Diane L. HeilemanJune 1, 2014

The Epic Poem

CCSS

English Language Arts Standards – Reading: Literature

CCSS.ELA-LITERACY.RL.8.2

Determine a theme or central idea of a text and analyze its

development over the course of the text, including its relationship to

the characters, setting, and plot; provide an objective summary of the

text.

CCSS.ELA-LITERACY.RL.8.3

Analyze how particular lines of dialogue or incidents in a story or

drama propel the action, reveal aspects of a character, or provoke a

decision.

Estimated Time: 2 sessions

Background Information:

Homer lived in 8th century B.C.E and has been credited through the ages for the epic poems of the Odyssey and the Iliad. These lengthy narrative poems are epics, which center upon the theme of a journey, mental or physical, and highlight cultural customs and values, particularly pertaining to heroism. Epics typically contain details of heroic deeds and events significant to a nation or culture.

Purpose:

The purpose of these lessons is to introduce to students the epic poem form and how it is related to the history and tradition of storytelling. Students will also learn about the epic hero cycle and learn how to recognize the pattern of factors and events that relate to the ancient epic hero cycle in modern literature, lore and blockbuster movies. Students will select and research a modern day epic hero and identify common patterns with ancient epics. Students

will learn the patterns that have helped storytellers remember the substantial and sizable epic poems.

Materials:

The materials will be provided by the teacher.

1. Elements of the Epic Hero Cycle Worksheet (Provided by EDSITEment – attached)

3. Glossary of Literary terms: http://virtualsalt.com/litterms2.

4. Youtube video: “The Odyssey by Homer – full audio book. http://www.youtube.com/watch?v=t5TxowVPtz8

5. Youtube video: “The Iliad by Homer – full audio book. http://www.youtube.com/watch?v=Wgs1hLhSc2g

6. Books: “The Odyssey” and “The Iliad”.

Concepts:

1. The definition of epic poetry

2. Identify and describe the epic hero cycle.

3. Identify the elements of epic poetry including the epic hero cycle in stories they know.

4. Describe the elements in the narrative formatting that help storytellers in remembering the details of the complicated works.

Lessons (2 Sessions):

To do this we will do each of the following:

a. Students will view the back ground materials on epic poetry.

b. Instructor will lead a discussion with students reviewing similar patterns or components that are in stories and movies that they are familiar with.

c. Students will compile a list of stories that follow the epic poem pattern. (the list could include: Star Wars, Harry Potter, Lord of the Rings, The Hunger games, King Arthur, and Indiana Jones).

d. Students will be divided into smaller groups. Each group will select one stories mentioned from the list above. Students within each group will work together to complete the “Elements of the Epic Hero Cycle” form.

e. When students have completed the form they’ll share their results with the rest of the class.

f. Students will compare and contrast their answers. Students will look for and discuss common patterns in the answers.

g. The instructor will introduce additional components of traditionally epic poems, the style of language, the opening prose, and the flowery, over-the-top descriptions.

h. The instructor will read aloud a few opening paragraphs of the Odyssey and the Iliad.

i. Students will be asked to identify elements from those opening paragraphs.

Second Session:

a. Instructor will discuss the difference between the oral roots of the story versus the literary tradition and information about professional poets who earned their living by travelling and telling their tales.

b. Students will be divided into groups to talk and list the pros and cons of oral rather than written communication.

c. Each group will be asked to choose a story (fairy tale or fable) that they all know and list the important characters, objects and actions in the story.

d. Ask each group to present their list and engage all students in a discussion to notice any similarities. Ask students to reflect upon how they remember the sequence of events by noting key elements, characters, actions or triggers.

e. The instructor will discuss breaking down a story into smaller, more easily remembered narratives, and how a travelling storyteller could personalize the stories to specific audiences.

Assessment Tools

1. Completing the “Elements of the Epic Hero Cycle” form.

2. Participation is classroom discussions.

3. Writing rubric for pros and cons of oral or written narratives.