May 29, 2012 - June 1, 2012 9th Grade Agenda

Weekly Agenda for 9th Grade Honors English
May 29, 2012 - June 1, 2012

Tuesday, May 29th:
Read Act 3, Scene 3 and Scene 4
Go over
Watch movies

Wednesday, May 30th:
Continue reading Act 3
Read Scene 5
Go over
Watch movies

Thursday, May 31st:
Act 3 Romeo and Juliet test and the vocabulary handout will be due when we are finished with Act 3

Friday, June 1st:
Begin reading Act 4

Please be aware that we will have a district assessment over literary analysis next week.  The district assessment and ROMEO and JULIET will act as your final.

MAY 14, 2014 - MAY 18, 2014 WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH MAY 14, 2012 - MAY 18, 2012

WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH
MAY 14, 2012 - MAY 18, 2012

Monday, May 14th:
Class meets during the traditional 6th period.

Continue to look for figurative language in Act 2, Scene 5 and Scene 6.
Pair up and write down and identify the figurative language in the above scenes and translate them.
Assign in HOLT HANDBOOK; Semi-colons; pages 441 - 443; exercise 4; this will be due on Thursday. 

There is no 4th period on Tuesday or Wednesday.

Thursday, May 17th:
Act 2 ROMEO and JULIET test is due today.  Go over in class.

Friday, May 18th:
Begin reading Act 3 in ROMEO and JULIET.

May 7, 2012 – May 11, 2012 Weekly Agenda for 9th Grade Honors English

Monday, May 7^th:

Homework is due today: HOLT HANDBOOK: Revising for Parallelism; pages 461 – 462, exercise 6

Read Act 2, Scenes 4 and 5; reading logs; discuss

Act out Scene 4: the Nurse, Mercutio and Benvolio scene

Assign ROMEO and JULIET ESSAY:

Prompt: Analyze Shakespeare’s metaphorical use of darkness and light  to reveal Romeo’s mood both before meeting Juliet and after.

This essay should be a minimum of three pages in length, typed, double spaced and in appropriate manuscript format.

This essay will be due on Wednesday, May 9^th.

Tuesday, May 8^th:

Briefly go over the CST packet in class.

For homework: HOLT HANDBOOK; Subordinate Clauses; pages 99 – 100; exercise 1; this will be due on Thursday, May 10^th.

Read ROMEO and JULIET; read Act 2, Scenes 5 and 6, and do reading logs.

The ROMEO and JULIET Act 2 Test will be due when we finish reading Act 2.

Wednesday, May 9^th:

The ROMEO and JULIET ESSAY is due today.

Finish reading Act 2 with reading logs

Thursday, May 10^th:

Briefly go over CST packet in class.

For homework: HOLT HANDBOOK; Adjective Clauses; pages 101 – 104; exercises 2 and 3; this will be due on Friday, May 11^th.

Collect and grade Act 2 Test

Friday, May 11^th:

Go over homework in HOLT HANDBOOK; Adjective Clauses; pages 101 – 104; exercises 2 and 4

Read ROMEO and JULIET; Act 3, Scene 1 and do reading log. Act out Act 3, Scene 1.

CST Preparation

Grammar Homework for the Week of May 7, 2012 – May 11, 2012

Prep for the CSTs

Revising for Parallelism:

HOLT’S HANDBOOK; pages 461 – 462; exercise 6

Subordinate Clauses:

HOLT’S HANDBOOK; pages 99 – 106;

Subordinate Clause: page 100; exercise 1

Adjective Clause: pages 101 – 104; exercises 2 and 3

Adverb Clause: pages 104 – 106; exercise 4

Run-on Sentences:

HOLT HANDBOOK; pages 441 – 443

Exercise 4

Semi-Colons:

HOLT HANDBOOK; pages 296 – 300, exercises 1, 2 and Review A; pages 457 – 458, exercise 4; page 532

Appostives:

HOLT HANDBOOK; pages 89 – 91, exercise 11

April 30, 2012 - May 4, 2012 Weekly Agenda for 9th Grade English

April 30, 2012 - May 4, 2012
Weekly Agenda for 9th Grade English

Monday, April 30th:
Go over CST prep on Consistency of Tenses
Read Chorus, Act 2, Scenes 1 and 2
Reading log

Tuesday, May 1st:
Homework is due today: HOLT HANDBOOK; pages 161 - 162; exercises 5 and 6; Verb tenses
Pass out Act 2 Open Book Test for ROMEO and JULIET
Go over Act 2, Scenes 1 and 2
For homework: Reread Act 2, Scene 2 and identify figurative language that refers to light.  Write the quotation, translate it into modern language, identify which type of figurative language (metaphor, personification, etc.) and then illustrate it.  Should have minimum of six examples.
Pass out quotation graphic organizer

Wednesday, May 2nd:
Share homework; gallery walk of work
Read Act 2, Scene 3
Reading log
Pass out Act 2 vocabulary handout

Thursday, May 3rd:
Read Act 2, Scene 4
Reading log
Work on Character/Emotion Grid Graphic

Friday, May 4th: 

Read Act 2, Scene 5
Reading log
Essay assigned: Write a 1, 000 word essay on Shakespeare's use of figurative language using the motif of lightness and darkness to detail the shift in Romeo's moods in Act 1 and Act 2 in ROMEO and JULIET.  This essay will be due on Wednesday, May 9th.

April 16, 2012 - April 20, 2012

Weekly Agenda for 9th Grade Honors English

Monday, April 16th:

Read and analyze Act 1, Scene 4

For homework:

Illustrate on clean drawing paper, four scenes from the "Queen Mab" speech by Mercutio.

Please be sure to color it and write the caption from the play underneath the illustrations (like a cartoon). This is for a grade. This will be due on Thursday, April 17th.

Tuesday, April 17th:

Read and analyze Act 1, Scene 5

Divide into groups of four and select a mini-scene within Scene 5 to act out.

For homework:

CST Review: Active and Passive Voice

Wednesday, April 18th:

Make masks!

Learn a dance!

Rehearse your scene with your group.

CST Review due today.

Thursday, April 19th:

Perform your scene. This is for a grade.

Friday, April 20th:

Act 1 Test is due today.

Go over test.

April 9, 2012 - April 13, 2012 Weekly Agenda for 9th Grade Honors English

April 9, 2012 - April 13, 2012

Weekly Agenda for 9th Grade Honors English

Monday, April 9th:

CST Review

Placement of Modifiers B; pages 97 and 98

For tonight:

HOLT HANDBOOK; "Dangling Modifiers"; pages 213 - 217; exercises 10, 11, 12 and Review; due Wednesday, April 11th.

Read ROMEO and JULIET; Act 1, Scene 2 and Scene 3

Reading logs

Tuesday, April 10th:

Go over HOLT HANDBOOK

Read ROMEO AND JULIET; Act 1, Scene 4

Reading log

Wednesday, April 11th:

HOLT HANDBOOK homework is due

Read ROMEO and JULIET; Act 1, Scene 5

Thursday, April 12th:

Make masks for Act 1, Scene 5

Assign scenes and act out Act 1, Scene 5

Friday, April 13th:

Finish acting out Scene 5

Act 1 test is due

Daily Agenda for 9th Grade Honors English

Monday, March 26th:

Act out Act One, Scene One

One group reads while the other group act the scene out.

Go over:

Iambic pentameter

Blank verse

Puns

Metaphors

Similes

Personifications

Allusions

March 19, 2012 - March 23, 2012

Weekly Agenda for 9th Grade Honors English

Monday, March 19th:

Assign Glossary A and Glossary B: Usage from the CST packet

Due on Tuesday, March 20th

Assignment:

Rewrite the district mandated exposition essay

Due Thursday, March 22nd

Must be three paragraphs

Must have thesis statement

Must include historical perspective on tattoos

Why people get tattoos

The change in reasons for getting tattoos from the past to the present

The drawback to getting tattoos

Watch the film ROMEO and JULIET

Tuesday, March 20th:

Go over the CST homework assignment

Go over the essay

Watch the film ROMEO and JULIET

Wednesday, March 21st:

Do Shakespeare Insults

Words and phrases from Shakespeare

Read and act out Act 1, Scene 1 from ROMEO and JULIET

Reading log for ROMEO and JULIET

Thursday, March 22nd:

Your Tattoo essay is due today.

Read and act out Act 1, Scene 2

Reading log for ROMEO and JULIET

Friday, March 23rd:

Read and act out Act 1, Scene 3

Reading log for ROMEO and JULIET

March 12, 2012 - March 16, 2012

Weekly Agenda for 9th Grade Honors English

Monday, March 12th:

Go over Friday's homework: HOLT HANDBOOK; "Correcting Sentences by Adding Colons"; pages 303 - 305; exercise 3

In PERSPECTIVES in MULTICULTURAL LITERATURE; "The Repatriation of Ishi, the Last Yahi Indian", pages 77 - 78; break into pairs and go over pages 79 and 80; discuss with class.

For homework:

Page 81; "Skills Practice:Synthesizing Sources"

Page 82; C. "Constructed Response": Write an essay that paraphrases the ideas of all three works ("Homecoming", "Wild as It Ever Was", "The Repatriation of Ishi") and explain how each writer's purpose differs from the others.

Tuesday, March 13th:

Shortened Day!

Begin the District Mandated Assessment for Exposition

For homework tonight:

PERSPECTIVES in MULTICULTURAL LITERATURE: pages 83 - 90;

Read pages 83 - 84; Before You Read: "Codes of Conduct" and Vocabulary Development

Read pages 85 - 89; "Codes of Conduct" and "After You Read".

Do page 90; Skills Practice: Style Analysis Chart

Do page 91; Skills Review: A. Clarifying Word Meanings B. Connotation and

Constructed Response: How does the author use an extended metaphor about cats and dogs to describe her upbringing?

The above will be due on Thursday, March 15th.

Wednesday, March 14th:

Continue with the District Assessment for Exposition

Don't forget homework

Thursday, March 15th:

Your homework from PERSPECTIVES in MULTICULTURAL LITERATURE is due today.

Continue with the District Assessment

Friday, March 16th:

Finish the District Assessment - No exceptions!

Go over homework from PERSPECTIVES in MULTICULTURAL LITERATURE

March 5, 2012 - March 9, 2012

Weekly Agenda for 9th Grade English

Monday, March 5th:

THE ODYSSEY Vocabulary Handouts, Books 5 and 9 are due

Work on THE ODYSSEY essay

Rough draft:

Introductory paragraph

Body paragraph

Conclusion

Must include at least five quotations from the text.

The essay must be at least 750 words.

This will be due on Tuesday, March 6th.

Tuesday, March 6th:

Collect essay today.

Your ODYSSEY reading log is due today! (Major grade!)

CST Review:

Capitalization

For homework: HOLT HANDBOOK; page 245; Exercise B: "Correcting Capitalization Errors in a Paragraph". This will be due on Wednesday.

Wednesday, March 7th:

The Exposition Chapter

Academic Vocabulary; pages 65 in PERSPECTIVES IN MULTICULTURALISM

Ambiguity: Students break into groups of three to demonstrate ambiguity

Irony: Students break into groups of three to demonstrate the three types of irony: situational, verbal, dramatic

Read pages 66 - 67 in PERSPECTIVES IN MULTICULTURALISM

"Before You Read" and create a chart for each source

Begin reading "Homecoming" by Richard Rodriguez

Thursday, March 8th:

CST Review: Colons

For homework: HOLT HANDBOOK; pages 303 - 305; Exercise 3; "Correcting Sentences by Adding Colons"; this will be due tomorrow, Friday, March 9th.

Read "Wild as It Ever Was" by Jeff Rennicke (page 73)

Read “Wild as It Ever Was” by Jeff Rennicke (page 73)

Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)

Discuss the time line of Ishi’s life

Pair up and discuss “After You Read”; share with class (page 79)

“Homecoming”

“Wild as It Ever Was”

“The Repatriation of Isi”

Create a chart “Synthesizing Sources” (page 81)

Friday, March 9th:

Go over last night's homework.

Finish up left over work form Thursday, March 8th.

February 27, 2012 - March 2, 2012

Weekly Agenda for 9th Grade Honors English

Monday, February 27th:

Present our scripts for THE ODYSSEY

Our Active/Passive Voice Grammar homework is due today; HOLT HANDBOOK; pages 163 - 167; exercises 7 and 8

Review "Capitalization" in the CST Review Packet

Finish for homework tonight

Tuesday, February 28th:

Our Unit 3 Vocabulary homework is due today; go over in class.

Review "Colons" in class today in the CST Review Packet; finish for homework tonight

Wednesday, February 29th:

Essay will be assigned today over THE ODYSSEY.

We will go over the essay format today.

Thursday, March 1st:

Review "A Glossary of Usage" in the CST Review Packet; finish for homework tonight

Continue to work on the essay today in class.

Friday, March 2nd:

Your essay on THE ODYSSEY and your reading log are due today.

Review "Placement of Modifiers B" in the CST Review Packet; finish for homework tonight

February 20, 2012 - February 24, 2012
Weekly Agenda for 9th Grade Honors English

Monday, February 20th:
No school today in observance of Presidents' Day

Tuesday, February 21st:
Field trip: CLYBOURNE PARK

Wednesday, February 22nd:
Break into groups and create screen play
Homework:
VOCABULARY; Unit 3; this will be due on Tuesday, February 28th

Thursday, February 23rd:
CST REVIEW
Continue working on scripts and rehearse
HOMEWORK:
HOLT HANDBOOK
"Active and Passive Voice"; pages 163 - 167; exercises 7 and 8; this will be due on Monday, February 27th.

Friday, February 24th:
CST REVIEW
Begin presenting the scenes.

Rewrites of the Books of THE ODYSSEY

Lists for the Rewrite of THE ODYSSEY

DEATH IN THE PALACE: Tatevik, Gabriella, Lloyd

CALYPSO: Brianna, Tia, Emillie

THE TEST OF THE GREAT BOW: Ilana, Ayana, Arpasorn, Tiaja

THE LOTUS EATERS: Nyallah, Beau, Hannah

CIRCE: Amanda, Armen, Kennedi

THE CYCLOPS: Cassey, Alejandra

Your job is to write a script in script format based on THE ODYSSEY. You are to modernize the story and set it in a contemporary American high school. Make sure you follow the plot of the original story and use the same characters, but set it in a contemporary modern American high school.

Please work on this on Friday, February 17^th in class.

Thank you,

February 13 - February 17, 2012 9th Grade Honors English Agenda

Monday, February 13th:

Read THE ODYSSEY: “Odysseus and Argos, the Dog”, “The Test of the Great Bow”,

Read and discuss

Individual Reading logs:

Brief summary

Vocabulary

Figurative Language

Break into groups:

Analyze one of the two stories we have read today for:

Theme:

How is the theme revealed through:

Character

Plot

Symbol/Motif

Figurative Language

Tuesday, February 14th:

Read THE ODYSSEY: “Death in the Great Hall”

Reading logs:

Brief summary

Vocabulary

Figurative Language

Break into groups:

Analyze one of the two stories we have read today for:

Theme:

How is the theme revealed through:

Character

Plot

Symbol/Motif

Figurative Language

Wednesday, February 15th:

Read THE ODYSSEY: “Reunion of Odysseus and Penelope”

Reading logs:

Brief summary

Vocabulary

Figurative Language

Break into groups:

Analyze one of the two stories we have read today for:

Theme:

How is the theme revealed through:

Character

Plot

Symbol/Motif

Figurative Language

Thursday, February 16th:

Break into groups of three

Choose one book from THE ODYSSEY

Turn the story from THE ODYSSEY into a modern day story set in a high school.

Friday, February 17th:

Continue working in your groups.

You will begin presenting on Tuesday, February 22nd.

Project Based Learning on Persuasion

Project Based Learning on Propaganda

Eight Minute Presentation Planning Form:

1. Significant Content: To analyze and identify the use of propaganda techniques in the electronic and print media.

The student will identify, collect and analyze examples of propaganda/manipulation techniques

The students will then choose two examples of propaganda devices: bandwagon, card stacking, etc. to create a ten minute script written by the students with evidence culled from print and electronic media illustrating the two propaganda devices. The students will then create their own commercial or political campaign illustrating the two propaganda devices they have studied.

2. 21^st Century Skills:

The students will collaborate in teams to gather, analyze, and synthesize information culled from print and electronic media. The students will then use this information to create, script and tape an informative video which will be followed by a creative script illustrating the two propaganda devices.

3. In-depth Inquiry:

How do the Media use propaganda devices to sway and manipulate behavior and opinion?

4. Driving Question:

We need to know how the media influences our choices, our opinions, and behavior through manipulation, propaganda and bias

5. Need to Know:

The students will need to know, identify and analyze the basic concepts of propaganda techniques.

The students will need to know how to analyze and synthesize the information and construct an informative script.

The students will need to know how to use these propaganda techniques to create their own commercial or political campaigns.

The students will need to know how to shoot, direct and perform the script.

6. Voice and Choice:

The students will be put into teams at the discretion of the teacher.

The students will bid on which devices they will work on.

The students will decide which ads and commercials to analyze.

The students will write the scripts, direct and tape the presentation.

The students will write an original script, which they will direct and act in.

7. Revision and Reflection:

The students will write a reflective essay.

8. Public Audience:

The class

Extending:

Divide the class into groups

Present each group with two samples of persuasive essays on opposite sides of a topic. Have the students analyze the writing and then write a persuasive/analytical essay on the two samples.

Extending:

Divide the class into groups of three

One student will be running for some sort of office (for example: class president) and develop a platform.

Second student will be campaign manager

Third student will be speech writer.

Each group will present a campaign speech.

Each group will write a rebuttal on the other’s campaign speech.

Each group will respond to the rebuttal.

January 23, 2012 - January 27, 2012

Weekly Agenda for Honors English

Homework:

Please do reading logs for THE ODYSSEY

The reading log should include:

A brief summary

Vocabulary: unfamiliar words with their definitions

Figurative Language: write the quotation

identify which figurative language is used

explain what is being described or compared to

Please do reading logs for the following books:

Telemachus: Book 1: A Son Seeks a Father (Packet)

Book 2: Telemachus Confronts the Suitors (Packet)

Book 3: The Visit to Nestor (Packet)

Book 4: The Visit to Menelaus and Helen (Packet)

Odysseus: Pages 652 - 654

Part 1: The Wanderings

"Calypso, the Sweet Nymph"

"Princess Nausicaa" (Packet)

"I Am Lertes' Son" (Pages 656 - 658)

"The Battle of Ciccones

"The Lotus Eaters"

This will be due on Tuesday, January 24th

Monday, January 23rd:

Holt Handbook; pages 101 - 104; "Adjective Clauses"; exercises 2 and 3 are due today.

Present the reenactment of "The Battle of the Ciccones" and "The Lotus Eaters".

Tuesday, January 24th:

Minimum Day

Read "Troy: It Casts a Spell"; page 659

For homework:

How does the third paragraph ("After five long years....") support the view that by the nineteenth century, few historians

believed in the existence of an ancient city of Troy? Write a short explanation detailing how the

paragraph supports that view.

How does the last paragraph ("In the 1990s, a fifteen year archaeological....") support the author's

view that Troy still casts a spell? Write a short explanation detailing how the paragraph supports

that view.

Wednesday, January 25th:

Share your short explanations on the two passages from "Troy: It Still Casts a Spell".

Pass out THE ODYSSEY Vocabulary and Homeric Similes Packet

Read The Cyclops

Reading Logs

Prepare a four column chart with the headings: "Clues in the Text"; "Own Knowledge"; "Prediction";

and "Actual Outcome". As we read, fill in the chart.

Thursday, January 26th:

Read "The Cyclops"

Fill in the four column chart as we read.

Reading logs.

Class discussion on metis (cunning intelligence) and bie or bia (violent might).

Class discussion on the olive pole as a symbol for Athena.

Friday, January 27th:

Act out "The Cyclops"

THE ODYSSEY Vocabulary and Homeric Simile packet is due today.

Read page 671, "Welcome: A Religious Duty"

Discussion regarding how customs reveal a culture's beliefs. How are these customs revealed in

everyday life?

For homework; due Tuesday, January 31st:

How do the details support the main idea in the essay, "Welcome: A Religious Duty"?

Week of January 17, 2012 - January 20, 2012

Monday, January 16th:

No school in observance of Martin Luther King's birthday.

Tuesday, January 17th:

Shortened day.

Present our Unit 4 vocabulary word studies

Wednesday, January 18th:

Finish the presentations of Unit 4 vocabulary word studies.

Continue reading THE ODYSSEY, "The Lotus Eaters"

Thursday, January 19th:

Please bring your grammar book to class today.

HOLT HANDBOOK; pages 101 - 104; The Adjective Clause; exercises 2 and 3

This will be due on Monday, January 23rd.

Continue reading THE ODYSSEY, "The Lotus Eaters"

Reading logs

Work on time line

Friday, January 20th:

Warm-up:

Pair up and write three sentences with adjective clauses using words from Unit 4 Vocabulary. We will have a gallery walk of your sentences.

Continue reading THE ODYSSEY

If we have time we will act out "The Island of the Ciccones" and "The Lotus Eaters".

Reading logs

Work on time line

Back to the Island of Circe

Back to the Island of Circe

Odysseus returns to the island of Circe after visiting the Land of the Dead

Circe gives further instructions to Odysseus on how to avoid the Sirens, get past Scylla and to avoid being sucked down by the whirlpool Charybdis.

Circe warns Odysseus about the Isle of Sirens which is where the Sirens live, hideous half-bird, half-women creatures who sing men to their deaths. Men who hear the beautiful singing of these wretched creatures will leap overboard to swim to the island to be closer to the music, but there they will die. The island is littered with the dried bones of those men who couldn’t resist the hideous creatures’ music.

Circe tells Odysseus that he should hear this music – he is after all Odysseus! - but that he should put beeswax in the ears of his men so they cannot hear. (Being ordinary men they would not be able to resist the Sirens’ music.) He should instruct the men to tie him firmly (to lash him) to the mast of the boat and if, while listening to the Sirens’ music, he is so overwhelmed by their seductive powers that he begs the men to untie him, then his men must tie him even more firmly to the mast.

Circe then warns him about the even more hideous Scylla. She has twelve legs, unjointed tentacles like an octopus. Scylla has serpent necks with six heads on each swaying neck. Each head has a mouth of triple serried teeth (like a knife).
Vocabulary:
Den: a cave where an animal or monster sleeps.
Abominably: So horrible as to be deserving of hatred.
Gullet: throat and esophagus (the tube that runs from the throat to the stomach).
From each ship she takes one man for each gullet.
Vocabulary:
Promontory: a high cliff overlooking a body of water.

Circe tells him that on the other side of the strait (narrow body of water between two land masses) lies Charybdis (Ka rib dis) which is a huge whirlpool that sucks down all the water three times a day and then vomits it back up (spews) like a geyser. Avoid it and stick as close as you can, Cire warns him, to the opposite side of the strait (close to Scylla) and away from Charybdis. Better you lose a few men than the entire ship.

Circe then warns him about the Island of Thrinakia, the Island of Helios, the sun god who sees all and hears all as he, in his chariot, drives his thundering steeds across the sky each day. Nothing escapes him. He keeps on his island cattle and sheep which he loves very much. These beeves and kine have never been born nor never die. Do not eat them, Circe warns Odysseus, for if you do you will meet certain death at the hands of the angry gods.

The Land of the Dead

The Land of the Dead

Heifer: a young cow before she has calved.
Ewe: female sheep
Vocabulary:
Assuage: to make better, to make someone feel better or to make a difficult situation better
Odysseus sacrifices animals to the dead. The Dead gather around eager to drink the warm blood of the sacrificed animals.
Flay: to skin
Sovereign: independent; ruler over oneself or a country
Odysseus slits the throats of the animals to attract Teiresias.
Rancor: ill will; anger
Implacable: unyielding; merciless
Scabbard: Sheath to hold a sword
Pommel: A rounded head on a sword or a saddle
Strait: a narrow stretch of water between two close bodies of land.
Teiresias tells him that Poseidon will keep him from returning home for many years.

The blind prophet tells Odysseus that he and his men will land on the island of Thrinakia, the island of Helios, the Sun God, who drives his chariot (the sun) across the sky each day and who sees all and hears all. Nothing escapes him. Helios has beeves and kines (cows and sheep) he is partial to. These animals have never been born nor will ever die. Teiresias tells him that his men will eat the animals which will enrage Helios. Helios will demand that Zeus send a lightning bolt to set fire to Odysseus’s ship, which will either burn the men alive or cause them to drown. All of them will die except for Odysseus who will drift for years alone, finally returning home on a boat no one will recognize, to his home ransacked and plundered by insolent men.
Vocabulary:
Insolent: rude, disrespectful to one of a higher position.
Bereft: a profound sense of loss; to feel pain as a result of a great loss
Teiresias warns him that his way home is fraught with peril for Poseidon is “not to be shaken from your track, implacable, in rancor for the son whose eye you blinded.”
Teiresias warns him about Thrinikia, the island of the Sun God Helios, and tells him not to eat of the beeves and kines (cattle and sheep) of Helios, those that have never experienced birth nor death. For if you do, then you will mee death at the hands of a vengeful god.

Teiresias tells him that his men will eat the cows and sheep of Helios and that they will be destroyed and only he will survive. He is told not to tell the men that they are going to die for he needs their cooperation in order to get home.
Moral dilemma.

Vocabulary:
Court: to woo, to flirt with in order to convince someone to marry him.
Oar: a paddle used to navigate a boat.
Winnowing fan: a farming device used to separate the outer covering of the grain.

He will be adrift for many years after the deaths of his men, and when he does finally return home he will be met by rogues and rude, insolent men who have been plundering his home and bothering his wife, Penelope to marry one of them.

After he kills them through stealth (trickery) or outright in battle, he must take an oar and walk inland far from the shore where men eat their meat unsalted (salt comes from the ocean) and he will know he has arrived at the right place for a farmer, mistaking the oar for a farming tool, will call it a winnowing fan. There Odysseus will plant the oar into the earth and then go home to carry out hecatombs (sacrifice of 100 cattle) for each god and goddess in the Greek Pantheon.

If he carries out the sacrifice to Poseidon as thanks for sparing him, then the gods will grant him an easy “sea borne death soft as this hand of mist” many years from now when he is “wearied out with rich old age” surrounded by his family and his loved ones.

In order to have a good death, Odysseus must give a sacrifice to Poseidon of hundreds of cattle.

Odysseus returns to Circe’s Island for further instructions.

Haiti is the name of the island country that has been devastated by the earthquake.
Hades is the name of the Greek underworld.