Model the Skill ("'#!"%&# #*)&, "+!$!!#%' "!#&'('( ODiscuss the various ways that stu- *#%)!#%%#*" dents can monitor comprehen- "*" #"+%&"&&#"& sion while reading a long work * "%#('%#("''$#"'#'! such as the Odyssey: paraphras- ing, summarizing, and asking #%"#%!'#!&$&&#!*% questions. '% &""%&)"&#''"! )""'"%'#& #) O Point out that identifying causes ' '#&$'#%+&&(& and effects is an important part ('#&#"%"# "%#( of summarizing the sequence, or "&''%)"' !&#% order, of events. Explain that a ' &'#"&#*" " cause makes something happen. &$" ## An effect is what happens. OModel how to identify causes and effects in a story. Say, for example: “To identify a cause, I ask why something happened. To identify an effect, I ask what happened.” Use a simple chain-of-events chart to show the causes and effects that move the action along in Book 5. $$ '-$(%(!!$)(,'')'/''$#!")' !")''#'&#((&&##+$&!$&' Chain-of-Events Chart (&+$'#*&&()&#&$"((#,&&$#& Athena asks Zeus sends Odysseus $,,'')'+$)!!'('"''##($# Zeus to help Hermes to fi nally leaves #+1&'("(,'')'# $$ $(%' Odysseus. tell Calypso Calypso’s %&'$#&$()()!$'' !,%'$0$!'$!&'# to release island. Odysseus. '%& ''%#((#,&''*#$("' !,%'$/'#$( #(&!,)#+!!#%(*(&,#($($" 0 $'' (#'')%%$&(#!%,'')'$#' Guided Practice: Apply !$#$)&#,$+''&(&)'($!%&*$&( Guide students in identifying other "$&(!#)'&''#'("''#&$&"'($ causes and effects that propel the !,%'$/''!#($$&&,'')'&!' !($) !,%'$' action forward in Part One. Write the #$('&'*!&')(*&"'.*#&%&$"''$ events in a chain-of-events chart. ""$&(!(,$&,'')'.(&(#($ %(&$+,&$" Then, have students use the chart '+#!$% to summarize the action as fol- lows: “[Event] happened because of #*#%&*% #&'#"%!&'+"% [event],” and so on. Tell students to *#"''#'&('( &" &#" use the chart to identify and schema- tize other series of causes and effects as they read. Think About/Talk About Response to Margin Universal Access Question Lines 33–66 Images of Hermes’ flight English Learners paraphrase to understand complex passages. Read aloud include pacing, shooting down, To help build students’ understanding of the epic hero ar- lines 24–32. Then, paraphrase them to explain what the veering, and a gull skimming the chetype, ask them to name more modern fictional heroes lines reveal: “When it was finally time for Odysseus to head white-capped waves. Sensory images with which they are familiar. Possible responses: Super- home, he still had some challenges to face, including dan- of Calypso’s home and island include man; Batman Tell students that such current pop culture gers at home in Ithaca. But all the gods sympathized with a blazing fire; cedar and thyme smoke; heroes have their roots in characters such as Odysseus. him and were on his side by this time, except Poseidon, who continued to make trouble for Odysseus until he got singing; “pungent cypress”; “ornate birds”; “a crooking vine”; “purple clus- Invite students to read the selection in interactive home.” Tell students to paraphrase to clarify the meaning of ters”; “springs, bubbling up”; “beds of format in Holt Interactive Reader for ELD. difficult passages as they read. violets”; and “tender parsley.” Struggling Readers See UA: Differentiating Instruction for lesson To help students read the selection, model how to plans and strategies for teaching struggling readers. 912 Unit 5 • Chapter 9 " (,*-%'4#*' !).$.,,2$%(*0!,1.!, Think About/Talk About *,*0!,!) '!--') %)-1%-$*".$!1%) ) .**&.$!1) 1%.$1$%$$!$,(--'!!+5 ! # Comprehension *,1$!)$!1%''-1&!5.$!!2!-*"(!) ! *1) %)$) $!+! %).*.$!%, A Reading Focus -$*.",*(%!,%4 *1) *1).*-!'!0!' Possible response: The hero is a war- ( ) 0!!,! .*-&%(.$!-1!''#/''+.,*''%)# 3$/$' 7."*,.$!#* - %0%)! rior who is on his way home after the !.1!!).$!10!,!-.-*".$! !-*'.!-! !.,) (,*-%,!.$! fighting at Troy. Along the way, he has 1%'' %+.*.$"%-$) */-!$%-1%)#- ,%)&) "** .$.&!!+.$!#* - had many adventures and loses his )*$%#$!,*0!.$!1$%.!+-!,(!-"'!1 %((*,.' companions. He longs for his home +2!!/$ +'! /).%'.$! %-.).%-') '2$! and wife but is held captive by the %)!).,',!!!)*.",",*( .$!),%-%)#-$*,!1, ",*(.$!0%*'!.*!) '2(+/-"0*,%.!-+*.*" nymph Calypso. The time has finally $!-.!++! /+.*.$!0!%0%)!'2+-* !,(!-6 come for his return to Ithaca. All the .$!(%-.,!--*".$!%-'!1-)*1.$*(! gods favor him except Poseidon, who +*)$!,$!,.$-.*)!#,!."%,!'3%)# will make his travels rough until he -!).! .$!",.$!-.-$*,!-1%.$! ,-(*&! reaches his home. ) -(*&!*".$2(!) -%)#%)#$%#$) '*1 " %)$!,-1!!.0*%!!"*,!$!,'**(1!0%)# Analysis -$!+--! $!,#*' !)-$/..'!.*) ",* A !!+1** #,!1*/.-% !1%.$-/((!,'!0!- Literary Perspectives Possible response: *"' !,) '&+*+',+/)#!).2+,!-- It appears that the ,).!%, -$!,!,!-.! .$!%,-.,!.$! 1%)#-5 gods are similar to the ancient Greeks. $*,)! *1'-"'*)-*,(*,).-5'*)#.*)#/! They enjoy many of the same activities. !$*(%)#%, -) "*''*1!,-*".$!-! B Literary Focus ,*/) .$!-(**.$1''! 0!,**&%)#0%)! Possible response: Calypso’s island is $!' +/,+'!'/-.!,-/) !,+'24*"#,!!) .1%-.! -.,) - a paradise. Odysseus should want to ) "*/,-+,%)#-/'%)#/+)!,*)!)*.$!, stay there, but he longs for his home -$''*1) '!,.**&$))!'-$!,!) .$!,! and wife. .$,*/#$! -*"0%*'!.-) .!) !,+,-'!2 0!)#* 1$*"*/) .$%-+'! 1*/' #3!) "!!'$%-$!,.!.1%.$ !'%#$. -*!,(!- % /.1$!)$!$ #3! $%-"%'' $!!).!,! .$!1% !0!*1"!.*"! .$!(#%''2+-*,!*#)%3! $%( -''%((*,.'#* -&)*1*)!)*.$!, *)-%#$.5.$*/#$-!!(%)#-.,)#!,-",",*($*(! /.$!-1)*.$%)#*".$!#,!. 2--!/- Advanced Learners Students with Disabilities Acceleration Allow students to read ahead if they Guide students in reading the passage about Calypso. desire. As they do so, have them identify story lines, Then, help them identify key points to summarize the character types, and themes in the epic that also appear in passage. For example, you might point out the physical contemporary literature and films. Tell students to list the description of Calypso’s cave. recurring elements in their Reader/Writer Notebooks to Invite students to read the selection in interactive share with the class later. format in UA: Holt Interactive Reader. See UA: Resources for Teaching Advanced Students for lesson plans and strategies for teaching advanced learners. Odyssey, Part One 913 Model the Skill who sat apart, as a thousand times before, ■ Review the usual character traits of and racked his own heart groaning, with eyes wet an epic hero: uncommon strength, scanning the bare horizon of the sea. exceptional knowledge, cunning, courage, and daring. Point out that Hermes tells Calypso that she must give up Odysseus Odysseus exemplifies these traits. forever. Now we are directly introduced to Odysseus. Notice what this great warrior is doing when we fi rst ■ Explain that as an epic hero, meet him. Odysseus also undertakes a jour- ney and encounters conflicts 75 The strong god glittering left her as he spoke, Ulysses and along his way. He battles outside and now her ladyship, having given heed Calypso. Red- forces, such as nature or monsters, to Zeus’s mandate, went to find Odysseus Connecting to the Text fi guredgured vase What does the portrayal of and struggles with his own oppos- in his stone seat to seaward—tear on tear (5th century ing needs and feelings. images from mythology on B.C.). Museo brimming his eyes. The sweet days of his lifetime everyday objects, such as Archeologico ■ Model how to identify the conflicts 80 were running out in anguish over his exile, this vase, tell you about the Nazionale, Naples, Odysseus encounters as an epic for long ago the nymph had ceased to please. importance of their myths Italy. hero. Point out that when Calypso Though he fought shy of her and her desire, to ancient Greeks? finds Odysseus, he is crying by he lay with her each night, for she compelled him. the shore. Lines 79–86 reveal that But when day came he sat on the rocky shore Calypso has forced him to stay 85 and broke his own heart groaning, with eyes wet on her island. She represents an scanning the bare horizon of the sea. outside force. Also point out that Now she stood near him in her beauty, saying: during his time with Calypso, Odysseus struggles with opposing “O forlorn man, be still. feelings: his desire for Calypso and Here you need grieve no more; you need not feel his longing for home. 90 your life consumed here; I have pondered it, and I shall help you go. .” C Guided Practice: Apply Tell students to use two-column Calypso promises Odysseus a raft and provisions to help him charts to list external conflicts, or homeward without harm—provided the gods wish it. Now struggles with outside forces, that Odysseus and Calypso say goodbye. Odysseus faces, and internal con- flicts, or opposing feelings, he experi- Swiftly she turned and led him to her cave, ences. Have them begin by listing and they went in, the mortal and immortal. Calypso as an external conflict, and He took the chair left empty now by Hermes, desire for Calypso and longing for 95 where the divine Calypso placed before him home as an internal conflict. victuals° and drink of men; then she sat down 96. victuals (VIHT uhlz): food. facing Odysseus, while her serving maids Think as a Reader/Writer brought nectar and ambrosia to her side. Find It in Your Reading Point out Then each one’s hands went out on each one’s feast that lines 79–80 portray Odysseus “in anguish over his exile,” or time away C Reading