Tag Archive for homer

Greek Mythology: The Iliad Day 2

Goals for the Week:

  1. Understand the mythology of the Trojan War.
  2. Understand the plot and characters of Homer’s Iliad.
  3. Complete the Iliad Character Research Prompt.

Today’s Checklist:

  1. Understand the plot of Homer’s Iliad
  2. Consider what’s history and what’s mythology
  3. Begin to grapple with the language of Homer

Your assignment for this week!

This week you will:

Today’s Lesson!


  • 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.

Learning Target: 

I can understand a broad overview of The Iliad by reading summaries of the text so that I can look more in-depth at the most important parts of the text.


Let’s start today by talking about history!

So, whenever I teach The Iliad, the first question my students as is “Did this really happen?” and the answer is….well…maybe kinda?

It depends on what you’re asking.

  • Did a guy named Achilles really exist? ¯\_(ツ)_/¯
  • Did the city of Troy really exist? yes!
  • Was there a Trojan War like Homer described it? There was probably a war, but we don’t know if it was like Homer described.
  • Was there a Trojan Horse? ¯\_(ツ)_/¯

We have a lot more questions than answers. But one thing we do know is where Troy is supposed to have been:

For more info on what’s history and what’s mythology, read this article, “The Fall of Troy: The Legend and The Facts”. And you can check out this short TedEd video on the archaeological pursuits to find Troy!

Work Session: 

The goal today is for you to get a basic understanding of the plot of The Iliad. To do that, I’m going to give you a few resources to look into. Choose one to read. The others? Give them a cursory glance. Skim them. At least look at the pictures.

Closing Session:

Let’s sum up what happens in The Iliad with a video, shall we? Check out this rendition from CLEAN Classics Summarized on YouTube!

PS – we will have a ZOOM MEETING on Thursday at 11am! This is optional, but we are looking forward to seeing your smiling face on the camera, so please try to come!

Looking Ahead: Tomorrow’s Checklist

  1. Understand Hector’s death in The Iliad
  2. Consider various interpretations of Hector’s death scene in various media.
  3. Prepare for Thursday’s Zoom meeting!

World Lit: Hector’s Death Skits


  • 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)

World Lit: The Death of Hector


  • 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, comparing it to the interpretation they saw in Troy.

Opening Session

Check out this student-created video summary of The Iliad:

Work Session
READING TIME! Grab your copies of The Iliad and read from book 22, The Death of Hector. You can read with your groups or independently if you prefer.

We are going to pause throughout the reading and talk about what’s going on, read some parts out loud, and generally do some deep analysis of this reading. This is the part of the story where Achilles kills Hector, so it’s kind of a big deal.

Closing Session

  1. incense
  2. plunder
  3. sacrosanct
  4. harrow
  5. bereft
  6. brazen
  7. wreath
  8. loiter
  9. impulse
  10. spurn

Formative (discussions, notice and wonder, comprehension questions)

Process (scaffolding, annotated text)