9.1.2
Learning Target(s):
I can:
 determine the meaning of a word or phrase from context clues.
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standard:
ELAGSE9-10L4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10 reading
and content, choosing flexibly from a range of strategies.
Support Standards:
 ELAGSE9-10RI1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE9-10RI2: Determine a central idea of a text and
analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
 ELAGSE9-10RL1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
 ELAGSE9-10RL2: Determine a theme or central idea of text
and closely analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
 ELAGSE9-10RL5: 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.
 ELAGSE9-10RL9: Analyze how an author draws on and
transforms source material in a specific work.
Resources for Instruction
 “Ithaca” Poem, p. 1134
 Part 1 of The Odyssey by Homer, p. 1045
 Graphic organizer to compare “Ithaca” to Invocation
 Analyzing Aristotle quote
 Close Reading
1- 2 days
How does the invocation to muse add to the reader’s understanding of
an epic poem?
Review the characteristics of an epic poem and epic journey
(PowerPoint are all with lesson 1 but teachers may decide to spread
the information out over the unit.)
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
“Ithaca” gives focus and purpose to the reading of The Odyssey.
Students should closely read the invocation to the muse at the opening
of Book One. Without a study of the poem and invocation, students
may disengage from their reading of the epic because of the complexity
of the text’s structure and its numerous characters. Orienting students
to the major characters and conflicts will help them to maintain
understanding as they read. Students should be guided into the
understanding that Ithaca as it is described in Book One is not in an
honorable state because of Odysseus’s prolonged absence, and that
Odysseus will feel disrespected and dishonored by the suitors’
treatment of his wife, son, home, and property when he eventually
returns home.
TCSS

Guided Instruction/
Differentiated Instruction
(We Do)
Talk with students about Close Reading. Let them know that with close
reading, we will read the same text several times, looking for different
elements each time: 1) Key ideas and Details; 2) Craft and Structure;
3) Integration of Knowledge or Ideas. Model Close Reading with
“Ithaca.” You may want to provide students with a Graphic organizer
to compare “Ithaca” to Invocation to record observations. Read “Ithaca”
aloud one time to students and ask them to turn and talk with a partner
about what they understand about it. Read it a second time and ask
students to underline unknown words and phrases (e.g., Ithaka,
Laistrygonians, Cyclops, and Poseidon). Direct students to use context
clues or other resources to determine meaning. (L.9-10.4a, c-d; L.910.6). Students should refer to the notes they have taken in Lesson 1.
Have students do a final independent close reading of “Ithaca.” In this
reading, have students consider the following questions:
 Why does the poet repeat the phrase, “Pray that the road is
long”? What does he mean?
 What does it mean to “come home”?
 How does the poet’s advice apply to life?
Possible Enrichment: Provide students with copies of Edith Hamilton’s
Mythology as a resource for understanding allusions to Greek gods and
goddesses. (RL.9-10.10)

Independent Practice
(You Do)
Depending on your students’ needs, you may want to have students
work independently, with partners, or as a whole class for continued
guided practice. Remind them to participate in close reading as they
read the invocation to the muse (the first 12 lines) (either independently
or aloud to students) and ask them to underline unknown words and
unclear phrases (e.g., plundered, hallowed, the Sun God, Muse). Direct
students to use context clues or other resources to determine meaning.
(L.9-10.4a, c-d)
Teachers may decide to complete the analysis of Aristotle here using
the Analyzing Aristotle quote to enrich the introduction of the epic.
Summarizer/Closure/Evaluation
of Lesson
Discuss the purpose for the invocation to the muse. Why is this so
important in Greek/Roman culture?
TCSS
ELA9.1.3
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 delineate and evaluate specific claims in a text
 analyze whether the reasoning used in an argument is valid
 analyze whether the evidence cited in an argument is relevant
and sufficient
Priority Standards:
ELAGSE9-10RI8: Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text.
Articles for Activator:
 “Trojan War” Article 1
 “Trojan War” Article 2
Unit 1 PowerPoint: Terms to Know: Research and Writing
Unit 1 PowerPoint Guided Notes
Informational Text and Research Activity
Computer Lab, Media Center, or Chromebooks (or copies of articles for
use in class)
3 days
How do authors use supporting details to create arguments and
claims?
Give students two articles, one from the History Channel and one from
Wikipedia. Have students compare the articles for reliability and
credibility.
Articles for Activator:
 “Trojan War” Article 1
 “Trojan War” Article 2
Instructional Delivery



Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Guided Instruction/
Differentiated Instruction
(We Do)
Independent Practice
(You Do)
Students will be divided into collaborative pairs or groups in order to
utilize various research engines available online to aid in answering
reading comprehension questions regarding informational text related
to The Odyssey.
Article Titles may include but are not limited to: (NOTE: Teacher
should make sure links/articles are still available before assigning them
to students).




“Cruising the Mediterranean: A Modern Odyssey”
“Greeks ‘Discover Odysseus’ Palace in Ithaca, Proving Homer’s
Hero was Real”
“Odysseus Lies Here”
“Ancient Sarcophagus Unearthed in Cyprus”
You may choose to give them the titles and have them find the articles,
you may give them the links, or you may choose to keep just print out
the articles for use in the classroom.
TCSS
Students will analyze reliability, central/main idea, premise, position
statement, anecdote, tone, supporting evidence, relevant details.
Students will also create a works cited entry and discuss the
importance of citing your sources.
Analyze organizational structure and rhetorical strategies.
Summarizer/Closure/Evaluation
of Lesson
Have students write a summary of the information in the article.
TCSS
ELA9.1.4
Learning Target(s):
I can:
 analyze characters (e.g., flat, round, static, dynamic, stock,
archetype, antihero, etc.) and their traits
 differentiate character motivation and analyze how those
motivations influence theme or story
 recognize how complex characters develop and change over the
course of a text
 analyze how character interactions can advance the plot and theme
of a text
 analyze how the interrelationships of literary elements influence the
development of plot and subplots, complex characters, character
motivation, and themes in text
 analyze how a theme or central idea develops over the course of
the text, including evidence from the text as support
 explain how specific details from the text refine or create subtle
distinctions that shape the theme
 use a range of textual evidence to support summaries and
interpretations of texts (e.g., purpose, plot/subplot, central idea,
theme)
 provide an objective summary
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE9-10RL3: 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.
ELAGSE9-10RL2: Determine a theme or central idea of text and
closely analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
Support Standards:
 ELAGSE9-10RL5: 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.
 ELAGSE9-10L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
 ELAGSE9-10L5: Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
Resources for Instruction
Unit 1 PowerPoint: Terms to Know: Literary Terms and Background
for The Odyssey
Unit 1 PowerPoint Guided Notes
 The Odyssey Text
 The Odyssey Reading Journal, Part 1
 The Odyssey Cornell Notes Chart
 The Odyssey, Part 1 Study Questions
TCSS

Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
The Odyssey PowerPoint: Version 1 Version 2
3
The Odyssey Background Flip Chart
The Odyssey End Marks and Quotation Marks
Version


5-7 days
How does the epic hero develop as a character throughout his journey?
Introduction of Characters/ Review of previous sections
Use the Unit 1 PowerPoint to introduce Literary Terms and Background
for The Odyssey.
While reading, have students maintain The Odyssey Reading Journal,
Part 1:
 Column 1: summarize each major episode, focusing on how
Odysseus reacts to other characters and conflicts. (RL.9-10.2,
RL.9-10.3)
 Column 2: analyze how Odysseus’s reactions to other
characters and the events develop his character and reveal his
conflicting motivations. (RL.9-10.1, RL.9-10.3)
 Column 3: determine themes or central ideas conveyed in each
episode. To support this determination, describe both the
significance of how Odysseus’s character develops the themes
and the significance of Odysseus telling these episodes in
flashback. (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5)
 Column 4: identify figurative language and its effects (RL910.4)
Additionally, students should complete text-dependent questions.
While reading, it would be beneficial to review the conventions of
standard English capitalization, punctuation, and spelling when writing.
You may want to use The Odyssey End Marks and Quotation Marks.
Additionally, you should provide a lesson on using colons and semicolons (along with conjunctive adverbs).
Summarizer/Closure/Evaluation
of Lesson
Daily summarizers can include completion of reading journals, textdependent questions and/or the following Fishbowl/ Socratic Seminar
Discussion Prompts:
 What is the significance of each trial in shaping Odysseus’s
character? (RL.9-10.1, RL.9-10.3)
 How does each trial teach Odysseus to value his home and
family? (RL.9-10.1, RL.9-10.3)
 How does each trial represent universal human experience?
(RL.9-10.1, RL.9-10.2, L.9-10.5a)
TCSS
ELA9.1.5
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 analyze how a theme or central idea develops over the course of
the text, including evidence from the text as support
 explain how specific details from the text refine or create subtle
distinctions that shape the theme
 use a range of textual evidence to support summaries and
interpretations of texts (e.g., purpose, plot/subplot, central idea,
theme)
 provide an objective summary
Priority Standards:
ELAGSE9-10RL2: Determine a theme or central idea of text and
closely analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
Support Standards
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10RL7: Analyze the representation of a subject or a
key scene in two different artistic mediums (e.g., Auden’s poem
“Musée de Beaux Arts” and Breughel’s painting Landscape with
the Fall of Icarus), including what is emphasized or absent in
each treatment.
Additional Support Standards:
 ( RL.9-10.1, RL.9-10.2, L.9-10.5a-b)
 “Siren Song” Poem
 Siren section of The Odyssey
 “Odysseus and the Sirens”
1-2 days
How does the theme of temptation create a tragic flaw in the epic hero?
Review the section on the Sirens. Analyze how Odysseus displayed
characteristics of an epic hero in this section.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Working in pairs, have students read “Siren Song.” Using close reading
techniques, they will analyze, and annotate the poem. As a small
group, discuss to determine themes of the poem.
Individually or in pairs, answer the text dependent questions attached to
the poem.

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
TCSS
Summarizer/Closure/Evaluation
of Lesson
Answer through verbal or written discourse: Compare the depictions of
the Sirens in the epic, the poem, and the painting, and explain how
each develops a central idea about temptation. How does this
demonstrate a tragic flaw? Have we seen this in other sections?
TCSS
ELA9.1.6
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 determine which details in a particular work of literature relate to a
cultural experience or support the author's or character's point of
view
 compare and contrast the author's or character's point of view or
cultural experience from a wide variety of texts
 analyze how a particular cultural belief affects the point of view of a
topic
 analyze how cultural experiences differ in literary works of similar
topics
 evaluate the influence of cultural experiences and their effects on
the author's or character's point of view within a text
Priority Standards:
ELAGSE9-10RL6: Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text.


Telemachus Presentation
NewsELA article: “China asks: Are its young men manly
enough?”
Venn Diagram

3 days
What connections exist between The Odyssey and the real world in
regards to the expectations that different societies (Ancient Greek and
Chinese) place on its young men?
View the PowerPoint pertaining to Telemachus. Discuss the
development of his character and his predicament of growing up
without a father.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Background Knowledge:
Prior to this lesson, students read the first three books of The Odyssey
and spent time in class discussing Telemachus. During this discussion,
the students focused on the way that Telemachus is presented in the
story, the way that the suitors respond to him and how they view him as
well as the reasons why Athena chooses to send the young Prince on
his own journey.

Guided Instruction/
Differentiated Instruction
(We Do)
Either working with a partner or working independently, students will be
asked to read “China asks: Are its young men manly enough?” (1120
Lexile Level). (Use this as an opportunity to provide students with
leveled text. You can get this article on Chinese men from
www.newsela.com and adjust the Lexile for differentiation.)
Students will then answer the multiple choice quiz questions as well as
the following writing prompt: Write a short paragraph that explains the
central idea of the article. Use at least two details from the article to
support your response.
Students will then be asked to use a Venn Diagram compare and
TCSS

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
contrast Telemachus with the Chinese young men. Use evidence from
both the Newsela article and “The Odyssey” to complete the organizer:
 How does Telemachus’ situation compare to that of the young
Chinese men in the article? What do these two sources reveal
about the expectations both Ancient Greek and Chinese society
have for their young men?
Answer through verbal or written discourse: what are the expectations
of young men in ancient Greece (Telemachus) and China (newsela
article)? What are the expectations for young men in American Culture
today? What are some positives and negatives of each cullture? Use
at least two textual examples to support your response.
TCSS
ELA9.1.7
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 analyze characters (e.g., flat, round, static, dynamic, stock,
archetype, antihero, etc.) and their traits
 differentiate character motivation and analyze how those
motivations influence theme or story
 recognize how complex characters develop and change over the
course of a text
 analyze how character interactions can advance the plot and theme
of a text
 analyze how the interrelationships of literary elements influence the
development of plot and subplots, complex characters, character
motivation, and themes in text
 analyze how a theme or central idea develops over the course of
the text, including evidence from the text as support
 explain how specific details from the text refine or create subtle
distinctions that shape the theme
 use a range of textual evidence to support summaries and
interpretations of texts (e.g., purpose, plot/subplot, central idea,
theme)
 provide an objective summary
Priority Standards:
ELAGSE9-10RL3: 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.
ELAGSE9-10RL2: Determine a theme or central idea of text and
closely analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
Support Standards:
 ELAGSE9-10RL5: 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.
 ELAGSE9-10L5: Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
 The Odyssey, Part 2, p. 1089
 The Odyssey Reading Journal, Part 2
 The Odyssey Cornell Notes Chart
 The Odyssey, Part 2 Study Questions
5 days
How are themes developed as the hero progresses through his
journey?
Introduction of Characters/ Review of previous sections
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Summarizer/Closure/Evaluation
of Lesson
While reading, have students maintain The Odyssey Reading Journal,
Part 2:
 Column 1: summarize each major episode, focusing on how
Odysseus reacts to other characters and conflicts. (RL.9-10.2,
RL.9-10.3)
 Column 2: analyze how Odysseus’s reactions to other
characters and the events develop his character and reveal his
conflicting motivations. (RL.9-10.1, RL.9-10.3)
 Column 3: determine themes or central ideas conveyed in each
episode. To support this determination, describe both the
significance of how Odysseus’s character develops the themes
and the significance of Odysseus telling these episodes in
flashback. (RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5)
 Column 4: identify figurative language and its effects (RL910.4)
Additionally, students should complete text-dependent questions.
Fishbowl/ Socratic Seminar Discussion Prompts:
 What is the significance of each trial in shaping Odysseus’s
character? (RL.9-10.1, RL.9-10.3)
 How does each trial teach Odysseus to value his home and
family? (RL.9-10.1, RL.9-10.3)
 How does each trial represent universal human experience?
(RL.9-10.1, RL.9-10.2, L.9-10.5a)
TCSS
ELA9.1.8
Learning Target(s):
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
I can:
 analyze how a theme or central idea develops over the course of
the text, including evidence from the text as support
 explain how specific details from the text refine or create subtle
distinctions that shape the theme
 use a range of textual evidence to support summaries and
interpretations of texts (e.g., purpose, plot/subplot, central idea,
theme)
 provide an objective summary
Priority Standards:
ELAGSE9-10RL2: Determine a theme or central idea of text and
closely analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and
phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or
informal tone).
 ELAGSE9-10L5: Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron)
in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar
denotations.
 Art: “Penelope and the Suitors” and “Penelope at the Loom”
 “An Ancient Gesture”
 TP-CASTT
1-2 days
How does internal conflict play a part in the hero’s journey?
Discuss why Odysseus finally asked to leave Calypso’s island?
Predict/Infer how Odysseus actions while staying on Calypso’s island
conflict with the characteristics of an epic hero.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice
(You Do)
Students might explore how the depiction of Penelope’s life as she
awaits Odysseus’s return in “An Ancient Gesture” inspires patience and
loyalty despite temptation and grief.
Have students independently read “An Ancient Gesture” after reading
Books Five, Seven, and Eight. Have students paraphrase and analyze
the poem using TP-CASTT. To support students’ interpretation of the
poem, prompt students to read the section in which Antinous explains
how Penelope tricked the suitors. Then ask students compare the
depiction of Penelope’s grief in the poem to Odysseus’s emotions in
The Odyssey.
Students should answer the text dependent questions regarding
“Penelope” and “Penelope’s Gesture”.
Have students analyze the artwork “Penelope & The Suitors” and
“Penelope at the Loom”. What do the artistic interpretations say about
TCSS
Penelope’s character?
Summarizer/Closure/Evaluation
of Lesson
What characteristics of the epic hero does Penelope possess? If you
had to make an argument, who is more of a true hero, Penelope or
Odysseus? Cite at least two specific examples in support of your claim.
TCSS
ELA9.1.9
Learning Target(s):
I can:
 analyze how an author presents, develops, and draws connections
among ideas and events in a text
Priority Standards:
 Support Standards
 Pre-requisite
Learning
Priority Standards:
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how they
are introduced and developed, and the connections that are drawn between
them.
Support standards:
 ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or chapter).
 ELAGSE9-10RI1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
 ELAGSE9-10RI4: Determine the meaning of ords and phrases as
they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs
from that of a newspaper).
Resources for Instruction

Time Allocated
EQ
Activator/Connection/Warm
Up
“No-Man’s Lands: One Man’s Odyssey Through The Odyssey” by Scott
Huler
 “The Truth About Being a Hero” by Karl Marlantes
 “Back from War, but Not Really Home” by Caroline Alexander
 Graphic organizer for comparing authors claims, purpose, and
connections between claims
4-5 days
How do authors develop claims regarding the “journey” home?
Answer through Written or Verbal Discourse: What does it mean to “come
home”? Consider Odysseus’s journey home to Ithaca and the symbolism of
“home.”
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input
(I Do/Modeling)

Guided Instruction/
Differentiated
Instruction (We Do)

Independent Practice
(You Do)
In this lesson, students will read three texts. Remind them of the close
reading done in previous lessons. While students read the texts, have them
annotate the texts and complete the following:
• Reread the text and highlight or circle words and phrases that reveal the
author’s attitude toward the subject of the text. (RI.9-10.4)
• Determine a central idea of the text. (RI.9-10.2)
• Determine and explain the author’s purpose based on the evaluation of the
author’s tone, claims, and evidence. (RI.9-10.6)
• Use a three-column graphic organizer to summarize each text: (column 1)
Identify each claim or point made in the order it is made, (column 2)
describe how each claim or point is developed and refined by particular
phrases, sentences, paragraphs, or sections, and (column 3) identify the
connections made between claims. (RI.9-10.1, RI.9-10.3, RI.9-10.5)
After students have completed analysis of the articles and participated in a
TCSS
class discussion on their findings, the teacher will group students and assign
a text from the unit to each group. The groups will consider the question:
What about the human experience is revealed through the various depictions
of the quest motif of the unit texts? Each group will use textual support to
validate their findings.
Summarizer/Closure/Evaluat
ion of Lesson
Each group will share findings/viewpoints with the class.
TCSS
ELA9.1.10
Learning Target(s):
I can:






Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
establish a claim that demonstrates a thorough understanding of
a topic or text
structure arguments to support claims using reasons and
evidence
interpret and apply evidence that supports claims
anticipate the knowledge and concerns of the audience
clarify the relationship between claims and reasons, reasons
and evidence, and claims and counterclaims
maintain a formal style and objective tone
Priority Standard:
ELAGSE9-10W1: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
Support Standards:
 ELAGSE9-10W4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to
task, purpose, and audience.
 ELAGSE9-10W5: Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a
specific purpose and audience.
 ELAGSE9-10L1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety
and interest to writing or presentations.
 ELAGSE9-10L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when
writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to
link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Unit 1 Essay Prompt
Video clip of Luna
Argumentative PowerPoint
Argumentative Model Essay
4 days
What does it mean to “come home”? What is more important, the
journey or the destination?
View the video clip of Luna the German Shepherd returning home after
5 weeks lost at sea. After watching the video, write a journal entry from
Luna’s perspective detailing what she has encountered and how she
has survived.
TCSS
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Provide instruction as needed on writing argumentative essays.
Review organization, introduction, transitions, conclusions, formal
language, etc. You may want to use the Argumentative PowerPoint
and Argumentative Model Essay. Additional lessons may center on
standard English (parallel structure, phrases and clauses, semicolons,
colons).

Guided Instruction/
Differentiated Instruction
(We Do)
Go over the essay prompt with the students. Have them discuss what
would make a good response to this essay question. Essay prompt:
What does it mean to “come home”? Consider Odysseus’s journey
home to Ithaca and the symbolism of “home.” While he returned home
in the literal sense, did he return to the same place as he left? Write an
argumentative essay in which you determine which is more important to
the development of Odysseus’ character and a theme of the epic—the
journey or the destination?

Independent Practice
(You Do)
While students should draft their essays independently, provide
opportunities for peer review and feedback in the writing process.
Summarizer/Closure/Evaluation
of Lesson
Publish essay