District: Klein ISD

School: Klein Forest High School

Teacher: Kim Sharp (adapted by Carol Schlenk)

Grade level: 9th grade

Subject: English Language Arts

Time: 3-4 sessions of 45-60 minutes (depending on classs writing ability and familiarity with necessary

technology and applications)

The Odyssey - Seven Learning Stations Rationale or purpose: Students will work in groups to study the Greek myth, The Odyssey, using technology and learning

stations.

Materials: Access to In Access to Internet; student computers (iPods, iPads, etc.); word processing applications (Word or Evernote);

Interactive Whiteboard; Interactive Whiteboard synched to student computers; selected excerpts from Homers The Odyssey

(from textbook, trade paperback, or online); background information on The Odyssey; PowerPoint application; Group and

Self Evaluation forms (included); Rubric to evaluate final products created by teacher at www.rubistar.4teachers.org

Stations 1-7 Activity Sheets (included):

Station 1 - Greek Gods & Goddesses

Station 2 - Greek Gods & Goddesses and Their Symbols

Station 3 - The Lotus Eaters

Station 4 - Background Picture Notes

Station 5 - Cattle of the Sun God

Station 6 - Calypso Song and Questions

Station 7 - Travels of Odysseus

Objectives: To learn the elements of an epic myth

To use technology

To write for a specific purpose and audience

To work cooperatively in groups

- 1 Texas Education Agency

http:www.rubistar.4teachers.org

Texas Essential Knowledge and Skills (TEKS) English Language Arts and Reading 9.1 Understand new vocabulary and use it when reading and writing

9.2 Analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and

contemporary contexts and provide evidence from the text to support their understanding

9.2C Relate the figurative language of a literary work to its historical and cultural setting

9.3 Understand, make inferences and draw conclusions about the structure and elements of poetry and

provide evidence from text to support their understanding

9.5 Understand, make inferences and draw conclusions about the structure and elements of fiction and

provide evidence from text to support their understanding

9.5B Analyze how authors develop complex yet believable characters in works of fiction through a range of

literary devices, including character foils

9.5D Demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis

on classical literature

9.8 Analyze, make inferences and draw conclusions about the authors purpose in cultural, historical, and

contemporary contexts and provide evidence from the text to support their understanding

9.13 Use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text

9.14 Write literary texts to express their ideas and feelings about real or imagined people, events, and ideas

9.15 Produce a multimedia presentation with graphics, images, and sound that conveys a distinctive point of

view and appeals to a specific audience

9.22 Clarify research questions and evaluate and synthesize collected information

9.22B Evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of

sources (including Internet sources) by examining their authority and objectivity

9.23 Organize and present ideas and information according to the purpose of the research and their audience

9.24 Use comprehension skills to listen attentively to others in formal and informal settings

9.25 Speak clearly and to the point, using the conventions of language

9.26 Work productively with others in teams

Technology Applications 0.1 Demonstrate knowledge and appropriate use of hardware components, software programs, and their

connections

0.1A Demonstrate knowledge and appropriate use of operating systems, software applications, and

communication and networking components

0.2A,B Use data input skills appropriate to the task

0.4 Use a variety of strategies to acquire information from electronic resources

0.5 Acquire electronic information in a variety of formats

0.11 Deliver a product electronically in a variety of media

- 2 Texas Education Agency

NOTE: Prior to beginning activity, teacher will:

1) Go to www.rubistar.4teachers.org to create a custom multimedia project rubric.

2) View the video The Odyssey Stations Lesson Plan at the POWER ON TEXAS website.

3) Familiarize students with all necessary technology tools and applications.

4) Create a teacher blog.

4) Synchronize all student computers with Interactive Whiteboard and teacher blog.

5) Print out instructions and activity sheets for learning stations 1-7.

6) Set up learning stations as follows:

Stations 1: Groups access the website (http://www.theoi.com/greek-mythology/olympian-gods.html) and identify the

12 most influential gods and goddesses, giving a short description of each on the Greek Gods & Goddesses activity

sheet. When group members have a clear understanding of each of god or goddess, they record on the activity sheet

which one the group identifies with most and explain why. Students turn completed activity sheet in to teacher.

Station 2: Teacher writes 12 quotes from 12 selected gods and goddesses on the Interactive Whiteboard and

numbers each one. Students use context clues from the Greek Gods & Goddesses and Their Symbols chart to match

gods to their quotes on the Interactive Whiteboard, recording the correct quote number on their charts. Students turn

completed chart in to teacher.

Station 3: Groups read the story, The Lotus Eaters. As a group, they discuss the story to make sure all group

members understand it. They then create a Word document (or Evernote page) that re-tells the story in the students

own words. Groups send their story to the teachers blog.

Station 4: Groups read background information for The Odyssey (from textbook or online at:

http://www.gradesaver.com/the-odyssey/study-guide/about/). Students use Interactive Whiteboard software synched

to their computers to create picture notes of five (5) important things they learned from the background information.

Students send their completed notes to the teachers blog.

Station 5: Students read the story, Cattle of the Sun God. As a group, they discuss what the story means and choose

five (5) key sentences in the story to illustrate in a five slide PowerPoint presentation. As each slide is illustrated, students

use Motion Paths (under Animations tab) to help demonstrate understanding of each story element. When complete,

group sends their PowerPoint presentations to the teachers blog.

Station 6: Students read the poem/song Calypso by Suzanne Vega (in textbook, online, or included page). As a

group, they discuss the poem, and then answer the Calypso Questions. Students turn answered questions in to

teacher.

Station 7: Groups use the Travels of Odysseus map to track Odysseus journey. Students type the names of the 18

map locations into a Word document or Evernote page. All group members contribute to help briefly describe the events

that occurred at each numbered location (see http://www.travel-studies.com/travel-classics/odyssey-map for additional

maps). Groups send completed descriptions to the teachers blog.

- 3 Texas Education Agency

http://www.youtube.com/watch?v=lesMra2MTnQhttp://www.travel-studies.com/travel-classics/odyssey-maphttp://www.gradesaver.com/the-odyssey/study-guide/abouthttp://www.theoi.com/greek-mythology/olympian-gods.htmlhttp:www.rubistar.4teachers.org

Activity: Day 1: Introducing Greek Mythology Step 1: Teacher explains that class will use seven learning stations to learn about the Greek epic, The Odyssey. Originally

presented as a poem, The Odyssey was written in the 8th to 6th century BC. Credit for writing The Odyssey is given to a

blind poet named Homer, though most scholars now believe it was written over a long period of time by several authors.

Ancient Greek mythology deals with legends of the Greek gods and goddesses, which helped give the Greeks moral

instruction and explain the origins of the Greek world.

Step 2: Teacher explains that seven learning stations are set up around the classroom, each with an instruction sheet for

student use. Students will work in groups of 3-4 to complete two stations a day. As each station is completed, groups will

turn in their products to the teacher.

Step 3: Teacher reviews the project rubric with class, giving the criteria for the finished product. Teacher posts the project

rubric in the room so students can check it as the project progresses.

Step 4: Teacher puts students into groups of 3-4 and briefly reviews the technology needed to complete all stations (if

necessary). Teacher instructs students to use their textbooks or the Internet to help them find necessary information for

completing their stations. Students begin work on their stations.

Step 5: Groups turn in todays completed work to teacher.

Day 2 - Continuing The Odyssey Stations Step 1: Groups convene and begin completing stations.

Step 2: Groups