Month of APRIL and The ODYSSEY

Odyssey Reading and Class Schedule

3/31     Zoom Class at 10 am

            Overview of Month and work; vocabulary.com

4/1     Odyssey Book 1

            Flipgrid Response #1

            PERSUASIVE ESSAYS FINAL DRAFT DUE

4/2     Zoom Class at 10am

            Book 2

            Flipgrid Response #2

4/3     Book 3

            Flipgrid Response #3

4/6     Book 4

           

4/7     Zoom Class at 10 am

            Overview discussion of Books 1-4

            Blog Post #1 (Books 1-4)

4/8     Book 5

            Flipgrid Response #4

4/9     Zoom Class at 10 am

            Vocabulary JAM game

4/10   Book 6

            Flipgrid Response #5

4/13   Book 7

            Flipgrid Response #6

4/14   Zoom Class at 10 am

            QUIZ

4/15  Book 8

4/16   Zoom Class at 10am

            Overview Discussion of Books 5-8

            Blog #2

4/17   Book 9

            Flipgrid Response #7

4/20   Book 10

            Flipgrid Response #8

4/21   Zoom Class at 10 am

            Book #11

            Vocabulary Quiz

4/22   Book 12

           

4/23   Zoom Class at 10am

            Overview Discussion of Books 9-12

            Quiz

4/24   Book 13

            Flipgrid Response #9

4/27   Book 14

           

4/28   Zoom Class at 10am

            Book 15

4/29   Book 16

            Flipgrid Respons #10

4/30   Zoom Class at 10am

            Overview of Books 13-16

5/1     Books 17-18

THE ODYSSEY:           

Unit Learning goal: At the end of this unit, students will be able to show an understanding of the Odyssey as an Epic Poem by writing a essay that lists the epic elements of the Odyssey, discusses how Odysseus fits the role of the Epic Hero, and summaries the book into six parts. 

 

Scale/Rubric relating to learning goal:

4 – The student is able to show an understanding of the Odyssey as an Epic Poem by creating a video that not only lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts, but also relates the Odyssey to contemporary society. 

3 – The student can show an understanding of the Odyssey as an Epic Poem by creating a video that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

2 – With some direction/help from the teacher the student can show an understanding of the Odyssey as an Epic Poem by creating a video that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

1 – Even with help from the teacher the student is unable to show an understanding of the Odyssey as an Epic Poem by creating a video that lists the epic elements of the Odyssey, discuss how Odysseus fits the role of the Epic Hero, and summaries the book into six parts

 

OBJECTIVES:  At the end of this unit students will be able to

 

THEMES:

Be able to show three examples from the text to back up each of the following:

Loyalty

Hospitality

Pride/Arrogance

Coming of Age

Forgetting (or the evils of drugs and women)

 

MOTIFS:

Be able to explain the following and why they are used:

Storytelling

Back story of Troy

Agammenon/Clytaimnestra

 

Other Epic elements:

Starts “in the middle of things”; Odysseus’ tragic flaw; sports

 

SYMBOLS:

 

Be able to explain the following:

Birds (especially eagles); Hades; Odyssey’s Wound

 

GODS (know the following and what they do in the text)::

Athena; Poseidon; Hermes; Zeus; Helios

 

SEDUCTRESSES: (know the following and their purpose)

Helen; Calypso; Circe; Sirens

 

CHARACTERS:

 

Be able to give a description of the following and their roles in the story (perhaps what the symbolize or represent – and connect to a theme)

 

Agammenon                                      Amphinomos

Achilles                                              Telemachos

Helen                                                 Laertes

Menelaus                                           Penelope

Aias (Ajax)                                         Antinoos       

Orestes                                              Eurymachos

Nestor                                                            Lotus Eaters

Mentor                                               Ciconians

Nausicaa                                            Polyphemos

Alcinoos                                             Scylla

Arete                                                  Charybdis

Emaios                                               Aiolos

Theoclymenos                                   Elpenor

Melanthios                                        Teiresias

Arnaios                                              Eurylochos

Eurycleia                                           Cassandra

Tityo                                                   Tantalus

Sisyphus

IMPORTANT VIDEOS TO WATCH:
 HISTORICAL CONTEXT:

HOMER'S BIO

CHARACTERS:

THEMES:

SYMBOLS:

PLOT:

Monday - Welcome to ONLINE Learning with Mr. Fielding

INSTRUCTIONS FOR THE WEEK:

What I need you to do this week is work on your persuasive essays.  Please send these to me through google docs and resend when you want comments.  You can also text me through remind if you need help.  Further, if you want credit for your debates, please film youself delivering your constructive and either post it on your blog or send it to me through remind.  You can film yourself using "Photo Booth" (just click on "insert video" and drag the video into blogger) or any other app. Lastly, I have an EDPUZZLE for you to do regarding logos, ethos, pathos, and types of evidence  The assignment can be accessed below, on Edpuzzle, or via a link below the video:


or you can get to Edpuzzle via this link: https://edpuzzle.com/assignments/5e6fb2dec80ee23edef597ad/watch

If you want to review notes on Logos, Ethos, and Pathos please look at the following link to google slides.  
(Click on link below)
Link to Notes on Persuasion

Remember the six steps in the writing process.  You are on revising - this means revising ideas, claimis, arguments, and structure to improve the quality of your essay.  Editing is step 5.  Editing is looking at grammar and spelling issues.

ASSIGNMENTS: Participate in a Debate Tournament, Watch a National High School Debate and keep a flow chart, create 10 MLA citations and source cards, write a persuasive speech and deliver it as an oration. 

	4	3	2	Not Evident
Thesis Statement, Ideas, Defining your argument	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, and vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy. Rhetorical strategies such as parallelism used effectively.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness. Rhetorical strategies such as parallelism attempted.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools/Evidence Expert Testimony Personal Connection Statistics, Facts, and Logic Counter Argument (Counter claims) Audience Self-Interest	Essay cites at least two experts in a field related to the topic.  Evidence is relevant to thesis.  Analysis makes clear how the evidence connects to the thesis.  (Ethos and Logos) Student uses personal experience to connect to the topic (ethos).  Experience is relevant and analyzed in relation to the topic. Student uses statistics, facts, and logical argumentation in essay.  The evidence is relevant to the thesis.  Analysis makes clear how the evidence connects and defends the thesis. (Logos) Student has at least two counter arguments that refutes or contends an argument of the opposition, or concedes a point.  The counterarguments are relevant, analyzed and connect evidence with thesis. (Logos and Ethos) Student uses HARMS and BENEFITS of adopting his/her position to influence audience self-interest (Pathos).  The harms/benefits are relevant and reinforce the thesis.	Essay cites at least two experts.  Evidence is relevant to thesis.  The analysis makes some connections between evidence and thesis. Student uses personal experience relevant to the topic.  Experience offers some insight into the topic and position of the writer. Student uses statistics and/or facts and/or logical argumentation in the essay.  The evidence is relevant to the thesis.  The analysis makes some connections between evidence and thesis. Student has at least one counter argument that refutes or concedes an argument of the opposition.  The counterargument is relevant, and analyze. Student uses HARMS or BENEFITS of adopting his/her or her position to influence audience self-interest.  The harm or benefit is relevant and might connect to the thesis.	Essay cites at least one expert.  Evidence might not be relevant to thesis.  No analysis or no connection made between evidence and thesis Student attempts to use personal connection.  Connection may not be relevant to the topic. Student attempts to use statistics and/or facts.  Evidence may not be relevant to thesis or the analysis is confusing or oversimplified. Student attempts a counter argument.  The counter argument might not be relevant to the thesis or the analysis might be confusing or oversimplified. Student attempts to use HARMS or BENEFITS to influence audience.  The harm or benefit might not be relevant or the analysis might be confusing or oversimplified. .	Not Evident Not Evident Not Evident Not Evident Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident

Objectives (smaller chunks of overall goal) and suggested time periods

OBJECTIVES:  By the end of this unit students will be able to

1)    Define the following terms: Logos, Ethos, Pathos, Thesis Statement, Order of Development, Conclusion, Transition, Audience, Hook, Purpose, Evidence

2)    List the six traits of writing and the six steps in the writing process.

3)    Properly outline the constructive for a debate and rebut opponents points/arguments

4)    Participate in Spar and Forum debate

5)    Watch a national debate and evaluate and explain who won by keeping a flow chart of arguments and rebuttals

6)    Choose a topic about a controversial issues and take one side of argument

7)    List the Do’s and Don’ts of persuasive argument

8)    Write a clear and precise thesis statement with an order of development

9)    Properly cite sources both in-text and on a works cited page

10) Find evidence from a variety of different sources including Print Sources, Internet Sources, Media Sources, and Personal Sources

11) Use the Internet to properly to conduct research 

12) Create at least 10 Bibliography citations and 10 research entries

13) Use research notes to cite passages from sources

14) Use evidence to back up your position

15) Use your order of development as an organizational tool

16) Use transitions to connect points of argument

17) Use Standard Edited American English

18) Use Proper College Composition Format

19) Use the six steps of the writing process to draft and revise a paper

20) Write three drafts of a persuasive essay using at least three sources of evidence

21) Present the final draft of your essay as an oration to class