- ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
- ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
- 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
- ELAGSE9-10RL6 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
Students will read the beginning of The Iliad and answer reading comprehension and analysis questions.
Vocab!!! Take ten minutes to look up these words, then we will unpack them together 🙂
Afterward, I’m going to give everyone a one page section of the “Achilles and Priam” portion of The Iliad. I would like for you guys to work on translating the poem, line by line, into modern English.
You should be working by yourself on this activity, but I’ll help out by translating the first stanza for you. This will be GRADED, so make sure you do it well! This is a really important assignment, because if you can’t understand what these lines are saying, you’re going to have a really hard time reading the rest of the poem.
Next up, let’s read The Rage of Achielles and Hector Returns to Troy. I would like you to answer the reading comprehension questions at the end of the section.
We also need to briefly discuss the concept of in medias res, or, “in the middle of things.”
Let’s close out the day by sharing something we found interesting in the reading today. I know the language is hard, but it’s a pretty cool story – what did you like reading?
Process (scaffolding) Interest (high-interest mythology text)