Aim of the day: How do Odysseus' actions in "The Cyclops" support or refute his epic character?
Do Now: Think/Pair/Share
As previously discussed, the term, “Xenia” is the ancient Greek concept of hospitality, the generosity and courtesy shown to those who are far from home and/or associates of the person bestowing guest-friendship. The rituals of hospitality created and expressed a reciprocal relationship between guest hosts.
Therefore, based on your understanding of the term, how important do you believe this attribute or behavior is to exemplify? Why?
Before the lesson started, the class went over the upcoming assignment and homework. Students have an upcoming mini project regarding Odysseus’ journey. The overall idea of the project is for students to create two postcards putting themself in Odysseus’s shoes. Students are to write a postcard to Odysseus’ wife, Penelope, or Odysseus’ son, Telemachus, in Odysseus’ point of view regarding his journey and experiences that he encountered throughout different locations in his journey. Students are asked to choose two locations from Odysseus’ journey and create a postcard for each one.
(Above are some ideas of locations that students can use to write their postcards, but
they are not limited it to)
To add on, the postcard should be double sided, each side containing different information. On the front of the postcard, a graphic illustration and or decorations should be included basing off of the location they picked. Thus, the illustration/ decoration could represent an experience of Odysseus at that specific location or something that shows the location that they choose. On the back of the postcard should consist of a one to two paragraph, 4 - 5 sentences each, description of what happened on the journey, what Odysseus did, and his thoughts on the encounter; again, students are to write in the shoes of Odysseus. Thus, much like an actual postcard, next to the text on the back of the postcard should contain an image of a stamp, an address that the card is sent to, and students should include a general explanation of why they drew the pictures they drew. Additionally, the address that the postcard is sent to can be as creative as students choose to be.
(An idea of how the postcards should look like)
As for the creation of the postcards, students have a couple of options on how they want to do their postcards, they can choose to create it by hand, do it on google slides, or find templates online to start from. There are many websites that provide postcards templates that could be helpful and useful to some. For example, Canva would be a possible website in which students can find templates for postcards.
The link to using Canva for the foundation of the project: https://www.canva.com/create/postcards/
Additionally, depending on the student’s cycle letter, there are different due dates:
Cycle A : Due January 15, 2021
Cycle B: Due January 19, 2021
Cycle C: Due January 20, 2021
After the class discussed the upcoming project, as a whole they moved on to discussing the homework for the day. Which happens to be a virtual debate. Students are asked to create or choose a topic of the given and write a statement of their point of view and opinion. Thus, students are suggested to write it down somewhere and to watch the discussion board etiquette before submitting their final work.
Link to the Discussion Board Etiquette: YouTube Video
Additionally, the video suggests tips to improve the debate and the discussion board and make it more efficient. A tip suggested by the video is to be clear and concise, this can help others understand the point the student is trying to get across more efficiently. Additionally, having good grammar is also very important; since the debate is online, the way one reads a student’s statement might change from the lack of grammar or the extra grammar that’s added. Thus, these are only two of the multiple tips suggested by the video to help improve the class’ virtual debate. To add on, students are also provided with a chart to complete, which is optional. However, completion is beneficial as it can help the students with developing their argument and topic for the debate.
After going over the homework assignment and the mini project, the class started the lesson for the day. Like mentioned before, the do now for today is asking how important students feel the idea of Xenia is. As a class, there was a little discussion about how important they each thought Xenia was. The majority of the class believed that Xenia was important because having that mutual relationship in which both the host and the guest feels comfortable is important, it makes the situation and experience less awkward and more enjoyable. Additionally, the class also talked about personal experiences and connected with the do now. For instance, students talked about how they’ve all been to someone’s house in which they didn’t feel comfortable and wanted to leave. To add on, students connected their own experience to the do now by saying how if the host had hosted with the concept of Xenia, the stay wouldn’t have been such an uncomfortable stay.
After the discussion on the do now, the class continued their lesson. Thus, the next activity of the lesson happens to be another class discussion. This time the discussion is about identifying a weakness of any hero, regardless of the form of the hero, and how it impairs their ability. The class talked about how a weakness of a hero might be that they have too much sympathy and kindness. Thus, this can lead to people misusing their kindness and coercing the hero.
Next, the class spirit readed the following three slides of the lesson. The class learned what Homeric similes are and why Homer uses this technique. Homeric similes, also known as Epic similes, are elaborate comparisons between something foreign and strange to the reader and something familiar to the reader. Thus, Homeric similes redirects the reader's attention unexpectedly, humorously, gruesomely, or heroically. Moreover, Homer uses Homeric similes because it provides the readers with a better visual, it glorifies the characters, enriches his texts, and deepens the readers understanding of the text.
Afterwards, the class learned about what foreshadowing means. Foreshadowing is when an author suggests a future event or outcome to the reader before it happens. In addition, when the author intentionally and explicitly reveals the outcome, by flashbacks and or use of narrative, in the beginning of the story, it is not considered foreshadowing.
Students are provided with a video to help enrich their understanding of foreshadowing:
Foreshadowing | Definition & Examples of Foreshadowing [2:31]
Then, students are taught what hubris means. Hubris is a Greek term which means over-confidence and holding excessive pride; somewhat like arrogance and self-absorbance. To add on, committing hubris in Ancient Greece was like committing a sin, it was greatly looked down upon; hubris is seen as a flaw in a character since it can often lead to the downfall of the character.
Students are also provided with a video to help enrich their understanding of hubris:
Additional aids to get a better understanding of hubris and foreshadowing:
A video to help deepen the understanding of foreshadowing
An article to help deepen the understanding of foreshadowing
A video to get a better understanding of hubris
Next, students read The Odyssey, Part 1 The Cyclops, by Homer by spirit reading.
Link to the reading: "The Cyclops" [11 Pages]
The summary of the reading of The Cyclops:
Odysseus and his men were coming to an arrival at the Cyclops and saw a cavern yawning above the water. The cavern was home to a Cyclops, named Polyphemus, in which Odysseus described him as an enormous man, living in savage ways alone and separated from society. As they arrived, Odysseus decided to take his best twelve fighters with him to explore the place. They climbed to the Cyclops’ cave and found that the Cyclops was out pasturing his sheep. Odysseus and his men decided to explore the cave and found many goods. Odysseus’ men suggested that they steal all these goods and run. However, Odysseus didn’t like the idea, instead he wanted to stay and see the Cyclops, which didn’t end up as a good decision. Odysseus and his men made themselves at home while waiting for the Cyclops to return. Soon enough, the Cyclops returned and Odysseus and his men were quick to hide from him; at this point, the Cyclops had failed to notice them, but that’ll soon change. The Cyclops had closed the opening of the cave with a big boulder and continued on with his chores. Soon enough, the Cyclops had noticed Odysseus and his men and asked them who they were and what they were doing there. To shorten, Odysseus tried to make up a story to why they were there, hoping that Polyphemus would believe it. However, things didn’t go the way Odysseus had hope, the Cyclops went on and devoured two of Odysseus’ men. In the rush of adrenaline, Odysseus was about to kill Polyphemus when a thought struck him. If he kills the Cyclops, they will all perish there along with him, since they aren’t capable of removing the large boulder that is used as a door. Odysseus waited for the next day to take his chances to leave the cave. The next evening, while the Cyclops was feasting on two more of Odysseus’ men, Odysseus offered Polyphemus some wine. Odysseus told Polyphemus that his name was called Nohbody, at this point Polyphemus was drunk, so Odysseus took his chances and spiked the Cyclops’ eye. Polyphemus called for the cyclopes nearby, and told them that Nohbody had played him and tricked him. The Cyclopes only laughed at Polyphemus, now Odysseus had to think of a way to leave the cave. His idea was hiding his men underneath the underbelly of Polyphemus’ flock of sheep, and waiting till the morning for when the Cyclops let his rams out. Odysseus used this tactic to get him and his remaining men out of the cave. After sailing out to a distance that still allowed his shouting to be heard, he shouted at the Cyclops saying that he deserved his punishment for eating his men. Odysseus’ crew was not satisfied with his doing, they didn’t agree with him fishing for the Cyclops to attack them. Thus, doing this didn’t get Odysseus very far, it got him to be cursed by Polyphemus, who prayed to his father, Poseidon, for Odysseus to lose all his companions, have a hard time returning home, and to live a bitter life at home.
Lastly, after the reading of The Cyclops, students are asked to have group discussions. Students were broken up into breakout rooms with their teammates to discuss these questions.
The first group discussion questions is for students to review lines 153-156 and explain how foreshadowing is used and what was being foreshadowed. For example, an answer after the discussion would be that foreshadowing was used in those lines by introducing the wine, in which Odysseus would use later on to intoxicate the Cyclops.
The second question asks students to identify Odysseus’ heroic qualities that they’ve seen so far and what his actions of not wanting to attack the Cyclops revealed about him. Thus, an answer after the discussion regarding this question might be that Odysseus’s heroic traits are that he is brave, selfless, and resourceful; Odysseus not wanting to attack the Cyclops shows how clever and quick witted he is, he was fast to stop himself with the thought of the outcome if he killed Polyphemus, him and his men will die along side with the Cyclops since they weren’t capable of removing the big boulder that is blocking the exit.
The third question that students were asked to discuss with their team is referring to line 232-243, and identifying how Homer uses these figurative language to develop imagery by using examples that show the effect of the figurative language being used. An example of an answer that is developed after the discussion is that Homer uses figurative language, such as comparing the two men that the Cyclops caught to squirming puppies, which helps brings a better image to the reader since his comparison of the situation is to something the reader is familiar with; in this case it shows how the two men were little compared to the Cyclops and how desperate they were trying to wriggle their way out of the Cyclops’ hand.
The fourth question that was given to the students to discuss is asking how Odysseus' heroic qualities should be judged based on his interactions with the Cyclops. For instance, an answer that students might have come up with after discussing with their group is that Odysseus’s heroic qualities are valid but the reason for these heroic qualities are not so heroic. To add on, his actions aren’t necessarily heroic because he invaded Polyphemus’ home and did not follow Xenia, causing his men to be devoured, leading him to show his heroic qualities; the reason for his heroic qualities to be shown is not so heroic.
The fifth question that students are asked to discuss with their group is contrasting Polyphemus’ and Odysseus’ values. Thus, students are also asked to identify at least one similar quality or characteristic of both Polyphemus and Odysseus and identify what might Homer try to show about nature and man through Polyphemus, representing nature, and Odysseus, representing civilization. Furthermore, students are also asked to identify a potential danger that is becoming more evidently in the position taken by Homer. A potential answer that students might have come up with might be that Polyphemus and Odysseus have respect for different gods; Polyphemus respects his father, Poseidon, meanwhile, Odysseus respects the god Zeus. Additionally, a similar quality that both Polyphemus and Odysseus share is that they both are protective, Polyphemus is protective over his sheeps and Odysseus over his men. Moreover, if Polyphemus represents nature and Odysseus as civilization, Homer might be trying to show how mankind and nature harms one another. Thus, an example of potential danger that is occurring, in which supports Homer’s position of man and nature harm one another, is global warming; global warming is caused by civilization, man harming nature and global warming is not beneficial to mankind, if global warming gets really bad, it can potentially kill the civilization, nature harming man.
Finally, the sixth question that students are asked to discuss with their teammates is that since the story is told through flashbacks, students are to explain how Polyphemus’ curse had impacted the course of Odysseus’ future. A possible answer that students might come up with after discussion is that Polyphemus’ curse had impacted Odyssesus’s future because Odysseus and his men faced a lot of challenges before they got home. For instance, Odysseus and his men encounter with the Lotus-eater ultimately led to some of Odysseus’ men to lose the desire and will to go home; showing an obstacle course that Odysseus faces before returning home because the Cyclops cursed him to have a hard time getting home.
Students are provided with some enrichments to deepen their understanding regarding this lesson:
Odysseus and the Cyclops Part I
Odysseus and the Cyclops Part II
A odisseia - Cíclope ( The odyssey - cyclops )
Athena: The Goddess of Wisdom - The Olympians - Greek Mythology - See U in History: Watch (2:38)
In addition, students are provided with the link to The Odyssey, Book X in case they want to get a headstart since in the near future it will be assigned as homework:
Reflection:
What did I learn?
In this lesson I learned what a Homeric similes is and why it is used by Homer. A Homeric simile, also known as Epic simile, is comparing two things to help the reader have a better understanding; it compares something that is foreign to the reader with something that is familiar to the reader, that way the reader can use its understanding of the thing that it’s familiar with to understand the foreign subject/idea. Thus, I learned that Homeric similes redirects the reader's attention in unexpected, heroic, gruesome, or humorous ways. Furthermore, I learned that Homer includes Homeric similes in his texts because it helps glorify his characters, enriches his writing, helps the reader deepen their understanding, and get a visualization of the text better. I also learned what hubris means in this lesson, having excessive pride and being over confident. To add on, I’ve learned that committing hubris was really looked down upon in Ancient Greece, it was considered a character flaw.
Why did I learn it?
I learned what Homeric similes are because when I continue reading the Odyssey and possibly future texts, I’ll be able to recognize them and utilize it to get a deeper and better understanding of what I’m reading. Thus, knowing why Homer uses Homeric simile can also help me with my understanding of the text because I will be able to catch what Homer is trying to show me and want me to understand. Moreover, knowing the meaning of hubris and how it is perceived can also help me get a better understanding of the Odyssey. In addition, knowing what hubris means will help me identify if a character is committing hubris. Thus, knowing that committing hubris is looked down upon in Ancient Greece will help me understand why might someone who committed hubris might be treated in a certain way.
How will I use what I learned?
I will use what I learned by having it in my head when I continue reading the Odyssey. Since what I learned in this lesson will help enhance my understanding of the text when reading the Odyssey, I’ll be using my new knowledge to deepen my understanding of the text. Additionally, I can utilize what I learn in this lesson by using it in my writing. I can utilize these new knowledge in my writing because, for example, knowing what Homeric similes are, I can be able to include that in my writing, so my readers can understand my writing better.
