Tag Archive for roleplay

World Lit: The Death of Hector Play


  • ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.) Georgia
  • 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
  • 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

Learning Target
Students will put on a play to display their knowledge of the Iliad.

We’re going to start the day by watching a scene from Troy and discussing how the movie producers and directors transferred the story to the screen.

Work Session
I’m going to divide the class into 3 groups. Your groups will each put on a dramatic presentation of how they interpret the events that occur in the “Death of Hector” from the Iliad. You can use the movie as inspiration, but remember what we discussed and how your might modify or adjust to fit the screen.

With about fifteen minutes left of class, I’ll call each group up to perform for us. Yes, this is a quick turnaround, and we all know it, so don’t freakout about being unprepared for the stage 🙂

Let’s vote and discuss! Who was the best? Why?

Formative (plays)

Process (Scaffolding, learning style); Product (different media possible for the plays)

Role Play Tuesday


CCW4 – Georgia

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELACC9-10WHST9 – Georgia

Draw evidence from informational texts to support analysis, reflection, and research.


Learning Target

Students will write, produce, and role play Gilgamesh. They will review the story and remember key details from the text.

Youtube video example of student role play:


Work Session


firmament (noun):

old-fashioned or archaic form of boat

keel (noun):
the main timber (wood) that extends the whole length of the bottom of a ship

tiller (noun):
handle at the stern used to steer the ship

to despise (verb):  to feel contempt, scorn

abhor (noun):
to hate intensely with disgust

wroth (noun):

haunches (noun):
legs and loins of an animal or human

anomaly (noun):  deviation from the normal or common order or form or rule

sweet savor (noun): pleasant smell

eternal (adj.): lasting forever; without beginning or end

stupor (noun):
intellectual or moral numbness, loss of the power to feel

arduous (adj.):
difficult to accomplish

ecstasy (noun.):
Great happiness.

spite (noun):  is a mean or angry feeling that makes someone want to hurt another.

woe (noun):  great grief; trouble

Uruk (proper noun):  a city in ancient Mesopotamia where Gilgamesh was king.

archetype (noun):  a typical or normal example of something

foul(adj.):  covered with filth, very wicked, obscene

anguish(noun):  extreme distress of body or mind

Students will get into groups of 4 and start to write out their own Gilgamesh role play. They will have to write a five minute script that will be presented tomorrow.

Students will receive these guidelines:
1) Every group member must participate
2) Each group only needs one script. This script will be turned in for a grade at the end of class today.
3) If your group wants to modernize Gilgamsh feel free to do so, just don’t forget to follow the original plot!
4) Tomorrow you will be PRESENTING!!
Closing Session

Turn in the script
Assessment Strategy  

Grading/looking over the Gilgamesh script

Students are separated into chosen groups by the teacher.