1. What does it mean to be a man in today’s world?
Bell-ringer
Answer this question in a new sheet of your notebook (remember to date it). You should write for the entire five minutes.
What does it mean to be a man in today’s world?
3 minutes

2. Bell-ringer
Does Odysseus fit your definition? If not, what does this suggest about manhood, values, and ideals in ancient Greece?
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3. Drawing Conclusions
“The Cyclops”

4. CHAMPS: Teacher-Led C - VL0 H- Raise a silent hand
A - Follow along in the text, the PPT, and take notes when the teacher tells you to write something
M - None; Raise a hand if you need to get up
P - Participate by raising your hand or completing the activities that the teacher requests
SUCCESS!

5. Teacher-Led: Recap FSA Rubic Let’s go over the handout you picked up.
5 minutes
Try to connect the elements of the rubric to the objectives that we have been covering in class. This will help them build confidence that they re being well-prepared for what they need. Make sure to mention: parenthetical citations, framing quotes, drawing conclusions, using class vocabulary, and keeping a clear structured format. Also mention that it is out of 10 points and that the most important are structure and evidence, which is why we have been hitting this so hard.

6. We Do - “The Cyclops” Turn to pg. 1047 in your textbooks
While reading, use your sticky notes to mark where Odysseus shows his leadership and manhood.
Add 10 minute timer. This is optional if you need to catch a class up in the reading. If not, take this slide out and jump to their independent work.

7. CHAMPS: Independent Work
C: VL0
H: Raise a silent hand and wait for teacher. Try to continue working while waiting.
A: Complete assignment.
M: No movement unless teacher permits.
P: Work quietly on your assignment. No classmate collaboration.
S: Success!

8. Independent Work - “The Cyclops”
5 minutes
Independent Work - “The Cyclops”
Since you read the first half of “The Cyclops” for homework, go back and pull 1 piece of textual evidence of Odysseus’ leadership or manhood in his interactions with his crew, his enemy, or the gods. Fill out the chart in your notebook:
Interaction:
Who is he interacting with?
Citation:
Textual Evidence
World Connection
Conclusion/Explanation
5 minutes

9. Independent Work - “The Cyclops”
Read from line 362 (“And he said”) to line 408: “Poseidon Lord, to whom you pray.”
While reading, use your sticky notes to mark where Odysseus shows his leadership and manhood.
Add 10 minute timer

10. Independent Work - “The Cyclops”
Read from line 408 (“So saying”) to line 480: “under your roof!...”
While reading, use your sticky notes to mark where Odysseus shows his leadership and manhood.
Add 10 minute timer

11. Independent Work - “The Cyclops”
Read from line 481 (“The blind thing...”) to line 538: “under strange sail...”
While reading, use your sticky notes to mark where Odysseus shows his leadership and manhood.
Add 10 minute timer

12. Independent Work - “The Cyclops”
5 minutes
Independent Work - “The Cyclops”
Pull 1 piece of textual evidence from the second half of the story that shows Odysseus’ leadership or manhood in his interactions with his crew, his enemy, or the gods. Fill out the chart:
Interaction:
Who is he interacting with?
Citation:
Textual Evidence
World Connection
Conclusion/Explanation
5 minutes

13. Independent Work - “The Cyclops”
Now that you found instances of his leadership and manhood, you will pull your information from your charts and create your ACECES paragraph in your notebook
Remember to closely follow the FSA rubric
While writing, ask yourself, “Does this match the rubric?”

14. Independent Work - “The Cyclops”
Essential Question:
What conclusions can be drawn about Odysseus as a leader and man through his interactions with his crew, his enemies, and the gods?
15 minutes

15. CHAMPS: Partner Work C: Students may speak to their partner. VL2
H: Ask partner first, then raise a silent hand and wait and patiently. Try to continue working while you wait.
A: Complete activity, participate actively, and communicate thoughtfully.
M: No movement unless required by assignment or given permission by teacher.
P: Look at paper or partner. Do what the assignment requires. Stay with and speak only to your partner.
S: Success!

16. Exit Ticket: Peer Review
Using the FSA rubric, you and your partner will review each other’s paragraphs
Assign your partner a grade based off of all possible points (10)
Write them:
1 Glow (something they did well)
1 Grow (something they can work on)
10 min