World Lit: Troy!


  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA
  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA

Learning Target
Students will analyze the movie Troy and consider the director and producer’s artistic interpretations of The Iliad.

Opening Session
We’re going to be continuing the movie we started yesterday, with the goal of getting to 1:50 into it. That means we need to get right down to it!!

If it looks like we have time to do it, I wouldn’t mind you guys doing a little anticipatory paragraph. Remembering what you saw yesterday, consider how the directors and producers have chosen to interpret the characters in The Iliad and write for me what you think will happen today.

Work Session
Our entire work session will be watching Troy, which is available on Netflix if you are reading this from home 🙂
Here’s the IMDB on the movie!

Closing Session
Close the day by revisiting your paragraphs from our opening session. Were you surprised at some of the choices the directors made? Why or why not?

Formative (paragraphs, class discussions)

Process (learning styles); Interest (high-interest movie)

Leave a Reply