Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

Students will study Greek Mythology, focusing on the Gods and Goddesses, "The Story of Arachne," "The Story of Prometheus," "The Labours of Hercules," "The Greek Creation Myth," and The Odyssey. In doing so, students will compare the modern day hero with the classical hero and examine how their individual characters are based on their own personal odysseys.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

What is a hero?

What experiences have made you who you are today?

How does Greek mythology affect us today?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

MST Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

• Students will word process, scan, and research mythological characters.

ELA Standard 1: Students will read, write, listen and speak for information and understanding.

• Students will read the selections noted above, research information on a mythological character, hear the story of "The Greek Creation Myth," and give a brief lecture on the researched mythological character.

ELA Standard 2: Students will read, write, listen and speak for literary response and expression.

• Students will create a poster depicting an adventure of a researched mythological character. Students will also create a chart of the symbols and their representations from The Odyssey.
• Students will keep a running log of morals and lessons presented in Greek mythology and The Odyssey.
• Students will write a personal composition describing how their personal journeys helped to develop their individual characters.

ELA Standard 3: Students will read, write, listen and speak for critical analysis and evaluation.

• Students will write a critical literary analysis on heroism and/or symbolism evident in The Odyssey, after having read the epic poem. Through discussion, students will determine whether Odysseus meets the pre-determined criteria of a hero.
• Students will collect various newspaper articles about contemporary heroes, and explain how their articles' subjects are heroes.

ELA Standard 4: Students will read, write, listen and speak for social interaction.

• Through class discussion and work groups, students will create a class definition of "hero."
• Students will present and watch student presentations about researched mythological characters.

INITIATING ACTIVITY

For the unit's Initiating Activity, play the song "Holding Out for a Hero" by Bonnie Tyler (a track from the Footloose movie soundtrack). Have students write down all the characteristics of a hero that the song includes. After the song has played, give students a few minutes to add additional traits based on their own ideas of a hero. Have the students start to share their traits with the rest of the class. Either the teacher or a student should act as class reporter and keep track of all the traits listed on the chalkboard. Based on all the traits presented, have the students devise a succinct definition of a hero, which should be placed in their notebooks, as they will be referring to it often. Next, have the class brainstorm on contemporary people who they would classify as heroes, based on the class definition. For example, a recent model might include the firefighters from Worcester, MA who died in the line of duty. Inform the students that over the course of the next six weeks, they will be scanning and clipping newspaper and magazine articles about people whom they believe to be heroes, and ultimately creating a Contemporary Heroes Scrapbook. The scrapbook should contain a minimum of ten entries. The scrapbook will be a component of their unit Project Portfolio, and will be due on Day Twenty nine. Students should begin collecting their articles immediately. End the class by asking students if anyone can be a hero. They should be prepared on Day Two of the unit to discuss their answers.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Day One: See the Initiating Activity.

Day Two: Begin the class by asking Day One's closing question: "Can anyone be a hero?" After students have had an opportunity to discuss their answers, ask students if they believe that they have what it takes to be a hero. After an appropriate amount of discussion, inform students that they are going to be reading tales of Greek Mythology and eventually, The Odyssey, a Greek epic poem detailing the adventures of an ordinary man who, by virtue of completing a twenty-year journey, exhibits some of the characteristics of the class's definition of a hero. At this point it is necessary to define myth (1. a legendary narrative that presents part of the beliefs of a people or explains a practice or natural phenomenon. 2. an imaginary or unverifiable person or thing), define mythology (a body of myths, especially of those dealing with the gods and heroes of a people), and to give notes on the four purposes of mythology: to explain scientific happenings in the natural world, to entertain, to explain religious beliefs, and to teach a lesson.

Day Three: In preparation for reading The Odyssey, orally read two versions of "The Greek Creation Myth" to the students. Each reading is approximately ten minutes long. Have the students compare and contrast the two versions, and find similarities between the readings and Western Religion. See attachments.

Day Four: As a review of yesterday's readings, have students explain how the "Greek Creation Myth" fulfills the four purposes of mythology. Next assign the short readings of "The Story of Prometheus" and "The Story of Arachne" as homework. Each story takes about twenty minutes to complete.

Day Five: Discuss the assigned readings, against the backdrop of the four purposes of mythology. Next, read in class "The Labours of Hercules." Students should finish the reading as homework.

Day Six: Based on the students' definition of a hero (Day One), have the students decide if Hercules meets the definition of a true hero. How would Hercules fare in the contemporary world? Remind students of their Scrapbook assignment. This may be a good checkpoint for monitoring their progress on the assignment.

Day Seven: Now that the background information on Greek Mythology has been covered, students will be utilizing the resources in the library to complete a mini-research project on an assigned mythological character. In doing so, students will complete a "biographical" information sheet on the assigned character, summarize through paraphrasing an adventure/story about the character (using parenthetical documentation), create an original illustration of the character, document research steps by composing a Search Strategy sheet, and complete a Works Cited page of the resources used to complete the project. Students will create a poster containing all of the necessary components as part of their Culminating performance for the unit. Allow three class days for library research. The project will be due on Day Twenty nine of the Personal Odysseys and Everyday Heroes unit. See attachments.

Day Eight: Library Research

Day Nine: Library Research

Day Ten: Library Research

Day Eleven: Through the use of classroom lecture, give background information on Homer, The Trojan War, and The Iliad. Most textbooks containing The Odyssey will also include the above prereading information. One such textbook is Adventures in Reading, published by Harcourt Brace Jovanovic, Inc.

Days Twelve - Twenty five: Students are now ready to read The Odyssey. Due to the epic's length, an adapted version should be read. All references in this unit outline are for use with the adaptation in the Adventures in Reading anthology, though the unit is easily adaptable to any source. This unit focuses on the following adventures of Odysseus: "The Land of the Lotus -Eaters," "The Cyclops," "Circe's Warnings," "The Song of the Sirens," "Scylla and Charybdis," "The Meeting of Odysseus and Telemachus," "Odysseus Returns to his Home," "Odysseus' Triumph," and "Penelope Tests Odysseus." Throughout the reading of The Odyssey, students should complete the accompanying Study Guide.

Day Twelve: "The Land of the Lotus-Eaters"

Day Thirteen: "The Cyclops"

Day Fourteen: "The Cyclops"

Day Fifteen: "Circe's Warnings" and "The Song of the Sirens"

Day Sixteen: "Scylla and Charybdis"

Day Seventeen: "The Meeting of Odysseus and Telemachus"

Day Eighteen: "Odysseus Returns to his Home"

Day Nineteen: "Odysseus' Triumph"

Day Twenty: "Penelope Tests Odysseus"

Day Twenty-one: Now that the reading of The Odyssey is complete, lead students in a discussion of whether or not Odysseus fits the criteria, as pre-determined by the class, of a hero. Students should use specific examples from the reading to support their opinions. Next, assign students a literary essay. They are to choose either Hercules or Odysseus and prove, citing specific examples from the readings, that the chosen character is a hero. In doing so, students must incorporate the class's criteria of a hero and apply it to either character. Rough drafts of the essay are due on Day Twenty-two.

Day Twenty-two: Students have finished their rough drafts as the previous day's homework assignment. They are to peer edit two rough drafts during the class period, using the Peer Edit sheets provided by the teacher (attached). When they receive their rough drafts at the end of the period, they will also receive two completed Peer Edit sheets as well. Students are to incorporate suggestions from their peers to revise their literary essays. Revised essays will be due on day Twenty-three.

Day Twenty-three: Students have finished their revisions. Once more, they will peer edit two revised essays during the class period. It is essential that two students who did not read the original rough draft are selected to edit the revisions. When they receive their revisions at the end of the period, they will also receive two completed Peer Edit sheets as well. Students are to incorporate suggestions from their peers to make their final copies of their literary essays. Final essays, which must be word processed, will be due on Day Twenty-nine. The student must turn in the original rough draft, four Peer Edit sheets, the revision, and the final literary essay.

Day Twenty-four: Have the class reflect upon how the adventures and perils of Odysseus helped to form his character. What effect did each of his trials have on him? Broaden this concept to the students' own characters. What events from their own lives have helped them become the persons that they are today? How have their lives affected and helped to form their characters? Inform students that the next portion of their Project Portfolio will be a personal composition describing how their personal odysseys helped to develop their individual characters. Students must follow the writing process in constructing their compositions. The final word-processed composition, along with a brainstorming sheet, rough draft, and at least one revision, will be due on Day Twenty-nine.

Day Twenty-five: Use this class period as a review of the unit, in preparation for an objective exam based on the reading selections and notes from the unit. Possible review suggestions include a Jeopardy!-type game, a two team game based on the Who Wants to be a Millionaire? gameshow, or Odyssey and Mythology Bingo.

Day Twenty-six: Use this class period to administer the objective unit exam (unavailable online due to student access).

Day Twenty-seven: Use this class period for students to work on their Unit Portfolio Projects.

Day Twenty-eight: Use this class period for students to work on their Unit Portfolio Projects.

Day Twenty-nine: All aspects of the Unit Project Portfolio are due today. During this class period, students will share their Mythological Posters and their Contemporary Heroes Scrapbook.

Day Thirty: Utilize this class period to finish the sharing of the Mythological Posters and the Contemporary Heroes Scrapbook. With time remaining, the teacher and the students can reflect back upon the unit.

CULMINATING PERFORMANCE
Include rubric(s)

At the end of the Personal Odysseys and Everyday Heroes unit, students will have completed a Project Portfolio, which includes the following tasks:

• a composition describing how their personal journeys helped to develop their individual characters
• a Contemporary Heroes Scrapbook
• a literary analytical essay applying the term "hero" to either Odysseus or Hercules
• a Mythological Poster that includes research on an assigned mythological character, an illustration of the character involved in one of his or her adventures, a documented Search Strategy of Research, a formal Works Cited page, and a paraphrased summary of the illustrated adventure (complete with parenthetical documentation).
• an objective unit exam covering the following: unit notes, "The Greek Creation Myth," "The Story of Arachne," "The Story of Prometheus," "The Labours of Hercules," and The Odyssey.

PRE-REQUISITE SKILLS

Students will have already received instruction in how to:

• utilize the Writing Process
• write a literary analysis essay
• write a personal composition
• use the library's online resources, including the Internet, for research
• write a Works Cited page
• incorporate parenthetical documentation into their research
• use a scanner

MODIFICATIONS

Based on I.E.P's, modifications may include:

• the use of a spell checker
• extended time
• spelling exemption
• the reading of text by another person
• separate location

UNIT SCHEDULE/TIME PLAN

The Personal Odysseys and Everyday Heroes unit is designed to be completed in thirty days. For individual daily schedules, refer to the Learning Experiences section of this Learning Unit. The length of each class is approximately 40 minutes, though the unit can be easily adapted for other types of scheduling.

TECHNOLOGY USE

Students will use a computer for:

• Word-processing
• Internet research
• Optional PowerPoint presentations
• CD Newsbank research
• Online catalog research

Students will also use a scanner.

ATTACHMENTS

Early Greek Mythology - Version 1

In the beginning, there was Chaos, vast and dark. Then appeared Gaea, the deep breasted earth and Eros, "the love which softens heart."

From Chaos was born Erebus and Night, who uniting, gave birth in turn to Ether and Hemera, the day.

Gaea bore Uranus, the sky crowned with stars, whom she made her equal in grandeur, so that he entirely covered her.

Gaea united with her son Uranus and produced the first race, the Titans (the first divine race, the name comes from a Cretan word which meant "king"). In Greece, the Titans were honored as the ancestors of men. To them was attributed the invention of the arts and magic.

Six Male Titans:

Oceanus, Coeus, Hyperion, Crius, Lapetus, Cronus

Six Female Titans:

Theia, Rhea, Mnemosyne, Phoebe, Terthys, Themi

The Titans then gave birth to the Cyclopes: Brontes, Sterope, and Argos, and three monsters: Colltes, Briareres, and Gyges. From their shoulders sprang 100 invincible arms and above these powerful limbs rose 50 heads attached to their backs.

Uranus thought his children were horrible, so he shut them up in the depths of the earth. Gaea was sad, but thought of a plan. Cronus, her son, was the only one that would help her. While Uranus slept, he drew out a sickle and cut off his father's genitals and cast them into the sea. From the blood that fell on the ground came the Furies, monstrous giants, and the ash-tree nymphs. The debris which floated on the surface of the waves broke into a white foam, from which was born a young goddess, Aphrodite, the goddess of love, fertility, and beauty.

When Uranus was reduced to impotence, Cronus liberated his brothers, the Titans, with the exception of the Cyclopes and the Hecatoncheues, and became chief of the new dynasty. Under his reign, the work of creation continued. Cronus married his sister Rhea, who gave him three daughters -- Hestia, Demeter, and Hera -- and three sons -- Hades, Poseidon, and Zeus. He was afraid that one of his children would take over, so he swallowed them as they were born. Rhea hid the child Zeus, and gave Cronus a rock to swallow instead.

When Zeus was a man, he got a goddess to give Cronus a potion which made him vomit up the rock and the other children. Cronus was driven from the sky and cast to the depths of the universe. Zeus took over and the era of the Olympians now began. He then married his sister Hera.

The Titans were jealous of the new gods and tried to gain power again. Many attacks were launched on Mt. Olympus, home of the gods.

Early Greek Mythology - Version Two

Long, long ago in Ancient Greece, people believed that the world was created out of swirling clouds by the mating of Gaea and Uranus. Their first children were three horrible creatures with fifty heads and one hundred arms, and three one-eyed Cyclopes who were taller than mountains. Uranus hated them, and three them into the pit of Tartarus, the underworld.

Gaea then bore twelve beautiful children, the six Titans and their sisters the Titanesses. Prometheus, one of the Titans, was very wise; his name means "forethought." Other Titans were Epimetheus, whose name means "afterthought," and Cronus.

Gaea was not happy that her first children were thrown into Tartarus. She made a sickle of the hardest adamant, and convinced Cronus to overthrow his father. Cronus defeated Uranus, but did not free his monster brothers. He married his sister Rhea, but was afraid her children would defeat him just as he had done to his father. As the first five were born, he swallowed them whole. Since they were immortal, they did not die, but grew up in Cronus' stomach.

When the sixth child was born, Rhea named him Zeus and hid him away on a mountain on the island of Crete. Then she wrapped a rock in a baby blanket and gave it to Cronus. He was in such a hurry to swallow it, he did not notice.

Zeus grew up on the mountain, raised by nymphs and a she-goat whose horns dripped nectar and ambrosia. This was the food and drink of the gods. When fully grown, he learned the full story of all that went on before. This made him angry and determined to defeat Cronus.

Some say Zeus pretended to be a doctor, and gave Cronus a medicine he said would make him rule forever. But the medicine made Cronus so sick he threw up the children he had swallowed years before. They joined their brother Zeus in a battle against Cronus and the other Titans that nearly destroyed the universe.

Mythology Research Project

1. Using at least three sources, fill in ALL of the facts concerning your character on the attached sheet. Only one source may be a general encyclopedia. Be sure to keep a running Search Strategy and Works Cited and to record parenthetical documentation for each fact.
2. Read stories about your character. Choose one story or adventure to summarize in your own words. Plagiarized information will receive a 0. Be sure to record the sources you read from in your Works Cited.
3. Find a picture of your character to use as a guide for your own illustration. Be sure to record the source in your Works Cited.
4. Prepare a proper Works Cited for all the sources you used to complete this task.
5. Mount your fact sheet, story summary (with parenthetical documentation) and illustration on the front of a posterboard. Make the display as attractive as possible.
6. On the back of your posterboard, mount your Works Cited sheet and your Search Strategy sheet. Write your name on the back of the posterboard as well.
7. Turn in your completed poster.

About the Search Strategy Sheet…

Search Strategy is how you go about finding information. Like a good detective, you want to be thorough and quick. Information you find in one source may give you new leads as to other sources available. For example, if you were completing an author research project and you discover that your author is from England, you would probably want to look in British Authors for additional information. Always use the index of a general encyclopedia because you may discover that your author has an alias or has been written about in entries other than his/her name. A search strategy sheet is a map of your research. It shows where you looked and what you looked under.

Mythological Character Sheet

Name of Character: _______________________________

Family Background

Mother -

Father -

Children -

Important Traits/Features:

Physical:

Personality:

Connection to the gods:

Problems or Conflicts faced:

Resolution to problems or conflicts:

Other Interesting Facts:

The Odyssey - Study Guide

1. The ______________ are a race of people who have no interaction or conflict with one another.
2. ______________ drags his men back to the ship and tries to bind them beneath the _________________.
3. The _______________ are barbaric shepherds with no laws or justice.
4. The Cyclops has _______ eye(s).
5. ____________ men were chosen by Odysseus to explore the Cyclops' cave.
6. Odysseus took with him a ____________ filled with ___________.
7. The __________ was so potent and delicious that no man could ______________.
8. Within the Cyclops' cave stand crates of ___________ and pens crowded with ________________ and ________________.
9. The Cyclops sets a massive _________ to close the doorway of the cave.
10. After hearing Odysseus' explanation as to who he is and where he came from, the Cyclops seizes ______ of the crew members and _________ to the ground like helpless puppies. He then ___________ and lays down to rest.
11. Odysseus' plan to get revenge on the Cyclops is to _________________________________________________________________
12. After having his eye burned out by Odysseus, the Cyclops seeks help from ____________________.
13. The Cyclops says that ________ is hurting him, believing this to be __________________ real name.
14. After Odysseus and his men are safe aboard the ship, Odysseus _____________ Polyphemus and angers the son of _____________.
15. Polyphemus calls upon his father, _____________, to put a curse on Odysseus.

EXTENDED QUESTIONS - Answer on a separate sheet of paper.

1. Odysseus' men urge him to go back to the ship before the Cyclops returns and finds them in his cave. Is this good advice? Why does Odysseus insist on waiting for the monster to return? What does his desire to see the Cyclops show about his character? Do you think this trait is admirable? Why or why not?
2. Why does Odysseus call the Cyclopes arrogant and lawless, even though they "trust in the undying gods"? How is the Cyclopes' attitude toward strangers different from that of the Greeks, who were accustomed to being received with courtesy and hospitality? What actions of the Cyclops toward Odysseus and his men are most cruel and inhuman?
3. Odysseus' craftiness is clearly displayed in this episode. Where does he show himself to be exceptionally resourceful and clever? Identify three specific actions which show his ability to outwit his opponents.

*****

1. ___________ is a race of giants.
2. ____________ puts a spell on Odysseus' crew to ________________.
3. Circe warns of ___________________, __________________ and _________________.
4. It is better to face ______________ than ___________ because Odysseus will only lose _____________ men to _______________.
5. Odysseus shows the personality trait of _____________ in this episode.

EXTENDED QUESTIONS -- Answer on a separate sheet of paper.

1. Faced with a choice between Scylla and Charybdis, Odysseus does as Circe advises. From what happens when the ship passes between the two, do you think he made the right choice? Was he justified in his choice knowing this would mean sacrificing some of his men? Why or why not? Why is his choice the lesser of two evils?
2. What information about the dangers they must face does Odysseus withhold from his crew? Why does he do this? Do you think he has a right or a responsibility as a leader to do this? Why or why not?
3. Although Circe warns him of all that will happen, Odysseus is unable to ignore the Sirens' song or to save his men from Scylla. Is Odysseus less of a hero because of these failures? Why or why not?

*****

1. As punishment for killing the ________________, all but ____________ are drowned in a raging storm.
2. The goddess _____________ appears to Odysseus to ____________ him.
3. The ____________ refuse to leave Penelope's house.
4. The __________ plan to murder __________ to gain his inherited wealth.
5. Athena gives Odysseus the disguise of a ________________.
6. Athena goes to ____________ to find Odysseus' ____________.
7. ____________ sends a fair wind across the sea to help ____________ return to his homeland.
8. Odysseus is sheltered in the hut of _______________, his old and faithful ______________.
9. We know that the relationship between Telemachus and Eumaeus is close because Eumaeus ____________ to meet his master and ____________ him.
10. Odysseus says he is from ______________.
11. Eumaeus is sent to tell _____________ that ___________ is home from _____________.
12. ___________ comes in the form of a fair, tall woman and guards the door. ______________ sees her, but ______________ does not.
13. She tells Odysseus to tell Telemachus ____________ so they can plan the death of the _______________.
14. She gives Odysseus a new ____________ and ____________ which will make him look stronger, fairer, and younger.
15. Telemachus, upon seeing the changed stranger, thinks Odysseus is _____________.
16. When Telemachus discovers that Odysseus has returned, both begin to _________.
17. Odysseus tells Telemachus to return home and join the ___________. The _____________ will bring Odysseus in as a ____________ and together he and Telemachus will discover who is _____________ in Penelope's home.
18. The first to meet Telemachus at his home is ____________, his nurse.
19. _____________ is glad to see her _____________, Telemachus, because she thought he had been killed by the wooers.

EXTENDED QUESTIONS -- Answer on a separate sheet of paper.

1. Why doesn't Odysseus tell Telemachus who he is when they first meet? What might he want to find out about Telemachus? What kind of person does Telemachus show himself to be? Which of his actions reveal his character most clearly?
2. How do Odysseus and Telemachus plan to get rid of the suitors? As part of this plan, what does Odysseus caution Telemachus to be sure not to do? Why do you think Odysseus considers this part of the plan so vital?

*****

1. Odysseus' dog's name is ____________.
2. The dog has waited twenty years to see his master again. After he sees him, he _______.
3. Penelope hopes the stranger will have some news about her ____________.
4. Homer describes Penelope as being ____________.
5. Her trick is to weave a _____________. When it is finished, she will __________ a suitor to wed. Each night, when no one is awake, she _____________ the previous day's _____________.
6. To prove he has been with Odysseus, the beggar tells Penelope about a golden ___________ made up of a dog holding a ____________ in his jaws. He also talks about Odysseus' purple ______________.
7. The beggar tells Penelope that Odysseus is _____________ and ____________.

EXTENDED QUESTIONS -- Answer on a separate sheet of paper.

1. What does Penelope want to learn from the "stranger"? What does Odysseus want to learn from her? Which of them is more successful? Why?
2. Discuss two examples of trickery or scheming in The Odyssey. Tell what these schemes reveal about the characters who carry them out and about those who are tricked by them.

*****

1. The suitors summon ____________ to the hall and demand she choose one of them as her groom.
2. Penelope replies she will ____________ whoever can _____________ Odysseus' bow and _______________ through a row of twelve _____________.
3. ______________ attempts this feat and _____________.
4. With the help of ______________, Odysseus ____________ all of the suitors in a bloody fight.
5. _____________ recognizes Odysseus before the battle because of the _______ he had received from a wild boar.
6. Telemachus can't understand why Penelope remains so distant and uncaring toward ______________.
7. Odysseus tells Telemachus to leave so Penelope can _____________ to be sure ___________________.

EXTENDED QUESTION -- Answer on a separate sheet of paper.

1. When Penelope enters the hall, she is uncertain whether to go to Odysseus or to speak to him from a distance. Why does she feel so uncertain? Do you think she is sensible or foolish to hesitate? Why?

*****

1. Athena restores Odysseus' former ____________ appearance.
2. As part of the test, Penelope tells Eurycleia to make Odysseus' bed outside the ___________ he built. Odysseus says the task will be impossible since the bed is made from ______________.
3. Upon hearing this, Penelope __________ to Odysseus and _______________.
4. She explains that she had to be very careful about believing all strangers because she feared they would ____________ her.
5. Penelope thus gazed upon her ____________.

EXTENDED QUESTION -- Answer on a separate sheet of paper.

1. In the opening lines of The Odyssey, Odysseus describes himself as well known for his "cunning plans." In other translations of the work, this adjective has been translated as sagacious, strategic, wily, guileful, and even deceitful. Check the meanings of each of these words in the dictionary. Which word best fits Odysseus? Why? Which of these words has a favorable meaning? Which unfavorable? If you were translating The Odyssey, which word would you use to describe Odysseus? Why?

Peer Edit Form

Name of Writer: ________________ Name of Editor: _____________

1. Identify and write the paper's thesis statement (word for word):

2. Does the introduction contain the title and author? ___yes ___no

3. Identify and write the topic sentence of the first body paragraph (word for word):

• Identify three details used by the writer to support his/her topic sentence.

a.

b.

c.

• Does the information in the first body paragraph address the thesis statement?

___yes ___no

• Identify and write the Transitional Sentence that begins the writer's second body paragraph (word for word):

• Identify three details used by the writer to support the thesis in body paragraph two.

a.

b.

c.

1. Does the essay have a conclusion? ___yes ___no
2. Does the essay simply contain plot summary without addressing the thesis statement?

___yes ___no

10. Additional comments for the writer:

11. Mechanical concerns (spelling/punctuation/sentence structure/form):