The Odyssey Map

THE ODYSSEY ADVENTURES OF ODYSSEUS

As we read Homer’s Odyssey, we will journey with Odysseus across Ancient Greece and meet a variety of mythical and fictional characters. Your task is to help Odysseus chronicle his adventures. As you read, you will take write a series of summaries about Odysseus, the characters that he meets, and the experiences that he has along the way. You will then create one of the following products to display your knowledge of his journey and your knowledge of narrative writing. The products can be created digitally or physically, but you must clear your option with Ms. Kay before proceeding.

Options A. A series of post cards that Odysseus would have written to Penelope. The post cards must include an image on the front and a letter to Penelope.

B. A map that shows his journey and a travel guide from the view point of Athena. The map must include a key to explain the symbols and their meanings.

C. A Facebook, Tumblr or Twitter feed that Odysseus could have created. The feed must include the login information or be set to public in the privacy settings.

Be sure to include all of the adventures listed in the legend:  Aeaea: Circe’s Island  Lotus Eaters Island  Ismarus: Cicones  Aeolia: Home of Aeolus ~ god of the Island wind  Cyclopes Island:  Scylla and Charybdis Polyphemus’s Cave  The Sirens  Hades’ Underworld –  Calypso’s Island The Land of the Dead  Troy  Telepylus: Land of the Laestrygonians  Ithaca  Thrinacia: Helios’  Phaeacia: home of King Alcinous and the Sacred Cattle Phaeacians   Your project will be due at the BEGINNING of class on ______.   ** Any late project will have a 30 point deduction since the rubric was given a month advance. **      THE ODYSSEY Multimedia RUBRIC  ADVENTURES OF ODYSSEUS   Insufficient  Emerging  Proficient  Mastery   15 pts  25pts  35pts  Summ  Project  Project  Project includes  Project aries include less includes at at least 12 of the includes all of than 5 of the least 10 of destinations 14 of the Odyss destinations the from Odysseus’ destinations eus’ visited by destinations journey. from Adven Odysseus. from Odysseus’ tures Odysseus’ journey.  journey.  Project  Project  Project includes  Project includes less includes visuals that includes than 5 visuals that depict at least 12 exemplar  Visual visuals that depict at of the visuals that s/ may or may least 10 of destinations depict each of  Produ not have any the from Odysseus’ the cts relevance to destinations journey. destinations the from that Odysseus destinations. Odysseus’ traveled. journey.  Project  Project  Project includes  Project  Writt includes less includes a a written includes a en than 5 written explanation for written Portio n: written explanation at least 12 of the explanation explanations for at least destinations of each  and lacks 10 of the from Odysseus’ destination  Letter textual destinations point of view from s, evidence. but details based on Odysseus’ Travel were evidence found point of view Guide, omitted. in the text. based on or evidence Newsf found in the eed text.      Additi onal  Comm  ents:  Total Grade                   Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational) texts.   b. Determine the central ideas of the text and provide an objective summary for each league of the journey.   Emerging  Progressing  Competent  Exemplary  Students identify a  Students identify multiple  Students determine  Students differentiate multiple central idea but central ideas but provide a multiple central ideas central ideas and articulate an provide a subjective subjective rather than and construct an objective summary that rather than objective objective summary. objective summary. distinguishes dominant summary.  and subordinate ideas.   c.Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of The Odyssey.   Emerging  Progressing  Competent  Exemplary  Students  Students analyze a simple  Students analyze a complex  Students interpret a complex identify but set of ideas or sequence of set of ideas or sequence of set of ideas or sequence of cannot analyze events OR can identify but events and explain the events and assess the a simple set of cannot analyze a complex interaction and development interaction and development ideas or set of ideas or sequences of of specific elements of specific elements sequence of events. throughout the text. throughout the text. events.     Graduation Competency 2: Construct task-appropriate writing for diverse purposes and audiences.   b. Write informative summaries to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.   Emerging  Progressing  Competent  Exemplary  Students write an  Students write an  Students write an  Students write an organized informative/explanator organized organized informative/ informative/ explanatory text that y text. informative/ explanatory text that supported, complex ideas with a explanatory text. employs supported, sophisticated command of the complex ideas. language.   c.Write narratives to develop imagined experiences or events using effective technique, vivid details, and purposeful event sequences from the point of view of a character from The Odyssey.   Emerging  Progressing  Competent  Exemplary  Students write a  Students  Students write an organized  Students write an organized narrative narrative. write an narrative with style and with style, vivid details, and purposeful  organized vivid details. development. narrative with limited details.   e.Use technology to produce, publish, and update individual or collaborative writing products in response to ongoing feedback, including new arguments or information.   Emerging  Progressing  Competent  Exemplary  Students  Students produce a  Students use technology to  Students use technology to produce, produce a writing product with produce, revise, and publish revise, and publish a writing product that writing limited evidence of a writing product using includes new arguments and information, product. revision. ongoing feedback. using ongoing feedback.     Relating Georgia Standards of Excellence  ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.  ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.  ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.  ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.  ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 