Tag Archive for the iliad

World Lit: Book 22, The Death of Hector

Standards

  • 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
  • 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

Learning Target
Students will read and analyze “The Death of Hector” from The Iliad.

Opening Session

It’s Vocab Review time, and we’re playing KAHOOT!!

We will spend ten minutes doing a Kahoot game with the vocabulary words from this week. YOUR QUIZ IS ON THURSDAY!!! (and tomorrow is a half day, so we won’t have much time together!)

Work Session

We’re continuing to read The Iliad today! Our goal for today is to read through all of Book 22, which contains the most important scene of the whole book: Hector’s death.

We will be using the same reading strategy we used with “Two Kinds,” where we will alternate paragraphs between the teacher and a student. While reading her paragraphs, Ms. Hannah will walk around and tap someone on the shoulder. If you get tapped, it’s your turn to read! You’ll take the next paragraph, and then Ms. Hannah will pick it back up. This way, you will have a little bit of warning if you’re reading next, but also, you can’t just look ahead and memorize your passage.

As we read, we will stop and talk about what’s going on, and even do a little bit of reenactment!

Reading The Iliad book 22 will take approximately 55 minutes of class time, from 11:50-12:45.

If we finish early, students should begin work on Critical Reading questions 1, 2, and 3 (on the last page of the packet). These questions will be completed and due after we finish reading book 24 on Friday.

Closing Session
Close with a “notice and wonder” for today! Write down two things you NOTICED while reading, and two things you’re WONDERING about. (11 minutes, 12:45-12:56 [lunch bell])

Assessment
Formative (discussions, notice and wonder, comprehension questions)

Differentiation
Process (scaffolding, annotated text)

World Lit: The Iliad, book 6!

Standards

  • 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
  • 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

Learning Target
Students will read book 6 of The Iliad and demonstrate their knowledge by completing reading comprehension questions.

Opening Session

Last week we read book 1 of The Iliad. Can anyone give me a recap of what happened during Friday’s reading? We will take a few minutes to review the material from last week so you know where we are going into book 6 🙂

Work Session

Ms. Hannah and I will pass out the Book 1 and 6 packets! We are going to continue reading aloud today using the same strategy we have been, where we alternate paragraphs between a student and the teacher.

After we finish reading book 6, you will need to answer the Critical Reading questions at the end of the packet.

Closing Session

Let’s end today by setting up for tomorrow’s opening session! By popular demand, we’re going to be playing KAHOOT!! You will need to get the Kahoot app on your phone and make sure that you know how to operate it. If you don’t have a phone, you’ll need to be proficient with logging onto the Kahoot website and using it from one of the laptops. Get ready to KAHOOT!!

Assessment
Formative (discussions, notice and wonder, comprehension questions)

Differentiation
Process (scaffolding, annotated text)

World Lit: Greek Hero Story!

Welcome to your next writing assignment! We will be working on this story between now and Thursday, with a brief interruption somewhere in there for Career Cruising 🙂

Standard: 

ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Learning Target: I can compose a research-based story about a Greek or Trojan hero.

Opening Session: VOCAB!

  1. Anguish
  2. Bravado
  3. Dauntless
  4. Folly
  5. Illustrious
  6. Rabble
  7. Succor
  8. Vex
  9. Vindictive
  10. Quell

Work Session: 

We’re going to start a new essay today! This one should be pretty fun, I hope. I want you to grab a laptop and do some research one a character from the Trojan War, then write me a story about that character’s adventures during the war. I’ve listed several for you to choose from. Although your story should be fictional, you should base on research about that character – for example, Cassandra has prophetic visions that no one believes are true (but in fact they are 100% accurate). If you write about Cassandra, you should include her gift of prophesy and her curse that no one believes her.

Choose one of the following:

  • Greeks:
    • Agamemnon, King of Kings
    • Ajax, Second Best Greek Soldier
    • Clytemnestra, Agamemnon’s wife
    • Diomedes, another awesome Greek soldier
    • Helen
    • Hermione, Menalaus’s and Helen’s daughter
    • Iphigenia, Agamemnon’s daughter
    • Neoptolemus, Achilles’s son
    • Nestor, oldest warlord
    • Philoctedes, slayer of Paris
  • Trojans:
    • Aeneas, Hector’s second cousin and one of the survivors of Troy
    • Andromache, Hector’s wife
    • Cassandra, Priam and Hecuba’s daughter, Hector/Paris’s sister
    • Deiphobus, Hector’s brother (the one Athena pretended to be)
    • Hecuba, Priam’s wife
    • Helen
    • Oenone, Paris’s first wife
    • Polyxena, Hector’s sister who almost married Achilles

In a well-organized story of about 750 words, depict a scene from the Trojan War starring your chosen character. You should not try to tell me the whole epic story of the ten year war – you can’t do that in 750 words. Instead, you should choose a single scene from the war and show your character in that scene. Your story should include dialogue, sensory language, action, and character development.

Closing Session:

Trade laptops with a friend and read each others’ stories! Give some constructive feedback on how things could improve.

AssessmentSummative (stories will be graded)

Differentiation: Interest (choice of character)

World Lit: The Death of Hector Essay, day 2

Standards

  • 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
  • ELAGSE9-10RL3 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

Objective
Students will be able to analyze the similarities and differences in the two artistic representations of the Death of Hector we have studied as a class.

Opening Session
Grab your essay and read over what you wrote yesterday. Consider where you might change or add things, then let’s get to writing!

Work Session

Your goal today is to finish your essay in which you compare and contrast the two Deaths of Hector we have read/watched in class. In a well organized essay of about 500 words, consider the two artistic interpretations of Hector’s death. What was emphasized or absent in each treatment? Why do you think that is? Why did the directors of the movie Troy choose a much different way for Hector to die than what happened in The Iliad?

Your essay should explain the differences in the two scenes AND (more importantly) analyze WHY they are so different.

You’ll have all day in class to work on this. It needs to be turned in by the end of class.

Closing Session
Read your essay out loud to yourself and give it a final proofread, then turn it in!

Assessment
Summative (Essay)

Differentiation
Process (scaffolded essay prompt) Product (varied lengths as needed)

World Lit: Troy!

Standard: 

  • 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.

Learning Target: I can analyze a film adaptation of The Iliad and consider its differences from the original text.

Opening Session: I need to collect those permission forms!

Work Session: All day today and tomorrow we are going to watch the movie Troy, which was made in 2004 and directed by Wolfgang Petersen. We will need the entire class period, both days, to get through this epic movie!

Here is the IMDB on the movie:

https://www.imdb.com/title/tt0332452/

Closing Session: Share out! Let’s summarize what we watched today and where that brings us in The Iliad story.

Assessment: Formative (Class discussions)

Differentiation: Process (learning style)