Odysseus, Where Art Thou?

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A WebQuest for 9th Grade EnglishA WebQuest for 9th Grade English

Designed by

Julie [email protected]

Based on a template from The WebQuest Page

Odysseus, Where Art Thou?Odysseus, Where Art Thou?

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The Perilous Journey..

You and your classmates are crew members on a 10 year voyage, following your heroic captain, Odysseus! It is your job to record the events that happen to your captain and crew throughout the trying voyage, as well as the places you go and the encounters you escape in The Odyssey. You will face monsters and temptations and the wrath of gods. You will encounter challenges, setbacks, and dangers while making mistakes, losing your way and ultimately finding it again! A man named Homer wants to write an Epic Poem based on the excellent information you provide about your amazing adventure!

Introduction

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“Even his griefs are a joy long after to one that remembers all that he wrought and endured.” - Odysseus

For this task, you will be responsible for summarizing a specific event that happened along the journey. It will be your job to pick out the most important aspects of the event. Be sure you focus on what happens to both the crew and Odysseus, because he is, after all, the main Hero.

You will use the class text and internet sources to find literary information for your summary, focusing on:

• setting• characters involved• identification of protagonists and antagonists• main events/conflict• sequence/organization • how the problem was resolved• how this affected the journey/main character

Once your crew has written an accurate account of the events, you will use GoogleEarth to plot where the event happened onto the class’ virtual globe. The culmination of each group of crew members’ work will provide the poet, Homer, with an awesome map that charts the path of your voyage and information on what happened along the way!

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The Task

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“There is a time for many words and there is also a time for sleep.” - Odysseus

In groups of 2-3 crew members, you will be assigned a specific event or place (from the list below) that appears in The Odyssey. It is your job, as a group, to fully understand why the topic you are given is important to the journey as a whole. Use the summary skills you have learned in your years of study in Greece to create a concise account of the events and characters involved. It might be a good idea to look deeper into the events to discover some examples of Themes that you have noticed reoccurring throughout this journey. You are required to include 3 direct quotes that embody the theme/feelings/circumstances of

the event you are summarizing.

EVENTS & PLACES• Aeaea• Calypso • Capri/Sirens • Cicones • Circe• Hades• Island of Aeolia• Laestrygonians

The Process

• Lotus Eaters• Phaecians/ Scheria• Sicily/Cyclops• Sylla • Thrinacia• Tiresias• TroyOnce you have completed your summary, click here!!!

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[Teacher Page] Process Part II: Google.Earth

“The gods go in various disguises from city to city, observing the wrongdoing and the righteous of men.” - Odysseus

Now that you have documented a piece of your epic journey, it is time to collaborate with the rest of the crew to create a complete map of your travels!! Since no one knows exactly where the events happened (due to faulty navigation records) you will need to cross reference the textual evidence and the maps provided on these three sites in order to make the best educated guess for plotting your event:

Map 1 Map 2 Map 3

Once your group has an idea of where to plot the event, you will use GoogleEarth on the class computer to find where the event took place and create a “Placemark.” - Next, under “Add” click Folder - This folder is for your specific group to copy and

paste your Summary. Include your names! - Once you have included your summary, find a

picture on the internet that best represents your event and add it to your GoogleEarth file. Be sure to cite (in MLA Format) where you got the picture from!

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[Teacher Page] Evaluation: 5 4 3 2 1

MAIN IDEA Included aconcise,insightful, andrelevant mainidea

Included anaccurate andrelevant mainidea

Included amain idea thataddressed onlya portion orless significantpart of thetopic

Did not includean accuratemain idea

Did not includea main ideastatement

DETAILS Conciselystatedsignificant,insightful, andrelevant details

Conciselyincludedsignificantrelevant details

Included somerelevant details

Omitted mostrelevant details

Did not includerelevant details

EXAMPLES Included 3direct quotethat relatedto/exemplifiedsummary ideas

Included 3direct quotesthat somewhatrelated tosummary ideas

Includedquotes that didnot relate tosummary ideasbut were fromthe text

Did not includedirect quotes/orquotes thatwere relevant

Did not includequotes

ORGANIZATION Used a logicalorganizationalscheme toconnect allmain ideas tosupportivedetails

Used a logicalorganizationalscheme toconnect mostmain ideas tosupportivedetails

Used a logicalorganizationalschemeinconsistently,and some mainideas are notconnected tosupportivedetails

Attempted touse a logicalorganizationalscheme, butmany of thesupportivedetails are notconnected tomain ideas

Did not useany logicalorganizationalscheme andthere is noconnection ofmain ideas tosupportivedetails

TECHNOLOGY Successfulplotted typedsummary andpicture in theright location

Successfullyplottedsummary andpicture near theright location

Had someissuessuccessfullyplottingsummary andpicture

Did not includeall parts inplotting

Did not includeall parts inplotting, wronglocation

Total _____/50

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The Journey’s End.

Congratulations!!! You have successfully worked as individual groups, and have come together as a class of crew-members to accurately document the voyage your heroic captain, Odysseus, has lead. You have perfected your ability to summarize as well as find important information from all types of texts! The final virtual map you and your fellow shipmates created will be a great study tool and source of reference for anyone who wants to know what your story is all about! Homer is particularly excited to follow your journey on the virtual globe...

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http://websitebuilders.ws/images/The%20Odyssey%20of%20Homer.gif

http://pro.corbis.com/search/searchFrame.aspx

Search “The Odyssey”

Credits & References

http://www.freewebs.com/odysseynewman2008/homerstheodyssey2.htm

http://www.freewebs.com/odysseynewman2008/

http://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7b3798e8ba-d458-402f-92e1-307da803607a%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=1&fdid=&Area=Search&TotalCount=12&CurrentPos=8&WinID=%7b3798e8ba-d458-402f-92e1-307da803607a%7d

For more info. on WebQuests go to: The WebQuest Slideshare Group The WebQuest Page

Designed by

Julie Nemcik

Odysseus, Where Art Thou?Odysseus, Where Art Thou?(Teacher)

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A WebQuest for 9th Grade English

[email protected]

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

[Student Page]

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This WebQuest was designed as a tool to get students to use technology in a new format. As technology is becoming more and more important to education, it is essential that teachers incorporate technology into their curriculums. Something as simple as WebQuest is one way to embrace technology and enhance students’ learning experience for a unit.

I designed this WebQuest to help students master Summarization of literary text. The ability to summarize is extremely important and students do not practice it enough. By allowing students to use technology, like a virtual globe from GoogleEarth, along with text-on-page interaction, teachers are giving students a greater chance to connect to learning. This WebQuest provides a new twist on something kids might consider old and probably boring. Technology makes the old become the new. Through hands-on learning and visual/mental interaction with the text, students become active participants in their education.

Having this WebQuest journey divided into parts for the entire class enables small group work to become part of a greater, overall combined effort. Each student will be a part of the project, with an end result being a study tool they can all use and benefit from. The collaborative final project (virtual map on GoogleEarth) will become a source of pride for the students, as well as a source of literary discussion and interaction.

……….

In this lesson, it is the students’ job to work in small groups to create summaries of their designated event from the epic poem, The Odyssey. They will be examining literary text and internet sources to generate a summary that they will plot on the virtual globe using GoogleEarth. Combined, the individual group work will result in a class project that shows the journey of Odysseus and provides key literary elements along the way!

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This WebQuest is designed for a 9th grade English course, based on Colorado Model Content Standards for Reading and Writing. The assignment also involves geography and history. The project can be adapted for higher level courses by changing the specifications for summary, and could easily be applied to any social studies course.

Prior to beginning this lesson, students will need to have read The Odyssey in order to have a comfortable level of background knowledge of a text that is often difficult to tap into. Background knowledge will also get the students’ invested, providing them with a connection and purpose for completing the project.

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Learners (Teacher)

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This WebQuest has been designed to address these particular standards found on the Colorado Model Content Standards website.

English (Reading and Writing) Standards Addressed:

- Students read and understand a variety of materials. (Standard 1)

  - Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. (Standard 3)

- Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (Standard 4)  - Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. (Standard 5) - Students read and recognize literature as a record of human experience. (Standard 6)

Throughout this lesson, students will also engage in critical thinking about the text, inference-making, text-to-text comparison, online research, and teamwork.

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Curriculum Standards (Teacher)

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Teacher PageFOR STUDENTS: In groups of 2-3 crew members, you will be assigned a specific event or place (from the list below) that appears in The Odyssey. It is your job, as a group, to fully understand why the topic you are given is important to the journey as a whole. Use the summary skills you have learned in your years of study in Greece to create a concise account of the events and characters involved. It might be a good idea to look deeper into the events to discover some examples of Themes that you have noticed reoccurring throughout this journey. You are required to include 3 direct quotes that embody the theme/feelings/circumstances of the event you are summarizing.

EVENTS & PLACES• Aeaea• Calypso • Capri/Sirens

FOR STUDENTS (PART II):Now that you have documented a piece of your epic journey, it is time to collaborate with the rest of the crew to create a complete map of your travels!! Since no one knows exactly where the events happened (due to faulty navigation records) you will need to cross reference the textual evidence and the maps provided on these three sites in order to make the best educated guess for plotting your event:

Map 1 Map 2 Map 3Once your group has an idea of where to plot the event, you will use GoogleEarth on the class computer to find where the event took place and create a “Placemark.” - Next, under “Add” click Folder - This folder is for your specific group to copy and paste your Summary.

Include your names! - Once you have included your summary, find a picture on the internet that

best represents your event and add it to your GoogleEarth file. Be sure to cite (in MLA Format) where you got the picture from!

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The Process (Teacher)

• Phaecians/Scheria• Sicily/Cyclops• Sylla

•Cicones • Circe• Hades

•Island of Aeolia• Laestrygonians•Lotus Eaters

• Thrinacia• Tiresias• Troy

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Teacher PageFOR TEACHERS:

This WebQuest is organized to have students work in small groups that you, the teacher, choose (2-3 students per group). There are 15 places/characters identified from The Odyssey, so you can remove any excess or change the rules/groups to compensate.

IMPORTANT: Because GoogleEarth must be downloaded to individual computers, students will have to use the same computer account to plot their summaries/pictures or else they cannot have all their files on the same map!! Students will need to be able to save their files onto the class computer, or have flash-drives available to transport the documents.

It will take at least one class period for the students to research and arrive at a working summary. It might be helpful to include a day for workshopping the summaries. One day will be needed for students to add their summaries to the class GoogleEarth account. Students should also be allowed time to explore their final creation! Overall, this project should take 2-3 days.

This lesson is simple for teachers! Students will be doing the work. You only need to be familiar with The Odyssey and have explored GoogleEarth for yourself. GoogleEarth is simple and straight forward – you will be an expert in 5 minutes!

Variations

This project was designed for a computer-lab experience. Students should be allowed ample time go through all the links on the WebQuest. The most important aspect of this project is the SUMMARY, so make sure there will be more focus on that so the students know this isn’t just about playing on the computer.

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The Process (Teacher)

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What do you need to prepare??Not much:

•Print-text of The Odyssey•Computers for the students to explore on•GoogleEarth downloaded onto class computer (you can download onto other computers to allow students to become familiar with this tool, but remember they need to plot their summaries onto one computer for the culmination to be complete!!)

The Odyssey is available online HERE, but the text needs to be read as a class to prepare students for the WebQuest.

One teacher will be sufficient to guide this lesson. It is designed to allow students to be their own teachers. The point of this assignment is to make a difficult text easy to understand for the students through the use of summarization and virtual maps that allow the student to visualize the story beyond the page. By having the students bring the story from the page of a book onto a virtual globe, they become the catalysts for their learning.

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As a teacher, you will know the lesson was successful when you click on the plotted points in GoogleEarth, and see pictures and student writing that has transformed the story of Odysseus’ journey.

You will need to read the summaries and make sure the students have understood the poetic language in order to have recontextualized the verses into summary format. The summary is what is most important – the virtual globe aspect is a bonus for the students, allowing them to visualize where these ancient events took place, and hopefully helping them to make sense of it all.

A rubric is provided on the student page, and the elements to look for when grading are based on the Colorado Model Content Standards for Reading and Writing.

Most importantly, the student writing should demonstrate their ability to:

• identify setting• recognize important characters involved• identify the story’s protagonists and antagonists• understand the main events/conflict• use logical sequence/organization • explain how the problem was resolved based on textual evidence• explain how this affected the journey/main character based on textual evidence.

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Evaluation (Teacher)

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Teacher Script (Teacher)INTRODUCTION: Explain to student that this project is about The Odyssey. Tell them they are to pretend they were a crew member on the ship Odysseus sailed, and they are going to eventually write a summary about a part of this journey. - link to already written summaries about the story to be viewed as Examples - link to online text students can use along with their textbooks as a resource for summary - link information about Homer (who wrote the epic poem) - link to description of what an Epic Poem is

TASK: Explain what the student is to include in their summary.Link to GoogleEarth – explain how students will use this in the end, let them explore the tool

PROCESS: Explain how student will be assigned one of the characters/places which they will have to find in the story and summarize the events that happen surrounding this character/place. Show the link to the summary necessities if student needs jumpstart-Link to themes will get them started on what to look for in the text… this should be used as an AID to the notes they have taken/discussed in classAt bottom of the page, “click here” will lead to further Process Directions.

PROCESS PART II: Show student how they can make an educated guess of where they will need to plot their summary on the GoogleMap (use links to map to make educated guess)Help student plot their summary & picture on the class computer in GoogleEarth. Follow the directions on the student page. -Link to MLA format will help them cite where they got their picture they include with the summary

EVALUATION: Explain that these categories in the rubric will be what the teacher is grading them on and looking for.

This page is linked to the Process segment off of the Teacher Page

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The Odyssey was written around 630 BC. Most students can not fathom this time period, and many more have no interest in anything that deals with a time that occurred so long ago. As with all assignments we give our students, we need to help them find connection to the texts they read. Otherwise, they will find no purpose in the task and they will cast it aside.

This WebQuest is designed to help bridge the gap between an ancient epic poem and the 21st century student. Allowing them to use technology to relate to a text is actually allowing them to explore the text in a new way – a technological way they are interested in. Interest is key to any assignment. When we get the student interested, we get them to become active learners that drive their own education. If the interest is there, there is no end to the possibility of what the student will learn.

The GoogleEarth aspect of this project is a way to help students make sense of a complicated text. The journey is visually shown to them. Ithaca is now a place on the virtual map – they can see how far their own home is from this real place. Before GoogleEarth, Ithaca remained a word on a page, in a world of the ancient past. This WebQuest brings the past to the present at the hands of the students. It’s pretty powerful when you think about it.

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LINKS TO IMAGES:

http://websitebuilders.ws/images/The%20Odyssey%20of%20Homer.gif

http://pro.corbis.com/search/searchFrame.aspx Search “The Odyssey”

http://www.freewebs.com/odysseynewman2008/homerstheodyssey2.htm

http://pro.corbis.com/popup/Enlargement.aspx?mediauids=%7b3798e8ba-d458-402f-92e1-307da803607a%7d|%7bffffffff-ffff-ffff-ffff-ffffffffffff%7d&qsPageNo=1&fdid=&Area=Search&TotalCount=12&CurrentPos=8&WinID=%7b3798e8ba-d458-402f-92e1-307da803607a%7d

Credits & References (Teacher)[Student Page]

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LINKS TO WEBSITES:

http://www.sparknotes.com/lit/odyssey/http://records.viu.ca/~johnstoi/homer/odysseytofc.htmhttp://www.pbs.org/empires/thegreeks/background/3a_p1.htmlhttp://www.poetry-portal.com/styles10.htmlhttp://hhhknights.com/curr/human/1/herochar.htmhttp://www.sparknotes.com/lit/odyssey/http://records.viu.ca/~johnstoi/homer/odysseytofc.htmhttp://www.pbs.org/empires/thegreeks/background/3a_p1.htmlhttp://www.poetry-portal.com/styles10.htmlhttp://mantex.co.uk/samples/summary.htmhttp://www.sparknotes.com/lit/odyssey/themes.htmlhttp://www.irasov.com/odyssey_map.htmhttp://summit.k12.co.us/schools/shs/computer/lfrykholm/map.htmlhttp://www.adnax.com/classical/writers/homer/odyssey/odysseymaps1.htmhttp://www.tesd.k12.pa.us/stoga/dept/mcenter/library/MLA.htm

For more info. on WebQuests go to: The WebQuest Slideshare Group The WebQuest Page