NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAMLESSON PLAN FORMAT

Description of Classroom:Ninth grade, English I – Honors, mix of boys and girls from various race and ethnic backgrounds.

Background: Introduction to the epic hero and epithets used to describe characters. Students will begin readingThe Odyssey this week. Lesson will take one day, one class period.

Content Objective(s): SWBAT: Analyze an author’s use and purpose of symbolism based on what they learn about epic heroes and epithets.

SWBAT: Display their knowledge by creating their own version an epithet which symbolizes thecharacter of their choice and discussing why they feel the character embodies the characteristics of anepic hero.Language Objective(s):SWBAT: Read the handout and understand an author’s use of epithets as symbolism.

SWBAT: Write their own version an epithet which symbolizes the character of their choice.

SWBAT: Discuss why they chose their character, how the character embodies the traits of an epic hero, andshare the epithets they created then explain how the epithet applies to the character.

SWBAT: Listen to their classmates during discussion and take their thoughts into consideration beforeresponding in a respectful manner.

Nevada Standards:3.12.A1 Analyze an author’s use and purpose of symbolism.

Key Vocabulary:Hubris: Exaggerated pride or self-confidence.Epithet: Used for characterization, realism, vividness in narrative, and an identifier for the audience.

Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

X Adaptation of content X Modeling X Whole ClassX Links to background X Guided practice X Small groups

Links to past learning X Independent practice X PartnersStrategies incorporated X Verbal scaffolds X Independent

X Procedural scaffoldsIntegration of Processes Application Assessment

X Listening X Hands-on X IndividualX Speaking X Authentic (Meaningful) X GroupX Reading X Linked to objectives X WrittenX Writing X Promotes engagement X Oral

Teaching Strategies:KWL, Bloom’s Taxonomy, Gardner’s MI, Myers/Briggs.

Warm Up Activity:Students will be asked to write the name of a character that they consider an epic hero. They will thenturn it over and write a few words or a sentence describing the character.

Lesson Sequence: I will give a brief description of what an epic hero is then ask the students to write the name of a character that they think fits the description and then flip over their card and write a short descriptionof that character. I will ask the students if anyone would like to share theirs and then go into my examples. First, I will tell them to say the first name that pops into their head when I say “The BoyWho Lived” (Harry Potter) then I will ask who they think of when I say “The Girl On Fire” (KatnissEverdeen), “The Boy With The Bread” (Peeta Mellark), “The Man of Steel” (Superman). These will change depending on what the students give as examples. Once they have an idea of thesenames, I will explain what an epithet is and how it is used. They can reference this on the handout Igive them. One more time, I will give epithet examples from Homer. I will then return to moderncharacters and create parallels between him or her and Odysseus to explain what epic heroes areand what they do. Students will select a superhero (which are as close to modern epic heroes that wehave) and they will construct their own epithets and break into groups to discuss what they have done.Finally, I will give them the opportunity to share what they created with the rest of the class. Accommodations: Will be based on student’s IEP or specific request by the student.

Supplementary Materials:

Handouts explaining the use of epithets and giving examples. 3 x 5 index cards.

Review/Assessment: Based on the creation of their epithets and our discussion.

Reflection:

Form: 005JDC 4/22/08

EPIC HEROES AND EPITHETS

Epithets are used in epic poems for several reasons.

They are used to identify individuals and allow the reader or audience to

recognize their favorite characters. This is a form of Characterization.

Epithets add a level of Realism. They appeal to the experience of the reader

or audience based on their familiarity with folk-heroes, places, skills,

objects, etc.

They also help in visualizing what the author wants to get across. Variation

and detail must be introduced often to avoid repetitiveness.

An epithet can be purely descriptive and is often used without specific

relevance or appropriateness to the context.

Examples from Homer:

Achilles: Swift-footed; Leader of men; godlike

Agamemnon: Lord of men; godlike

Menelaus: Master of the war-cry

Athena: The clear eyed goddess

Calypso: The bewitching nymph

Odysseus: The great tactician; The man of twists and turns; much enduring;

love of Zeus; Zeus’ equal in his mind’s resources.

What is an Epic Hero?

The epic hero is the central character, in an epic, who embodies larger-than-

life powers. Though they have great strength and powers, they are not

perfect. Achilles is stubborn and proud, an example of hubris. Odysseus

makes poor decisions and has several lapses in judgment. They do not lack

for courage and are willing to continue to fight despite the dangers they face.

This will to fight is what makes them appealing.

Characteristics of an Epic Hero

The hero’s birth is surrounded by unusual circumstances.

Has great strength or power; often considered godlike power.

The hero must face enemies, monsters, and trials while on their

journey.

In the end, the final task or battle must be completed alone.

Once the final task is completed or the battle is won, the hero returns

home and usually becomes the leader of his people.

Assignment:

Choose a popular superhero and create your own epithet for this character.

Share with two or three people sitting in front of, behind, or beside you.

Explain to them why you believe the character fits the model of an epic hero

and then share you epithet and explain how you can up with it.