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“The Odyssey” is translated into a children’s book in this lesson


Art, Language Arts  



Title – “The Odyssey” Children’s Book Project
By – Keren Crosby
Primary Subject – Language Arts
Secondary Subjects – Art
Grade Level – 9th grade

Subject: English I
Grade Level: Freshman
Time Estimate: 3-4 days
Unit: “The Odyssey” by Homer
Topic: Analyzing and translating the text


  • TLW know how to take notes on a piece of literature.
  • TLW know how to identify the main events in a story.
  • TLW understand various literary devices.
  • TLW appreciate the place of “The Odyssey” in modern times.
  • TLW understand the translation process of a text.


      1) TLW identify the main events of a story.


      2) TLW identify characteristics of main characters.


      3) TLW identify literary devices in a section of the story.


      4) TLW discuss the story’s place in society and respond to questions from the instructor.


      5) TLW record notes individually and will compare notes with other students in group.


      6) TLW create a children’s book translating a section of “The Odyssey”.


      7) TLW draw illustrations reflecting the story.


    8) TLW follow instructions.

TEKS: §110.42B:

    1a,b,c; 2a,b,c,d; 3a,b,d; 5a,b; 6a,b; 7a,b,c,d,e,f,g,h,i,j; 8a,b,c,d; 9a,b; 10a,b,c; 11a,b,c,d,e,f,g,h; 12a; 14a,b,c,d; 15a,b,d,e; 16a,b,c,e,f ; 18a;

Materials/Resources/Technology needs: Class textbook, teacher-prepared note worksheet, pen/pencil, printer paper, markers, construction paper, art supplies, assignment explanation, assignment rubric, children’s book, note page transparency, evaluation page

Instructional Procedures

      Focusing Event: Instructor will read children’s book,


      . Instructor will display the note transparency and fill it out as the students answer the following questions. Instructor will ask students, “What happened in this story?” “What was the moral of this story?” Instructor will ask the students, “Why do you think publishers feel that it is so important to turn classic literature like the story of Pandora into a children’s book?” Instructor will relay to the class that children’s literature is extremely important to a child’s education. Instructor will explain to students that sometimes publishers simply want to expose children to important pieces of literature in order to give them a basic knowledge of the literature and to peak their interest.
      Teaching/ Learning Procedures: Instructor will refer to the note sheet previously completed and tell students that this is basically how publishers take a large classical work and translate it into a children’s book. Instructor will hand out individual note worksheets and explain to students that they are going to expose their classmates to a portion of “The Odyssey” that everyone has not read yet. Instructor will hand out children’s book assignment explanation. Instructor will ask students to read along as assignment is presented. Instructor will explain the assignment using the handout and will ask for any questions. Instructor will assign students to a group of four by counting. Instructor will ask students to discuss with their groups which section they would like to read and translate. Instructor will ask groups to share their decision with teacher before proceeding. Groups will begin silent sustained reading. They will read their chosen section and fill out the note worksheet. After reading, students will compare their note worksheets with those of the other members in their groups.

    When note worksheets have been completed, groups will divide the story into sections. The sections are — beginning, rising action, climax, falling action, ending. The groups must identify the moral of their story. Then, the groups will decide who will write the individual parts of the story. Students will write their sections of the story, including important events, descriptive language, proper story progression, and emphasis of moral. Students will connect with their groups and read their story in order. Students will make revisions in order to be sure that their story transitions properly. Students will edit their stories for grammatical and mechanical mistakes. Students will revise their stories for sentence formation and language. After the story has been perfected, students will divide the story into pages for the children’s book. Students will begin creating their finished project. Each student is responsible for at least two (2) pages of the book. The book must include a front and back cover in addition to the story pages. Students must illustrate their pages and include their initials in the bottom right corner of their pages. If time permits, groups will pick one person to share their book with the class. If not, class will share their books after the holiday break.

Formative Check(ongoing or specific): Instructor will measure comprehension by answers given to questions and by student note taking. Instructor will monitor each group and help them get started, if needed.

Reteach (alternative used as needed): To increase comprehension of the elements of the process, instructor will write notes on the board, ask for student questions, and provide one-on-one help for students during project.

Closure: Sharing books. When a book has been shared, class will evaluate it for effectiveness, story progression, descriptive language, and moral lesson.

Assessment/Summative Evaluation: Note worksheet (daily grade), children’s book pages (daily grade), evaluation of presentation page (daily grade)

E-Mail Keren Crosby !

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