Adapted by Brent Sudduth and illustrated by Erin Eitter Kono

® The Odyssey GUIDED READING DraMa 850L Adapted by Brent Sudduth and illustrated by Erin Eitter Kono KeY iDea The classic ancient Greek epic is ad...
Author: Chester Small
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®

The Odyssey

GUIDED READING DraMa 850L

Adapted by Brent Sudduth and illustrated by Erin Eitter Kono

KeY iDea The classic ancient Greek epic is adapted for the stage. Odysseus is delayed by many adventures in his return from the Trojan War, and his son, Telemachus, sails off to look for him. Meanwhile, back home, Odysseus’s faithful wife, Penelope, is besieged by suitors. LiTeracY sTanDarDs aDDresseD in THis PLan rL.5.2

rL.5.4

Main Focus Key ideas & Details

L.5.4

Session 2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.5c

craft & structure Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Use the relationship between particular words to better understand each of the words. L.5.6

rL.5.7

Main Focus craft & structure

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. rF.5.3

Main Focus integration of Knowledge & ideas

ISBN 978-1-62889-275-8

rL.5.10

sL.5.1

range of reading & Level of Text complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Know and apply grade-level phonics and word analysis skills in decoding words. rF.5.4

Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Fluency Session 2

Read with sufficient accuracy and fluency to support comprehension. W.5.1

Text Types & Purposes Writing Task

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

comprehension & collaboration Sessions 1, 2, 3

Phonics & Word recognition Additional Instruction

Sessions 2, 3

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

Vocabulary acquisition & use Sessions 1, 2, Additional Instruction

Sessions 2, 3

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Vocabulary acquisition & use Additional Instruction

Sessions 1, 3

rL.5.5

Vocabulary acquisition & use

Sessions 1, 2, 3

W.5.8*

research to Build & Present Knowledge Sessions 1, 2, 3

Recall information from experiences or gather information from provided sources to answer a question. *Standard adapted from another grade level W.5.10

range of Writing Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.

MONDO BOOKSHOP GRADE 5

1

Session 1  Text Selection: pp. 6–12 (Books 1–2) Learning Focus RL.5.2

Students read closely to determine a theme of a drama from details in the text, including how characters respond to challenges, and to summarize the text.

VOCABULARY RL.5.4   Call students’ attention to the phrase womanly arts on page 10. Guide them to use context clues, such as Penelope’s weaving, to understand that this is an old-fashioned phrase for skills that were traditionally done by women in the home, such as sewing and cooking.

COMPREHENSION SHARE The Odyssey has many characters to keep track of, and it’s important to know who’s onstage when. Stage directions, such as enter, exit, and side stage, help us know where a character is at a certain time. Keep an eye out for stage directions as you read.

Key Idea: Text Selection Homer speaks with the Muse Calliope about how to write his epic. The audience meets Telemachus, Odysseus’s son, who plans to seek Odysseus. Telemachus’s mother, Penelope, holds off her suitors by telling them she will marry when she completes weaving a cloth—that she intends never to complete.

PREVIEWING THE TEXT 

5 minutes

Read the title and author credits with students. Read the back-cover blurb and have students skim the Contents page, the illustrations, and the Pronunciation Key on page 64. The Introduction on pages 4–5, which discusses staging, is largely for teachers; students do not have to read it closely.  We’ve just taken our first look at this interesting play. Who’d like to suggest what this play might be about? It’s about ancient Greek gods and heroes.  For background, who’ll share some things you know about ancient Greek myths and legends? The ancient Greeks believed in many god. These gods had special powers and could change their form.  This play has lots of characters, and they have Greek names. The Cast of Characters on pages 6–7 lists them and briefly describes them. The Pronunciation Key in the back shows us how to pronounce their names. Let’s use these two sources as much as we need to.

READING THE TEXT CLOSELY 

10 minutes

Explain the learning focus. Have students read pages 8–9. Check their application of the focus. Provide support if needed. Then have them read to page 12.  In this session, we’re going to see how the characters respond to challenges, and we’ll find themes, or meanings, in what they do. We’ll also summarize the action of the play. Who’ll volunteer to summarize Books 1–2? Homer wants to write his epic. The muse Calliope helps him. Telemachus misses his dad, Odysseus, and wants to sail to find him. He’s worried about leaving his mom, Penelope, behind, but Athena says she’ll be okay.  It seems to me that both mother and son face a challenge here. What do you think Telemachus’s challenge is? He misses his dad. He wants to go find him, but he’s not sure if he can.  And how does he respond to that challenge? He starts making plans to find Odysseus.

Corrective Feedback Have students closely follow the events and speeches of Book 1 and summarize them in a small group, in pairs, or individually for you. Encourage them to identify the challenge that Telemachus faces and the details that convey it.

If students show that they can apply the focus, set the reading assignment for the session. If not, ask them to reread pages 9–11 and summarize it with partners. Students may not read the entire selection during this session.  As we read and discuss the beginning of The Odyssey we want to make sure we notice details that help us see the challenges the characters face. By seeing how the characters respond to those challenges, we’ll understand the meanings, or themes, of the drama. Because the action is complicated, we’ll pause to summarize it regularly. Based on what we’ve said so far, who thinks they have an idea of what one theme of this play might be? I think it’s that you have to be brave when trouble comes.

2  THE ODYSSEY

DISCUSSING THE TEXT

10 minutes

Invite students to continue discussing the learning focus as applied to the text of the play. As we talk together, listen to each other’s contributions so you can build on them. We’ve talked about Telemachus’s challenge and a theme that we found in it. Now let’s turn to Penelope. What challenge does she face? Who has ideas about this? I think her challenge is like Telemachus’s. She misses Odysseus. And she also faces the challenge of the suitors who are pestering her to marry one of them.

sL.5.1 Discussion collaborative

Discussion TiP You can keep discussions interesting if you vary the size and members of discussion groups.

How does she face that challenge? Who can give us details from the text? She’s weaving a cloth, and she tells them she’ll marry one of them when she finishes. But every night she unravels it. She’s a clever lady. Is there a theme that you see in that? Be loyal; stay one step ahead of your opponents. Focus on the word muse on page 8. Let’s do a close read of the beginning of the play. Homer introduces a character named Calliope, who is called the muse of epic poetry. Based on what Homer says, what do you think a muse is?

L.5.4 VocaBuLarY Word Meanings

a spirit or goddess who helps creative people There were nine muses, who were sisters, in Greek mythology. Each had her own specialty, like comedy or dance. And there’s a familiar English word that comes from muse; it’s a place where people go to look at art. Who knows it? museum Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read myths or legends or read or watch other plays. You did a great job of finding themes in The Odyssey based on how the characters respond to challenges. This is a very useful learning focus to apply when reading all kinds of fiction and drama, including myths and legends.

eLL suPPorT L.5.4 Vocabulary Support vocabulary such as Blind bard, Athletic youth, and Blind prophet in context using the ELL vocabulary strategies in Getting Started.

ERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus. TEACHER’S

CHOICE COMPREHENSION: CHARACTERS’ RESPONSES TO CHALLENGES ERESOURCE Formative assessment Have students use the blackline master

rL.5.2 coMPreHension characters’ responses to challenges

on page 10 to determine how characters in The Odyssey respond to different challenges. Review students’ answers as you evaluate their mastery of this learning focus. TEACHER’S

CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE ERESOURCE Formative/summative assessment Have students use the

blackline master on page 11 as they read. Students will collect details from the text to answer the following: What actions have the characters performed in these scenes? How do you imagine their tones of voice and their movements? Review students’ collected evidence as you evaluate their mastery of the learning focus. Students may need multiple copies of the organizer.

W.5.8*, rL.5.2 WriTing gather information

MONDO BOOKSHOP GRADE 5

3

Session 2  Text Selection: pp. 6–12 (Books 1–2) LEARNING FOCUSES RL.5.2, RL.5.5, RL.5.7

Students return to the play to read closely and determine a theme from details in the text, including how characters respond to challenges, and to summarize the text. They explain how a series of scenes fits together to provide the overall structure of the drama and also analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of the work.

COMPREHENSION SHARE Making a list of important details, characters, and events can help you form a coherent summary. Refer to your summary every now and then to update it and to help you synthesize the details into themes.

RETURNING TO THE TEXT 

5 minutes

Ask students to reflect on the text read previously. Guide them to recall how they applied the previous learning focus to their reading.  To begin this session, who’d like to remind us of what we read last time and how we used a learning focus to understand it? We read about how Telemachus and Penelope face the challenge of Odysseus’s being away, and we summarized what we read. We used the reading to come up with a theme for the play.

READING THE TEXT CLOSELY 

10 minutes

Explain the new learning focuses. Invite students to read page 10. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.  Today we’re going to continue finding challenges the characters face and themes based on what they do. We’re also going to see how the structure of the play fits together from scene to scene. And we’ll start talking about how this play might be performed onstage. Reread page 10 silently. Let’s find details that indicate the characters’ challenges. Who’ll start? Telemachus asks his mom, “Are you ever going to tell these guys hanging around the palace that just because Dad isn’t back yet, it doesn’t mean you’re going to marry one of them?” The suitors are a challenge for Penelope.  There’s something I’d like you to notice about that scene. What happens immediately before and after Telemachus asks her that? The suitors enter and exit.  And they don’t say anything. So why are they there? I think it’s to show why Telemachus says that line.  Now imagine that this was a written book, not a play. How would the author show the suitors coming and going? The author would describe them in words.  In a play, the playwright has to show actors physically moving around. That makes a play very different from a story in a book, even if they’re both about the same characters and events. Who can name some things that a play, onstage, has that a story in a book doesn’t? actors, scenery, costumes, props, lighting, sound effects  Those are all correct. In this medium—drama—taking care of those things makes the playwright’s job difficult, but it also makes it exciting for the audience. Now let’s look at how a play is structured. Homer tells us that he divides The Odyssey into books, which are like chapters. But onstage, what do those different books become? They become different scenes.  Most plays are structured into more than one scene.

4  THE ODYSSEY

Formative assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCUSSING THE TEXT

10 minutes

Facilitate a discussion in which students analyze and synthesize theme, action, characters, structure, and stagecraft on pages 8–12.

sL.5.1 Discussion collaborative

As Book 2 comes to a close, what are the characters doing? Telemachus is about to leave, and Penelope is weaving. How do those details help express the theme of facing challenges bravely? Who would like to explain that? Telemachus and Penelope both have to be brave and keep doing what they intend to do in order to be reunited with Odysseus. Let’s look some more at how the structure of the drama would help the audience understand that. What details would the audience see in this scene? Let’s summarize them. Penelope is weaving. The suitors enter, wave to her impatiently, and exit. Telemachus talks to Athena and seems worried about his mom. So what elements of drama help this scene come alive? I’ll tell you one: dialogue. Now you tell us others. There are silent characters; and entrances and exits; the characters move in certain ways; Athena laughs; there’s a weaving loom—that’s a prop. A play contains a lot of people talking, but it’s much more than that. Who can tell us what effect it has and how the audience feels when a play comes to life on the stage versus reading a play? Seeing the actors on the stage make the characters seem more like real people. The action is exciting to watch. The voices and faces and movements of the actors help the audience understand the characters. Another thing about dramas is that they are structured as a series of scenes. Who has seen a live play and can tell us how the scenes change onstage? Actors exit and enter; stagehands may change the scenery. And does every scene take place in the same setting? No, the setting can change. A play takes place all on one little stage, but the people and objects on it shift from scene to scene. It’s a structure that’s very different from a book or a movie or TV show. Focus on the word suitors on page 11. The word suitors is very important in the plot of The Odyssey. In fact, Telemachus and Athena have a funny conversation about this word right on page 11, because the word confuses Telemachus. Let’s see if we would be able to help Telemachus. Why do you think Telemachus says it’s a funny word? Does anyone have an idea?

L.5.4 VocaBuLarY Word Meanings

I think it’s because it sounds like suit, but I don’t think it has anything to do with the suits you wear. Athena decides to use a much more familiar word instead of suitors. Can someone share what this is? “guys” MONDO BOOKSHOP GRADE 5

5

Yes, but is a suitor just a guy? Is every guy a suitor? These guys are doing a certain specific thing. Who can tell what that is, in one sentence? They’re trying to get Penelope to marry one of them. So maybe a suitor is. . . ? someone who hangs around trying to get someone to marry him Close! What does the dictionary tell you? Who can us the definition? “a man who courts a woman” As students discuss the play, remind them to share ideas and speak clearly. I like the way you’re using the learning focuses to understand this difficult play. As you read, remember that it’s a play, so it would have certain effects onstage. When a character faces a challenge onstage, you really see and hear what’s happening.

ERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses. TEACHER’S

rF.5.4 FLuencY support comprehension

CHOICE FLUENCY FOLLOW-UP Duet reading Follow this procedure: 1) Teacher reads aloud close to student’s ear while tracking text. 2) Student and teacher read aloud, with teacher reading a second or two ahead if need be. 3) If student falters, teacher continues and encourages student to keep reading. 4) As learners are able, they take over tracking and reading alone. TEACHER’S

W.5.8*, rL.5.2 WriTing gather information

6

THE ODYSSEY

CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE ERESOURCE Formative/summative assessment Have students continue

to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the following: What actions have the characters performed in these scenes? How do you imagine their tones of voice and their movements? Review students’ collected evidence as you evaluate their mastery of the learning focus. Students may need multiple copies of the organizer.

Session 3

Text Selection: pp. 13–25 (Books 3–8)

Key Idea: Text Selection While traveling, Telemachus learns that his father is alive. The gods discuss Odysseus’s fate. Meanwhile, Odysseus lands on the island of the Phaeacians, whose king, Alcinous, and princess, Nausicaa, treat him hospitably.

RETURNING TO THE TEXT

5 minutes

Explain that students will use all three learning focuses to develop their understanding of Books 3–8 of The Odyssey. We’re going to read up to the middle of page 25, the end of Book 8. Who can remind us of the strategies we’ll use to understand this part? We’ll see how the characters respond to challenges and how that helps us find themes. We’ll imagine how the play would be performed onstage, and we’ll use the structure of scenes to help us.

READING THE TEXT CLOSELY

10 minutes

State the learning focuses and invite students to read page 13. Check to see how they are doing with the application of the focuses as you have done previously. Then have students read pages 14–25, paying specific attention to challenges and themes and to onstage elements. If student mastery of the focuses is sufficient, consider having them read independently for 20 minutes while you meet with another group. Then reconvene for discussion. We’ve said we’re going to analyze how this play works in the medium of stage performance. I have a question: How will we do that if we’re not seeing a performance, just reading the play? We can imagine how the play would be performed. That’s something very important to remember when you read a play. It’s written for a live audience. So as you read the text, take the time to “hear” the speeches in your mind and “see” the actors moving in relation to each other.

DISCUSSING THE TEXT

10 minutes

Facilitate a discussion that links the three learning focuses. Let’s summarize these scenes. Who’ll do that? Telemachus visits an island and a city in his search for his father. He’s told that Odysseus is alive. Meanwhile, Odysseus lands on an island where the people are friendly. They try to find out who he is.

Learning Focuses rL.5.2, rL.5.5, rL.5.7

Students return to the play to read closely and determine a theme from details in the text, including how characters respond to challenges and to summarize the text. They explain how a series of scenes fits together to provide the overall structure of the drama and also analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of the work.

VocaBuLarY rL.5.4 Call attention to Calypso’s line, “We minor goddesses always get the short end of the stick!” on page 18. Make sure students understand that “minor goddesses” refers to the fact that the ancient Greeks worshiped many gods, of whom some were very important and many were less important. Guide students to understand that the idiom get the short end of the stick means “to receive the worse treatment or the worse share.”

sL.5.1 Discussion collaborative

We’ve already found a challenge that Odysseus’s wife and son face. What challenge does Odysseus face here? He wants to get home. What’s stopping him? Let’s think back to the details we’ve read. The god Poseidon doesn’t want him to get home. Can anyone see a theme in Odysseus’s actions? Keep trying! Now let’s take a look at the structure of scenes. To begin with, how many scenes are there in this part? six MONDO BOOKSHOP GRADE 5

7

That’s a lot. What do you think this tells you about how the action is moving in this part of the play?

TeacHer TiP Guide students to notice places in the dialogue where a character provides information that is important to the audience’s understanding, such as when Calypso tells Hermes that Odysseus “washed up on my island after his ship sunk and I took care of him.” Characters often speak about the events of the plot and about themselves and other characters.

It’s moving fast. It’s switching settings. This part of the play covers a lot of ground in a short time. Remember to visualize it on a stage. How would the action feel, with so many short scenes? I think it would feel fast. It might be confusing. You might feel there was a lot to keep up with, but it might be exciting. Encourage students to finish reading the drama independently. Remind them to use the same strategies and techniques as they complete it. You’ll finish reading the play on your own. Here’s a tip for imagining it being performed: Imagine you’re the director. You tell the actors how to read their lines. Direct the play as you read it. Try staging it with friends sometime! TEACHER’S

W.5.8*, rL.5.2 WriTing respond to Question

CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE ERESOURCE Formative/summative assessment Have students continue to

use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the following: What actions have the characters performed in these scenes? How do you imagine their tones of voice and their movements? Have students use the text evidence they collected to support their writing. TEACHER’S

CHOICE CLOSE READING OPTIONS ERESOURCE summative assessment Print the online blackline master for

independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

TEACHER’S

CHOICE

Writing Task: Opinion W.5.1 WriTing opinion

ERESOURCE summative assessment Review with students that opinion writing states the author’s personal views on a topic. Students will work independently to write opinion pieces. Guide them to use the blackline master on page 12 to draft their opinions. Consider having students publish their opinions by reading them aloud and discussing their stage direction suggestions with the class. Your writing task today is an opinion text, but it’s a little different from some other opinion texts you’ve written. It’s not about a public issue, and it’s not a review of the play. You’re going to give your view on how to write an aspect of this play—stage directions. Remember, these are parts of the play that aren’t dialogue. They describe the scene or how characters move and talk. Can someone give an example of a stage direction from this play? “All the GODS and GODDESSES enter”; “Speaking very quickly” Those are great examples. Now choose a short scene or part of a longer scene that you liked. Reread it, notice and visualize the stage directions in it, and write two or more suggestions for additional stage directions for that scene. Write them on a separate sheet of paper. Then write an opinion piece that states your opinion of where you believe stage directions should be given. Give reasons for your opinion.

8

THE ODYSSEY

TEACHER’S

CHOICE

Additional Instruction

WORD STUDY comparatives and superlatives Focus on the word sneakier on page 16. Adjectives that compare two or more things often follow certain rules. Who remembers what the word ending is for an adjective that compares two things?

L.5.5c VocaBuLarY comparatives and superlatives

-er And for three or more things? -est In that case, what does sneakier mean? It means “the more sneaky of two things.” And if there were three sneaky things, what would the word for the “most sneaky one” be? sneakiest

VOCABULARY Domain-specific Words Focus on the word mortal on page 23. This version of The Odyssey combines modern expressions with words relating to ancient Greek mythology or culture. Some words relate to both contexts. One such word is mortal, on page 23. I’m going to challenge you to figure this word out from context clues. Look in Odysseus’s third speech on this page and also King Alcinous’s first speech. Who’ll give it a try? I think a mortal is a human being, not a god. The clue is that Alcinous asks Odysseus, “Are you a god?” and Odysseus replies, “I am but a lowly mortal.”

WORD RECOGNITION greek names Focus on the Cast of Characters (pages 6–7) and the Pronunciation Key (page 64).

L.5.6 VocaBuLarY Domain-specific Words

TeacHer TiP Having students perform the play, or even a single scene, can greatly increase their comprehension of domainspecific words.

rF.5.3 WorD recogniTion greek names

Did anyone notice how hard some of the names in this play were to pronounce? Of course you did! What resource in the book did you use to help you with the pronunciations? There’s a Pronunciation Key in the back. Yes, and whether or not you’ve used it already, we’re going to use it now. Here’s what I want you to do: First scan the Cast of Characters on pages 6 and 7. Find a name that gave you trouble. Then turn to page 64 and read the name aloud, using the Pronunciation Key to help you. I’ll monitor your efforts. We’ll give everyone a turn to participate, and after each name is pronounced, we’ll all repeat it chorally. Okay, let’s go!

MONDO BOOKSHOP GRADE 5

9

Name

Date

Comprehension: Characters’ Responses to Challenges

Challenge:

How the Character Responds:

Challenge:

How the Character Responds:

Challenge:

How the Character Responds:

Score: 10  THE ODYSSEY

© Mondo Publishing

Different characters in The Odyssey face different challenges, and they respond in different ways. Use this organizer to help you determine the way different characters respond to the challenges you read about in the play.

Name

Date

Collecting Text Evidence What actions have the characters performed in these scenes? How do you imagine their tones of voice and their movements? Use this organizer to collect evidence that you can use to answer these questions. Be sure to include page references. An action I noticed on page

was

. I imagine that the character

. An action I noticed on page

was

.

© Mondo Publishing

I imagine that the character

.

Score: MONDO BOOKSHOP GRADE 5   11

Name

Date

Writing Task: Opinion First Draft Use the space provided to write a draft stating your opinion of where in the text of The Odyssey you would put stage directions to help the actors. Be specific and support your choices with reasons based on the text. REMEMBER: A well-written opinion includes: •  a stated opinion and topic at the beginning. •  a presentation of reasons in a sensible order. •  evidence for reasons.

© Mondo Publishing

•  a conclusion to sum up points.

Score: 12  THE ODYSSEY

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