The OdysseyBy Homer

Name: Period: Mrs. Small/ Honors & College Prep

Myths, Heroes, and Journeys1

What is a myth?

How are myths first passed from generation to generation?

What American myths are you familiar with? Do you have any family myths?

What Greek myths are you familiar with?

What characteristics do you believe a person should possess to be considered a hero?

What is a journey? What is the purpose of a journey? Are there characteristics that all journeys follow?

While reading the article, please use your ten post-its to jot down interesting or important facts about

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The Odyssey, Homer, and the time period in which he lived.

An Introduction to The Odyssey | David Adams Leeming, author

Almost three thousand years ago, people who lived in the starkly beautiful parts of the world we now call Greece were telling stories about a great war. The person credited with later gathering all these stories together and telling them as one unified epic is a man named Homer. Homer’s great war stories are called, in English, The Iliad and The Odyssey.

Homer’s stories probably can be traced to historical struggles for control of the waterway leading from the Aegean Sea to the Sea of Marmara and the Black Sea. These real battles would have taken place as early as 1200 B.C.—a time that was at least as long ago for Homer’s audience as the Pilgrims’ landing at Plymouth Rock is for us.

Homer’s first epic was The Iliad, which tells of a ten-year war fought on the plains outside the walls of a great city called Troy (also known as Ilion). The ruins of Troy can still be seen in western Turkey. In Homer’s story the Trojan War was fought between the people of Troy and an alliance of Greek kings (at that time each island and area of the Greek mainland had its own king). The Iliad tells us that the cause of the war was sexual jealousy: The world’s most beautiful woman, Helen, abandoned her husband, Menelaus, a Greek king, and ran off with Paris, a prince of Troy.

The Odyssey, Homer’s second epic, is the story of one Greek soldier, Odysseus, to get home after the Trojan War.

All epics in the Western world owe something to the basic patterns established by these two stories.

EPICS AND VALUESEpics are long narrative poems that tell of the adventure of heroes who in some way

embody the values of their civilizations. The Greeks for centuries used The Iliad and The Odyssey in schools to teach Greek virtues. So it is not surprising that later cultures that admired the Homeric epics created their own epics, imitating Homer’s style but conveying their own value systems.

Still, for all the epics written since Homer’s time and for all the ones composed before it, when we think of the word epic, we think primarily of The Iliad and The Odyssey. Rome’s Aeneid, France’s Song of Roland, Italy’s Divine Comedy, the ancient Sumerian tale of Gilgamesh, India’s Mahabharata and Ramayana, Mali’s Sundiata—all are great stories in epic tradition. But to discover the heart of that tradition, we need to examine Homer’s epics.

The Iliad is the primary model for the epic of war. The Odyssey is the model for the epic of the long journey. The theme of the journey has been basic in Western literature—it is found in fairy tales, in novels such as The Incredible Journey, Moby Dick, and The Hobbit, and in such movies as The Wizard of Oz, Star Wars, The Lion King, and Forrest Gump. Thus, The Odyssey has been more widely read of Homer’s two great stories.

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THE WAR-STORY BACKGROUND: VIOLENCE AND BRUTALITYThe background for Odysseus’ story is found in The Iliad, which is set in the tenth and

final year of the Trojan War.According to The Iliad, the Greeks attacked Troy to avenge the insult suffered by

Menelaus, king of Sparta, when his wife, Helen, ran off with Paris, a young prince of Troy. The Greek kings banded together under the leadership of Agamemnon, the brother of Menelaus. In a thousand ships, the sailed across the Aegean Sea and encircle the walled city of Troy.

The audience of The Odyssey would have known this war story. Listeners would have known that the Greeks were eventually victorious, that they gained entrance to Troy, reduced the city to smoldering ruins, and butchered all the inhabitants, except for those they took as slaves back to Greece. They would have known all about the greatest of the Greek warriors, Achilles, who was to die young in the final year of the war. The audience would probably have heard other epic poems (now lost) that told of the homecomings of the various Greek heroes who survived the war. They would especially have known about the homecoming of Agamemnon, the leader of the Greek forces, who was murdered by his unfaithful wife when he returned from Troy.

Finally, Homer’s listeners might well have been particularly fascinated by another homecoming story—this one about a somewhat unusual hero, known as much for his brain as for his brawn. In fact, many legends had already grown up around this hero, whose name was Odysseus. He was the subject of Homer’s new epic, The Odyssey.

ODYSSEUS: A HERO IN TROUBLEIn Homer’s day heroes were thought of as a special class of aristocrats. They were

placed somewhere between the gods and ordinary human beings. Heroes experienced pain and death, but they were always sure of themselves, always “on top of the world.”

Odysseus is different. He is a hero in trouble. We can relate to Odysseus because we share with him a sense of being somehow lost in a world with difficult choices. Like Odysseus, we have to cope with unfair authority figures. Like him, we have to work very hard to get what we want.

The Odyssey is a story marked by melancholy and a feeling of postwar disillusionment. Odysseus was a great soldier in the war, but his war record is not of interest to the monsters that populate his world of wanderings. Even the people of his home island, Ithaca, seem to lack respect for him. It is as if society was saying to the returning hero, “You were a great soldier once—or so they say—but times have changed. This is a difficult world, and we have more important things to think about than your record.”

In the years before the great war, Odysseus had married the beautiful and ever-faithful Penelope, one of several very strong women in the man’s world of the Greek epic. (One critic, Robert Graves, was so impressed by the unusual importance of women and home and hearth in The Odyssey that he believed Homer to be a woman.)

Penelope and Odysseus had one son, Telemachus. He was still a toddler when Odysseus was called by Agamemnon and Menelaus to join them in the war against Troy. But Odysseus was a homebody. He preferred not to go to war, especially a war fought for an unfaithful woman. Even though he was obligated under a treaty to go, Odysseus tried draft-dodging. It is said that when Agamemnon and Menelaus came to fetch him, he pretended to be insane and acted as if he did not recognize his visitors. Instead of entertaining them, he dressed as a

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peasant and began plowing the field and sowing it with salt. But the “draft board” was smarter than Odysseus. They threw his baby, Telemachus, in front of his oncoming plow.

Odysseus revealed his sanity by quickly turning the plow aside to avoid running over his son.

THE WOODEN-HORSE TRICKOnce in Troy, Odysseus performed extremely well as a soldier and commander. It was

he, for example, who thought of the famous wooden-horse trick that would lead to the downfall of Troy. For ten years the Greeks had been fighting the Trojans, but they were fighting outside Troy’s massive walls. They had been unable to break through the walls and enter the city. Odysseus’ plan was to build an enormous wooden horse and hide a few Greek soldiers inside its hollow belly. After the horse was built, the Greeks pushed it up to the gates of Troy and withdrew their armies, so that their camp appeared to be abandoned. Thinking that the Greeks had given up the fight and that the horse was a peace offering, the

Trojans brought the horse into their city. That night, the Greeks hidden inside the wooden body came out, opened the gates of Troy to the whole Greek army, and began the battle that was to win the war.

THE ANCIENT WORLD AND OURSThe world of Odysseus was harsh, a world familiar with violence. In a certain sense

Odysseus and his men act like pirates on their journey home. They think nothing of entering a town and carrying off all its worldly goods. The “worldly goods” in an ancient city might only have pots and pans and cattle and sheep. The “palaces” the Greeks raided might have been little more than elaborate mud and stone farmhouses. Yet, in the struggles of Odysseus, Penelope, and Telemachus in the their “primitive” society that had little in common with the high Athenian culture that would develop several centuries later, there is something that has a great deal to do with us.

A SEARCH FOR THEIR PLACES IN LIFEOdysseus and his family are people searching for the right relationships with one

another and with the people around them. They want to find their proper places in life. It is this theme that sets the tone for The Odyssey and determines the unusual way in which the poem is structured.

Instead of beginning at the beginning with Odysseus’ departure from Troy, the story begins with his son, Telemachus. Telemachus is now twenty years old. He is threatened by rude, powerful men swarming his own home, pressuring his mother to marry one of them. These men are bent on robbing Telemachus of his inheritance. Telemachus is a young man who needs his father, the one person who can put things right at home.

Meanwhile, we hear that his father is stranded on an island, longing to find a way to get back to his wife, child, and home. It is ten years since Odysseus sailed from Troy, twenty years since he left Ithaca to fight in Troy. While Telemachus is in search of his father, Odysseus is in search of a way out of what we might today call his midlife crisis. He is searching for inner peace, for a way to reestablish a natural balance in his life. The quests of father and son provide a framework for the poem and bring us into it as well—because we all are in search of our real identities, our true selves.

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RELATIONSHIPS WITH THE GODSThis brings us to mythic and religious questions in The Odyssey. Myths are stories that

use fantasy to express ideas about life that cannot be expressed easily in realistic terms. Myths are essentially religious because they are concerned with the relationship between human beings and the unknown or spiritual realm.

As you will see, Homer is always concerned with the relationship between humans and gods. Homer is religious: For him, the gods control all things. Athena, the goddess of wisdom, is always at the side of Odysseus. This is appropriate because Odysseus is known for his mental abilities. Thus, in Homer’s stories a god can be an alter ego, a reflection of a hero’s best or worst qualities. The god who works against Odysseus is Poseidon, the god of the sea, who is known for arrogance and a certain brutishness. Odysseus himself can be violent and cruel, just as Poseidon is.

WHO WAS HOMER?No one knows for sure who Homer was. The later Greeks believed he was a blind

minstrel who came from the island of Chios. Some scholars feel there must have been two Homers; some think he was just a legend. But scholars have also argued about whether a man called Shakespeare ever existed. It is almost as if they were saying that Homer andShakespeare are too good to be true. On the whole, it seems sensible to take the word of the Greeks themselves. We cannot least accept the existence of Homer as a model for a class of wandering bards or minstrels later called rhapsodes.

These rhapsodes, or “singers of tales,” were the historians and entertainers as well as the myth-makers of their time. There was probably no written history in Homer’s day. There were certainly no movies and no television, and the Greeks had nothing like a Bible or a book of religious stories. So it was that the minstrels traveled about from community to community singing of recent events or of the doings of heroes, gods, and goddesses. It is as if the author of the Book of Kings in the Bible, the writer of a history of World War II, and a famous pop singer were combined in one person. Homer’s people saw no conflict among religion, history, and good fun.

HOW WERE EPICS TOLD?Scholars have found that oral epic poets are still composing today in Eastern Europe and

other parts of the world. These scholars suggest that stories like The Iliad and The Odyssey were originally told aloud by people who could not read and write. The stories were composed orally according to a basic story line. But most of the actual words were improvised— made up on the spot—in a way that fit a particular rhythm or meter. The singers of these stories had to be very talented, and they had to work very hard. They also needed an audience that could listen closely.

We can see from this why there is so much repetition in the Homeric epics. The oral storyteller, in fact, had a store of formulas for describing the arrival and greeting of guests, the eating of meals, and the taking of baths. He knew formulas for describing the sea (it is always “wine-dark”) and for describing Athena (she is always “grey-eyed Athena”). Formulas such as these had another advantage: They gave the singer and his audience some breathing time. The

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audience could relax for a moment and enjoy a familiar and memorable passage, while the singer could think ahead to the next part of his story.

When we think about the audience that listened to these stories, we can also understand the value of the extended comparisons that we call Homeric or heroic similes today. These similes compare heroic or epic events to simple and easily understandable everyday events—events the audience would recognize instantly. For example, at one point in The Iliad, Athena prevents an arrow from striking Menelaus. The singer compares the goddess’s actions to an action that every listener would have been familiar with:

She brushed it away from his skin as lightly as when a mother Brushes a fly away from her child who is lying in sweet sleep.

Epic poets such as Homer would come to a city and would go through a part of their repertory while there. A story as long as The Odyssey (11,300 lines) could not be told at one sitting such as Homer would come to a city and would go through a part of their repertory while there. We have to assume that if the singer had only a few days in the town, he would summarize some of his story told to us, but that his time is limited. We’ll also assume that the audience, before retiring at the end of each performance, wants to talk about the stories they’ve just heard. You are now part of that audience.

A LIVE PERFORMANCEWhat was it like to hear a live performance of The Odyssey? We can guess what it was

like because there are many instances in the epic itself in which traveling singers appear and sing their tales. In the court of the Phaeacian king, Alcinous, in Book 8, for instance, there is a particularly wonderful singer who must make us wonder if the blind Homer is talking about himself. Let’s picture the setting of a performance before we start the story.

Imagine a large hall full of people who are freshly bathed, rubbed with fine oils, and draped in clean tunics. Imagine the smell of meat being cooked over charcoal, the sound of voices. Imagine the wine being freely poured, the flickering reflections of the great cooking fires, and the torches that light the room. A certain anticipation hangs in the air. It is said that the blind minstrel Homer is in the city and that he has new stories about that long war in Troy. Will he appear and entertain tonight?

(Text excerpted from Elements of Literature: Course 3)

PLEASE PUT YOUR POST-ITS BELOW

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The Back Story: The Trojan War & The IliadThe Iliad is Homer’s first Epic Poem, containing 15,000 lines of verse. Despite its incredible length, The Iliad is really just about two things. First, the Greek concept of Xenia, or hospitality to strangers. And second, the Wrath of Achilles. The Trojan War is simply the setting for these concepts to play themselves out.

Xenia

The concept of Xenia is an unfamiliar one to modern audiences. It is essentially a divine law, governed by Zeus himself, that says you must offer hospitality to traveling strangers. This seems strange and dangerous to us. Yet in the ancient world, especially the Bronze Age world, and especially in the rugged mountains of Greece, it was not lone strangers who were dangerous, but the whole world. This was a time and place where laws extended no further than the sight of a city. Wild animals and bandits roamed the wilderness. And travelers had no guarantee of a bed to sleep in or a hot meal. There was no Motel 6 to 'leave the light on for them.' Shelter had to be found when and where it was available.

Hence the incredible importance of Xenia in this age. Without the guarantee of hospitality along the way, no one would travel at all. The benefits of Xenia are not limited to the guest; the host gains as much as the guest from a visit: news of the outside world, a break in the monotony of daily life, and a friend abroad.

Xenia is an important concept to remember because it is part of what caused The Trojan War.

The Trojan War

Paris, a prince of Troy, had claimed guest right, through Xenia, at the house of Menelaus, brother to Agamemnon, the King of Mycenae. Little did Menelaus know that his guest was planning to rob him, not of jewels or treasure, but of his wife. Menelaus' wife was none other than Helen, the most beautiful woman in the world.

Paris had been promised Helen by the goddess Aphrodite, to sway his vote in a divine beauty pageant. (Don't believe me? Look up the myth of the golden apple.) Paris had come to the house of Menelaus to claim his prize. By running away with Helen, Paris had done more than violate the sanctity of Menelaus' marriage, he had abused the sacred bond between host and guest. Had Paris simply kidnapped Helen while she was out for a stroll, there likely would never have been a Trojan War. It was the fact that he committed this offence while a guest in Menelaus' house that demanded retribution. The Greeks want to take over Troy anyway, so ALL of the Greeks agree to help him, but Troy is protected by an amazing wall around the city that no army has ever been able to penetrate. The battle for Troy/Helen lasts for 10 years! Thousands die on each side. There are two main soldiers. Achilles is the best Greek soldier and Hector is the best Trojan soldier. Ultimately, Achilles is killed. This is where Odysseus steps in.

Odysseus is known for his cunning, clever ideas. He comes up with idea of The Trojan Horse.

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Odysseus and the Trojan HorseDirections: Watch the short video clip from the movie Odysseus, and answer the following

questions

1. How does Zeus help Odysseus on the beach?

2. What is Odysseus plan to get inside the walls of Sparta? Is he successful? (explain what happens once inside the city)

3. Why does Zeus curse Odysseus?

4. What is the curse Zeus places on Odysseus?

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Characteristics of an Epic & its HeroCharacteristics of an Epic The Odyssey

The hero is important and glorified. Odysseus is a king and a respected chieftain.On a quest or long and dangerous journey: During this time the hero shows his strength and cunning.

The Odyssey describes Odysseus’ ten-year journey.

The setting of an epic is large in scale. Odysseus wanders the entire Mediterranean area and even visits the underworld.

Supernatural beings and events play a role in epic affairs.

The gods and goddesses of Greek mythology are key characters in The Odyssey.

The style of an epic is formal and grand. This style fits the importance of its subject.

Some of the translation that we will read preserves the poetic structure of the ancient Greek.

The action of an epic starts in medias res, “in the middle of things,” rather than at the true beginning of the story.

The Odyssey begins when Odysseus is nearly home.

Traits of an Epic Hero1. There is something EXTRAORDINARY about the hero’s BIRTH and/or CHILDHOOD.

2. The hero faces OPPOSITION or CHALLENGES of some sort where he must prove himself in some way.

3. The hero has an ENEMY or ENEMIES. These may have a variety of forms, human or divine, natural or supernatural. At least one of his enemies is often a MONSTER so some sort. Also, a JEALOUS WOMAN is often involved.

4. A HELPER or HELPERS of some kind usually aid the hero. These may be human or divine, natural or supernatural, animal or monster.

5. The hero must overcome an OBSTACLE or OBSTACLES that may include completing seemingly impossible tasks or labors, or undertaking a QUEST.

6. Sometimes, although not always, there is a TABOO to be avoided, such as “Don’t look back,” “Don’t ask questions,” or “Don’t eat anything while you are there.”

7. Sometimes there is special KNOWLEDGE that must be acquired.

8. The hero succeeds, and at the end there is a special REWARD that he receives. This reward may be the hand of a fair maiden or princess, a kingdom for him to rule, great wealth or all of the above. Rewards sometimes include spiritual enlightenment, purification, or even immortality.

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How does Odysseus fit the epic hero profile?

Epic Hero Cycle | Odysseus’s journey

In an epic, the journey typically follows the same cycle. Please track Odysseus’s epic journey as we read excerpts from the epic poem.

Element Example from The Odyssey1. The main character is a hero, who is often possessed (or appears to be possessed) with supernatural abilities or qualities.2. The hero is charged with a quest.

3. The hero is tested, often to prove the worthiness of himself and his quest.

4. The presence of numerous mythical beings, magical and helpful animals, and human helpers and companions.5. The hero’s travels take him to a supernatural world, often one that normal human beings are barred from entering.6. The cycle must reach a low point where the hero nearly gives up his quest or appears defeated.7. A resurrection.

8. Restitution: Often this takes the form of the hero regaining his rightful place on the throne

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I did all of that?!

THE MODERN-DAY EPIC HERO CYCLEThe Epic Hero Cycle, while an ancient concept, continues in literature, both written and visual, today.

The following is a list of epic hero films that follow the epic hero cycle. This is by no means an all encompassing list, so if you come up with another film title that you want to use, please see me.

Aliens Series* Avatar Brave Braveheart* The Dark Knight Trilogy Finding Nemo Forrest Gump Gladiator* Harry Potter Series The Hunger Games Indiana Jones Series Ironman Trilogy The Lion King Lord of the Rings Trilogy The Matrix Trilogy* Mission Impossible Series The Patriot* Percy Jackson Series Pirates of the Caribbean Star Wars Trilogy Saving Private Ryan* Shrek Series Spiderman Series Titanic Toy Story Trilogy Wall-E The Wizard of Oz

*Rated R – Parental permission is required to view these films.

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NAME: PERIOD:

Element Example from ______________________

1. The main character is a hero, who is often possessed (or appears to be possessed) with supernatural abilities or qualities.2. The hero is charged with a quest.

3. The hero is tested, often to prove the worthiness of himself and his quest.

4. The presence of numerous mythical beings, magical and helpful animals, and human helpers and companions.5. The hero’s travels take him to a supernatural world, often one that normal human beings are barred from entering.6. The cycle must reach a low point where the hero nearly gives up his quest or appears defeated.7. A resurrection.

8. Restitution: Often this takes the form of the hero regaining his rightful place on the throne

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Name__________________________________ Date______________________ Pd______

THE MODERN-DAY EPIC HERO CYCLE SPEECHCONTENT KNOWLEDGE

Distinguished (5) Proficient (3) Basic (1) Below Basic (0)Focus/Content Demonstrates

comprehensive knowledge of topic.

Sophisticated analysis; develops ideas with supporting details that are specific.

Makes no omissions or errors.

Demonstrates proficient knowledge of topic.

Shows adequate understanding of the topic and explains with detail.

Makes few errors or omissions.

Demonstrated basic knowledge of topic.

Show minimal understanding of the details of the topic.

Many errors and/or omissions.

Does not demonstrate knowledge of topic.

Distinguished (2) Proficient (1) Basic (.5) Below Basic (0)Organization Well organized and

thoroughly supports focus. .

Organized and moderately supports focus.

Organization is limited and/or lacks clarity.

Presentation lacks organization.

PRESENTATION SKILLS Distinguished(2) Proficient (1) Basic (.5) Below Basic (0)

Presenter Engagement with the Audience

Use of direct eye contact for entire presentation.

Consistently engages the audience through appropriate levels of emotion throughout.

Does not need to rely on notes for prompting

Use of direct eye contact most of the time.

Engages the audience through appropriate levels of emotion most of the time.

Relies on notes for prompting only.

Minimal eye contact with audience.

Inconsistently engages the audience through appropriate levels of emotion.

Often reads from notes.

No eye contact. Does not engage the

audience through appropriate levels of emotion throughout.

Entirely read from notes

Language/Clarity Advanced use of grammar and vocabulary.

All words are pronounced correctly.

No use of filler words (like, you know, etc.).

Proficient use of grammar and vocabulary.

Most words are pronounced correctly.

Minimal use of filler words (like, you know, etc.).

Basic use of grammar and vocabulary.

Seldom are words pronounced correctly.

Significant use of filler words (like, you know, etc.).

Below basic use of grammar and vocabulary.

Distracting use of filler words (like, you know, etc.)

Voice/Volume/Rate Always speaks with clarity Volume is at a level where

audience can easily hear throughout.

Pace is appropriate.

Speaks with clarity most of the time.

Volume is at a level where audience can hear most of the time.

Sometimes speaks with clarity.

Volume is inconsistent; audience struggles to hear.

Pace is inconsistent.

Does not speak clearly or is not easily heard.

Speaker is inaudible.

Completed NotesDistinguished

(2)Proficient

(1)Basic Below Basic

(0)Completed Notes Notes are complete,

accurate and detailed Notes are complete, but

not detailed or has inaccuracies

Missing or incomplete notes

Total_______/15

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The Odyssey Vocabulary-30 points Please master the following list of vocabulary on Vocabulary.com. You will get credit for your completion of the list in the form of a quiz grade.

Due Date:______________________________________________________________________

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Intro / New Coasts / Lotus Eaters

epic excerpts hubris formidable guile / cunning gale wail

Cyclopes

foe prodigious rogue appalled ponderous profusion sage breach adversary

Circe

fawn glade stealth snare vile foreboding succumb doting disconsolate parched pang

Sea Perils and Defeat

abominably contender chaos avail scourge

The Return of Odysseus

abyss dissemble glowering haughty incredulity revelry ruses

“I am Odysseus”Odysseus reveals himself to the Phaeacians in the following excerpt:

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“How shall I start and end my tale? First let me give you my name, so you all know, and if I escape from pitiless fate later, I will play host to you, though I live far off. I am Odysseus, Laertes’ son, known to all for my stratagems, and my fame has reached the heavens. My home is under Ithaca’s clear skies: our Mount Neriton, clothed with whispering forest is visible from afar: and clustered round it are many isles, Dulichium and Same and wooded Zacynthus. Ithaca itself lies low in the sea, furthest towards the west, while the others are separate, towards the dawn and the rising sun. It’s a rugged land, but nurtures fine young men: and speaking for myself I know nothing sweeter than one’s own country. Calypso, the lovely goddess, kept me there in her echoing caves, because she wished me for her husband, and in the same way Circe, the Aeaean witch, detained me in her palace, longing to make me hers: but they failed to move my heart. Surely nothing is sweeter than a man’s own parents and country, even though he lives in a wealthy house, in a foreign land far from those parents.”

From this speech, how would you describe Odysseus’ personality/mannerisms?

Let’s Boast – “I am Odysseus”Objective: To identify and employ elevated language as a quality of an epic / Build tone and delivery skills of an informal speech

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Background: After dining with the Phaeacian’s, Odysseus is moved to tears when the blind poet sings of the Trojan War. King Alcinous asks Odysseus what troubles him and he reveals who he is and describes his travels during “The Odyssey” (156-157).

Greeks spoke in elevated language making their life story “larger than life.”

Give it a whirl: We want you to have the opportunity to demonstrate your greatness and boast about your life story, chores, etc.

Here is a student example of elevated/boasting language

I, Ann Marie, Daughter of Michael the Great and Sheila the Perfectionist,Hail from the land of Ambler WoodsWhere I must endure to annoyingness of Jonathan, The young god of trouble and pestering.I escape his festering, gnat-like ways in the kitchenA culinary enchantress, I am known for Tantalizing stomachs around the globe.

Chores – Taking out the trashI am the taker of refuse from the castle to the curbWhere the monstrous beast carries it off to distant lands

Walking the dog

I am the walker of the furry beast who barks at shadows As he spritzes the earth with adoration

Playing basketballThe bleachers holler my name as I pound the floorboardsI am the goddess of the court, sinking orange balls of fire

Here is Mrs. Small’s example of elevated/boasting language:

Mrs. Small => Let’s Boast!

I, Mrs. Small, daughter of Sandra the Strong and Paul the Musician,Hail from the farmland of Upper Bucks County, Pennsylvania.I am wife of funny-man Jordan the computer nerd,Mother of Kaitlyn the kind and creative, and Liam the hilarious and messy.Master dog-walker, toy picker-upper, and healthy meal maker,I hold my family together with my mad multi-tasking skills.Reader of literature and listener of podcasts, I am the champion of pop-culture events.I am the singer of songs, expert-nail artist, and party-planning champion.Designer of lessons, super-fast grader, and whole puncher extraordinaire,I create a calm and open atmosphere in the classroom of which I am Queen.

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I am Mrs. Small, Daughter, Wife, Mother, Teacher, Friend, Goddess of my work and home realms!________________________________________________________________

Your Try:Use the space below to brainstorm for your boasting speech.

Name:__________________________________ Date:_________ Pd:_____

Success Criteria/Rubric for “Lets Boast” SpeechContent 2

pointsSpeaking Skills 2

pointsBragging Present with a

strong voiceUses Vivid Details Emphasize WordsComplex Vocabulary is used

Poise: Natural movement or stand straight and tall

There is Make eye contact24

information about the speaker that lets the audience know them better

_______÷2 = Total= _________/8

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My Personal OdysseyThis is an activity to accompany our study of Homer's epic poem, The Odyssey. Please follow the directions below to present your personal odyssey.

DIRECTIONS1. List at least three personal goals. These may be short-term or long-term. They may

pertain to travel, material possessions, occupations, or other accomplishments.

2. Draw an island. This will be your metaphorical Ithaca.

3. As Odysseus was striving to reach his homeland, you are striving to reach some goal, as well. Name the island (select one goal).

4. Draw a thick vertical line on the left side of your island. This line represents the barriers that may prevent you from reaching your island (goal).

5. To the left of the barrier list all the people and forces that may impede your progress.

6. Above the island, list all the people and forces that may help you overcome these

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obstacles and enable you to reach your goal.

Use the outline produced from steps 1-6 to compose the following:

A. Create a title for your overall piece. In one paragraph, summarize your journey. Recount your narrative as if it has already taken place (past tense).

B. In three to four paragraphs, describe, in vivid detail, one episode of your journey. Create a title for this episode. These paragraphs should also be in past tense.

Final narrative must be typed.

BE PREPARED TO EXPLAIN (NOT READ) YOUR NARRATIVE TO THE CLASS. Your map should be ready to project in front of the class.

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Name:_____________________________________ Date:______________ Pd:_______KEYSTONE EXPOSITORY SCORING GUIDELINES – PERSONAL ODYSSEY

Scoring Doman Distinguished (2) Proficient (1.5) Apprentice (1) Novice (.5) Incomplete (0)Thesis/Focus Establishes and sustains a

precise idea/thesis Displays a clear understanding of task, purpose, and audience

Establishes a controlling idea/thesis Displays an understanding of task, purpose, and audience

Provides an inconsistent idea/thesis Displays a limited understanding of task, purpose, and audience

Provides vague or indistinct idea/thesis Displays a minimal understanding of task, purpose, and audience

Provides no evidence of a controlling idea/thesis Displays no understanding of task, purpose, and audienceOR Does not respond to the prompt

Distinguished (6) Proficient (4.5) Apprentice (3) Novice (1.5) Incomplete (0)Content Provides relevant content

and specific and effective supporting details that demonstrate a clear understanding of purpose

Provides relevant content and effective supporting details

Provides insufficient content and ineffective supporting details

Provides minimal content

Provides little to no content OR Does not respond to the prompt

Organization Chooses sophisticated organizational strategies appropriate for task, purpose, and audience Uses sophisticated transitional words, phrases, and clauses to link ideas and create cohesion Includes a clear and well-defined introduction, body, and conclusion that support or reinforce the argument

Chooses appropriate organizational strategies for task, purpose, and audience Uses transitional words, phrases, and clauses to link ideas Includes a clear introduction, body, and conclusion that support the argument

Displays some evidence of organizational strategies May use simplistic and/or illogical transitional expressions May not include an introduction, body, and/or conclusion

Displays little evidence of organizational strategies Uses few or no transitional expressions to link ideas May not include an identifiable introduction, body, and/or conclusion

Displays no evidence of organizational strategies Does not use transitions to link ideas Does not include an identifiable introduction, body, and/or conclusionOR Does not respond to prompt

Distinguished (2) Proficient (1.5) Apprentice (1) Novice (.5) Incomplete (0)Style Uses consistently precise

language and a wide variety of sentence structures Chooses an effective style and tone, and maintains a consistent point of view

Uses precise language and a variety of sentence structures Chooses an appropriate style and tone, and a point of view

Uses imprecise language and a limited variety of sentence structures May choose an inappropriate style or tone, and may shift point of view

Uses simplistic or repetitious language and sentence structures Demonstrates little or no understating of tone or point of view

Uses repetitious language and sentence structures Demonstrates no understating of style, tone or point of viewOR Does not respond to prompt

Conventions Writer makes few errors and errors do not interfere with reader understanding

Writer makes few errors and errors seldom interfere with reader understanding

Writer makes errors and errors may interfere with reader understanding

Writer makes errors and errors often interfere with reader understanding

Writer makes errors and errors consistently interfere with reading understanding

Demonstrates command of standard English grammar and usage Demonstrates command of standard English capitalization, punctuation, and spelling

Demonstrates control of standard English grammar and usage Demonstrates control of standard English capitalization, punctuation, and spelling

Demonstrates limited or inconsistent of standard English grammar and usage Demonstrates limited or inconsistent of standard English

Demonstrates minimal control of standard English grammar and usage Demonstrates minimal control of standard English capitalization,

Demonstrates little or no control of standard English grammar and usage Demonstrates little or no control of standard English capitalization,

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Demonstrates command of sentence formation

Demonstrates control of sentence formation

capitalization, punctuation, and spelling Demonstrates limited or inconsistent of sentence formation

punctuation, and spelling Demonstrates minimal control of sentence formation

punctuation, and spelling Demonstrates little or no control of sentence formation

TOTAL: __________/18

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Name:______________________________________ Period:__________Hatboro-Horsham Oral Presentation Rubric – Personal Odyssey

CONTENT KNOWLEDGEDistinguished (1) Proficient (.75) Basic (.5) Below Basic (0)

Focus Demonstrates clear purpose and the ability to stay on topic.

Demonstrates a purpose but unable to stay on topic.

Purpose is inconsistent throughout/difficult to follow.

No clear purpose.

Distinguished (3) Proficient (2.25) Basic (1.5) Below Basic (0)Content Demonstrates

comprehensive knowledge of topic.

Sophisticated analysis; develops ideas with supporting details that are specific.

Makes no omissions or errors.

Demonstrates proficient knowledge of topic.

Shows adequate understanding of the topic and explains with detail.

Makes few errors or omissions.

Demonstrated basic knowledge of topic.

Show minimal understanding of the details of the topic.

Many errors and/or omissions.

Does not demonstrate knowledge of topic.

Organization Well organized and thoroughly supports focus. .

Organized and moderately supports focus.

Organization is limited and/or lacks clarity.

Presentation lacks organization.

PRESENTATION SKILLS Distinguished (2) Proficient (1.5) Basic (1) Below Basic (0)

Presenter Engagement with the Audience

Use of direct eye contact for entire presentation.

Consistently engages the audience through appropriate levels of emotion throughout.

Does not need to rely on notes for prompting

Use of direct eye contact most of the time.

Engages the audience through appropriate levels of emotion most of the time.

Relies on notes for prompting only.

Minimal eye contact with audience.

Inconsistently engages the audience through appropriate levels of emotion.

Often reads from notes.

No eye contact. Does not engage the

audience through appropriate levels of emotion throughout.

Entirely read from notes

Language/Clarity Advanced use of grammar and vocabulary.

All words are pronounced correctly.

No use of filler words (like, you know, etc.).

Proficient use of grammar and vocabulary.

Most words are pronounced correctly.

Minimal use of filler words (like, you know, etc.).

Basic use of grammar and vocabulary.

Seldom are words pronounced correctly.

Significant use of filler words (like, you know, etc.).

Below basic use of grammar and vocabulary.

Distracting use of filler words (like, you know, etc.)

Voice/Volume/Rate Always speaks with clarity

Volume is at a level where audience can easily hear throughout.

Pace is appropriate.

Speaks with clarity most of the time.

Volume is at a level where audience can hear most of the time.

Sometimes speaks with clarity.

Volume is inconsistent; audience struggles to hear.

Pace is inconsistent.

Does not speak clearly or is not easily heard.

Speaker is inaudible.

VISUAL ENHANCEMENTDistinguished (1) Proficient (.75) Basic (.5) Below Basic (0)

Visual Enhancement

Creatively uses high quality visuals/ media/ technology that clearly supports and enhances the presentation.

Uses Visuals/media/ technology that support the presentation.

Uses visuals/media/ technology that provides limited support of the presentation.

No use of visuals/media/technology to support the presentation.

TOTAL: ____/14

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The Odyssey – The “EPIC” Writing Assessment2-3 pages, double spaced, typed pages

12 pt Times New Roman Font or Calibri

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Theme Connections and Life LessonsThe Odyssey by Homer is more than 3,000 years old, yet you may now see how the story has lasted so long. To be sure you understand how it has come this far, you are to write a reflective paper based on all of the items below.

Introduction: In your introduction, use some of the most striking parts from the documentary shown in class and how it relates to the story and real life. Include a thesis that explains why the Odyssey is still relevant today.

Body Paragraph #1 & #2: Select a part of the story that helps you compare and contrast themes of the poem & modern life lessons Write paragraphs that include an example of TWO of the following themes of the poem and connect it to ‘life lessons’ created in class.

IdentityPrideLeadership Fate/Destiny

Revenge ChoicesCourage Temptation

Body Paragraph #3: Explain how the story of the Odyssey and its lessons can endure more than 3,000 years after it was created. You need to go beyond the Odyssey itself and apply Homer’s intent behind the story. You may want to use lyrics from modern songs or plots from modern TV shows and movies in your explanation. Consider: Why do you think modern artists chose to use the same themes?

Conclusion Paragraph: In the Conclusion, use your best points and explain to me why this 3,000 year old work is still so relevant and worth being told again to future generations after you!

**Note: Because this is a personal reflection essay, you may use personal pronouns, but please maintain a formal writing style. Avoid slang vocabulary and contractions.

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Name:________________________________________ Date:_______________ Pd:_________KEYSTONE EXPOSITORY SCORING GUIDELINES – The “Epic” Writing Assignment

Scoring Doman Distinguished (4) Proficient (3) Apprentice (2) Novice (1) Incomplete (0)

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Thesis/Focus Establishes and sustains a precise idea/thesis Displays a clear understanding of task, purpose, and audience

Establishes a controlling idea/thesis Displays an understanding of task, purpose, and audience

Provides an inconsistent idea/thesis Displays a limited understanding of task, purpose, and audience

Provides vague or indistinct idea/thesis Displays a minimal understanding of task, purpose, and audience

Provides no evidence of a controlling idea/thesis Displays no understanding of task, purpose, and audienceOR Does not respond to the prompt

Content Provides relevant content and specific and effective supporting details that demonstrate a clear understanding of purpose

Provides relevant content and effective supporting details

Provides insufficient content and ineffective supporting details

Provides minimal content

Provides little to no content OR Does not respond to the prompt

Organization Chooses sophisticated organizational strategies appropriate for task, purpose, and audience Uses sophisticated transitional words, phrases, and clauses to link ideas and create cohesion Includes a clear and well-defined introduction, body, and conclusion that support or reinforce the argument

Chooses appropriate organizational strategies for task, purpose, and audience Uses transitional words, phrases, and clauses to link ideas Includes a clear introduction, body, and conclusion that support the argument

Displays some evidence of organizational strategies May use simplistic and/or illogical transitional expressions May not include an introduction, body, and/or conclusion

Displays little evidence of organizational strategies Uses few or no transitional expressions to link ideas May not include an identifiable introduction, body, and/or conclusion

Displays no evidence of organizational strategies Does not use transitions to link ideas Does not include an identifiable introduction, body, and/or conclusionOR Does not respond to prompt

Style Uses consistently precise language and a wide variety of sentence structures Chooses an effective style and tone, and maintains a consistent point of view

Uses precise language and a variety of sentence structures Chooses an appropriate style and tone, and a point of view

Uses imprecise language and a limited variety of sentence structures May choose an inappropriate style or tone, and may shift point of view

Uses simplistic or repetitious language and sentence structures Demonstrates little or no understating of tone or point of view

Uses repetitious language and sentence structures Demonstrates no understating of style, tone or point of viewOR Does not respond to prompt

Conventions Writer makes few errors and errors do not interfere with reader understanding

Writer makes few errors and errors seldom interfere with reader understanding

Writer makes errors and errors may interfere with reader understanding

Writer makes errors and errors often interfere with reader understanding

Writer makes errors and errors consistently interfere with reading understanding

Demonstrates command of standard English grammar and usage Demonstrates command of standard English capitalization, punctuation, and spelling Demonstrates command of sentence formation

Demonstrates control of standard English grammar and usage Demonstrates control of standard English capitalization, punctuation, and spelling Demonstrates control of sentence formation

Demonstrates limited or inconsistent of standard English grammar and usage Demonstrates limited or inconsistent of standard English capitalization, punctuation, and spelling Demonstrates limited or inconsistent of sentence formation

Demonstrates minimal control of standard English grammar and usage Demonstrates minimal control of standard English capitalization, punctuation, and spelling Demonstrates minimal control of sentence formation

Demonstrates little or no control of standard English grammar and usage Demonstrates little or no control of standard English capitalization, punctuation, and spelling Demonstrates little or no control of sentence formation

_______________x 2 = Total ______________/40

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MUSIC CONNECTION | Mumford & SonsRead the following lyrics and highlight any connections that you make to the story of The Odyssey:

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MUMFORD & SONS LYRICS"The Cave"

It's empty in the valley of your heartThe sun, it rises slowly as you walkAway from all the fearsAnd all the faults you've left behind

The harvest left no food for you to eatYou cannibal, you meat-eater, you seeBut I have seen the sameI know the shame in your defeat

But I will hold on hopeAnd I won't let you chokeOn the noose around your neck

And I'll find strength in painAnd I will change my waysI'll know my name as it's called again

‘Cause I have other things to fill my timeYou take what is yours and I'll take mineNow let me at the truthWhich will refresh my broken mind

So tie me to a post and block my earsI can see widows and orphans through my tearsI know my call despite my faultsAnd despite my growing fears

But I will hold on hopeAnd I won't let you chokeOn the noose around your neck

And I'll find strength in painAnd I will change my waysI'll know my name as it's called again

So come out of your cave walking on your handsAnd see the world hanging upside downYou can understand dependenceWhen you know the maker's land

So make your siren's callAnd sing all you wantI will not hear what you have to say

‘Cause I need freedom nowAnd I need to know howTo live my life as it's meant to be

And I will hold on hopeAnd I won't let you chokeOn the noose around your neck

And I'll find strength in painAnd I will change my waysI'll know my name as it's called again

The Odyssey Journal—Collected for a Grade!!!

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Directions: As you read each section of The Odyssey and discuss the story in class, answer the following questions on a separate piece of paper. Please note page and line numbers. Use evidence from the text!

Book IX – New Coasts and Poseidon’s Son

1. Briefly describe the dangers and temptations faced by Odysseus' men in their travels—and how they fared, in each case: Kikonês, Lotos Eaters, Kyklops 2. Why did Odysseus and his men go into the Kyklops' cave?3. Describe the Kyklop’s reaction to finding Odysseus and his men in his cave:4. Why didn't the other Kyklopês help Polyphêmos when he cried out after Odysseus blinded him?5. Why does Odysseus use give his real name in the end? What do we learn about Odysseus from this entire incident? 6. What life lesson can be learned from this chapter?—Record in the back of your packet

Book X – The Grace of the Witch

1. What happens to Aiolos’ (the wind king’s) gift? 2. When Circe makes her oath, it is taken very seriously. Do you feel that most people mean it when they make a promise? How do you decide to trust someone’s word? What criteria do you use? Should people trust you? Explain your answer.3. Is Odysseus and effective leader? Why or why not? What qualities do you think leaders need to possess? Where do you see evidence that Odysseus has or has not fulfilled your definition?4. Odysseus succeeds in this episode because he accepts his own limitations as a human, possessing heroic, but limited, powers. How valuable is this kind of recognition in today’s society? Is it good to admit and respect your own limitations or is it more valuable to set no limits and “dream the impossible dream” and behave as if you can achieve anything?5. Is there symbolism in turning Odysseus’ men into pigs? 6. How is the encounter with Kirke similar/different to that with the Lotus-eaters? 7. Why does Odysseus go to the land of Death?8. What life lesson can be learned from this chapter?—Record in the back of your packet

Book XI – A Gathering of Shades

In Book XI, Odysseus and his men visit the underworld, where the spirits of the dead, the shades, reside. During Odysseus’ visit there, the spirit of the prophet Tiersias warns him that death and destruction will follow unless he and his crew act with restraint and control. Tiersias also reveals what Odysseus must do on his return to Ithaca.

In the underworld, Odysseus also speaks with the spirit of his mother, who died of grief because Odysseus was away for so long. He promises the spirit of Elpenor, his crewman who died on Circe’s Island, that he will bury Elpenor’s body. Odysseus and his men then leave the underworld and return to Circe’s island to fulfill the promise to Elpanor.

1. While watching this section of the movie, The Odyssey, consider, what does Odysseus’ journey to the land of Death and his safe return symbolize?

Book XII – Sea Perils and Defeat

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1. What are some reasons Kirke calling Odysseus and his men “twice mortal” might be important?2. Why might the stories of the Seirênês and visiting Hades appeal to Odysseus’ audience? Why would he want to appeal to them? 3. Why doesn’t Odysseus plug his ears?4. What might the Seirênês, Skylla, and Kharybdis represent respectively?5. How did Odysseus' men get into trouble on Thrinákia? How many survived?6. "'Nine days I drifted in the open sea/ before I made shore, buoyed up by the gods,/upon Ogygia Isle.'" (p. 224) Who did Odysseus meet there?7. Odysseus decides to keep information from his men. Is this fair, or is he abusing power? Explain. Is it sometimes better for leaders to withhold the truth? Why or why not?

Book XIII – One More Strange Island

1. What signals a new beginning or a change in the narrative as we as we move into Book XIII?2. What is ironic and sad about his arrival on Ithaca? 3. What’s notable about his conversation with Athena?

What does she like about Odysseus? How are they similar? How does Odysseus feel about her? How do they each feel about the 10 years he spent trying to get back?

4. Why does he lie so much and so elaborately? Where else has he lied? 5. Why were the Phaiákians punished—and how?6. How did Athena disguise Odysseus? Where did she send him?

THE RETURN OF ODYSSEUS

1. Was Odysseus fair in how he treated Penelope’s suitors? 2. Was Odysseus fair in how he tested Penelope?3. At this point in the story, Odysseus has been gone for twenty years. He is finally returning home to Ithaca – the sole survivor of his companions, but the state of his kingdom is fragile. Suitors (men who wish to marry Penelope, his wife) have overstayed their welcome at the royal household. They are squandering food and supplies and are pressuring her to marry one of them. None of the suitors believes Odysseus is still alive because all the other men who survived the war arrived home long ago. They are planning to murder Telemachus, Odysseus’ son, who is now twenty years old.

Take a moment to consider the situation from the perspective of Odysseus, his wife and his son. Choose one character to write a personal journal reflecting how they may be feeling at the moment.

Odysseus’s point of view: What challenges does Odysseus face as he arrives home? How will the suitors react? How will Penelope react? How might Telemachus react? What should his plan be in returning home? Why?

Penelope’s point of view: How do you imagine she is feeling? How do you imagine she might react when Odysseus returns home?

Telemachus’s point of view: How might he be feeling? Consider the fact that Odysseus left the day Telemachus was born. How might he react when Odysseus arrives home?

Journal- 10 points

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At this point in the story, Odysseus has been gone for twenty years. He is finally returning home to Ithaca – the sole survivor of his companions, but the state of his kingdom is fragile. Suitors (men who wish to marry Penelope, his wife) have overstayed their welcome at the royal household. They are squandering food and supplies and are pressuring her to marry one of them. None of the suitors believes Odysseus is still alive because all the other men who survived the war arrived home long ago. They are planning to murder Telemachus, Odysseus’ son, who is now twenty years old.

Take a moment to consider the situation from the perspective of Odysseus, his wife and his son. Choose one character to write a personal journal reflecting how they may be feeling at the moment.

Odysseus’ point of view: What challenges does Odysseus face as he arrives home? How will the suitors react? How will Penelope react? How might Telemachus react? What should his plan be in returning home? Why?

Penelope’s point of view: How do you imagine she is feeling? How do you imagine she might react when Odysseus returns home?

Telemachus’ point of view: How might he be feeling? Consider the fact that Odysseus left the day Telemachus was born. How might he react when Odysseus arrives home?

Epic StudyDirections: The Odyssey is considered one of the most important folk epics. An epic is a long narrative poem in elevated style presenting heroic characters in a series of adventures. This activity is designed to acquaint you with some of the characteristics and devices found in many epic poems: invocation of the muse, in media res, Homeric similes, grand style, vast setting, courageous action, supernatural forces, and epithets.

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I. Invocation of the Muse: The Muses are daughters of Zeus, goddesses of the fine arts who provide creative inspiration. Most epic poems open by stating the theme and invoking a Muse to inspire and instruct the poet. What does Homer ask the Muse to do at the beginning of The Odyssey?

II. In media res: Many epic poems begin "in the middle of the action." The Odyssey begins in the midst of what situation?

III. Homeric simile/grand style: A simile is a comparison between two things, and often contains the words "like," "than," or "as." (Example: My hands are like ice.) The Homeric simile refers to an epic simile, an unusually elaborate comparison, that extends through a number of lines:

"Just as a farmer's hunger grows, behind/ the bolted plow and share, all day afield,/ drawn by his team of winedark oxen: sundown/ is benison for him, sending him homeward/ stiff in the knees from weariness, to dine;/ just so, the light on the sea rim gladdened Odysseus" (Book XIII, p. 230)

A. Cite three other Homeric similes (by Book and page number and the first few words of the first line) found in The Odyssey. Put a star by the one that you find the most interesting. 1. 2.

3.

C. Look for the longest simile you can find in the Odyssey and cite the lines here:

D. Give a literal paraphrase of that passage, using as few words as possible.

E. Share your simile and paraphrase with a partner.

F. Compose your own Homeric simile to describe one of the following:a fight with your sibling a crowd you've been part ofa frightening or lovely sound an inspiring view you recently sawa time you ran away from something something that caused you discomfort or pain

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IV. Vast setting: It is obvious through Odysseus's wanderings in the poem, the setting covers a lot of territory. List 4 places visited by Odysseus before he arrives home in Ithaka:

1.

2.

3.

4.

V. Courageous Action: Epic poems contain legendary heroes engaged in courageous actions. Describe three courageous actions performed by Odysseus.

1.

2.

3.

VI. Supernatural Forces: In most epic poems, there are supernatural forces such as gods, angels, and demons who interest themselves in the action and even step in from time to time. Provide three examples of this in The Odyssey. 1.

2.

3.

VII. Homeric Epithet: An epithet is an adjective phrase so often repeated in connection with a person or thing that it almost becomes a part of the name, as "wily Odysseus," "faithful Eurykleia," and "wise Penélopê."

A. Create three newspaper headlines, based on events in The Odyssey, that incorporate Homerian epithets.

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Sample: Wily Odysseus Eludes Seirênês

1.

2.

3.

B. Create an epitaph for one of the dead suitors. Include the suitor's epithet in the epitaph.

Sample: Melánthios: The goatherd—king of insults—has gone to his final rest.He could badger, bait, and jibewith the best of them.

C. Try your hand at writing pithy epithets for three of the following: the President the governor a current military dictator a U.S. general your favorite cartoon character a character on TV a movie role your favorite athlete your favorite actor a political figure you admire a political figure you dislike your parent your best friend your employer your neighbor someone who has been in the news a lot lately the Time magazine "person of the year" YOURSELF your ideal self someone else of your choice

Everything I needed to know in life, I learned from The Odyssey:

Let’s review the life lessons…

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Example: 1. Always thank the Gods (Odysseus after Troy)

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