World Lit: Troy, Death of Hector comparison


  • ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia
  • ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Georgia
  • ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Georgia
  • ELAGSE11-12RL6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Georgia

Learning Target
Students will analyze the Death of Hector as presented in Troy and The Iliad and compare the two in preparation for an essay.

Opening Session
Let’s recap – tell me about Hector’s death! How did he die in the book? In the movie? In your presentations from yesterday? Why were the versions different?

Work Session
Grab a sheet of paper and let’s make us a Venn diagram! We’re going to compare and contrast the two versions of the Death of Hector we’ve studied in class. However, rather than just listing the differences and similarities, after each one we’re going to examine and discuss WHY it was changed or left the same.

Closing Session
To close out the day, I want everyone to write me an introductory paragraph, including a claim (thesis statement) for the essay you’ll be writing in-class tomorrow.

Formative (class discussion)

Process (learning style); Interest (movie vs book)

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