Goals for the Week:
- Read and understand the stories of Pandora and Narcissus.
- Finalize all work for the semester!
- HAVE A GREAT SUMMER!!
- Go through the Nearpod Lesson on Pandora and Narcissus
- Read and understand the stories of Pandora and Narcissus.
- Write a paragraph comparing and contrasting the two stories.
- 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.
I can read and understand the myths of Pandora and Narcissus so that I can write a paragraph comparing and contrasting the two.
Check out the “What’s in the box?” video embedded in the Nearpod lesson below! 🙂
Complete the paragraph writing activity in the Nearpod lesson. And…that’s it! You’re done!!
Looking Ahead: Have a great summer!
Congratulations, you have completed the strangest semester I have ever had the pleasure to teach! I hope everyone stays safe and sane, and I cannot WAIT until this is all over and we can return to school as normal – hopefully in August!
Please come by and see me next year!! I’ll miss you all 🙂
Goals for the Week:
- Understand the mythology of the Trojan War.
- Understand the plot and characters of Homer’s Iliad.
- Complete the Iliad Character Research Prompt.
- Understand the plot of Homer’s Iliad
- Consider what’s history and what’s mythology
- Begin to grapple with the language of Homer
Your assignment for this week!
This week you will:
- 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.
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!
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.
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
- Understand Hector’s death in The Iliad
- Consider various interpretations of Hector’s death scene in various media.
- Prepare for Thursday’s Zoom meeting!
- ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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
Students will analyze a piece of artwork using the OPTIC strategy and compare the heroes Achilles and Hector.
We’re going to start today by finishing up book 1 and going over the reading comprehension questions you answered yesterday, so grab your packets!
Look at the piece of artwork I have on the screen – it’s called “Achilles Slays Hector” by Peter Paul Rubens. While you look at this, I am going to play a song called “Cry of Achilles” by Alter Bridge. As you look and listen, write down whatever comes into your head – thoughts, feelings, things you notice about the picture, anything!!
Take a look at this OPTIC handout I’m handing around – you might also notice this is on a poster in the room 🙂
We’re going to use the OPTIC strategy on the wall and go through it as a class. We’ll discuss what we see and why we think the author made those specific choices.
To end the day, I want you guys to write me a paragraph for an exit ticket: Who do you think is more admirable, Achilles or Hector?
Formative (OPTIC write ups, paragraphs, class discussions)
Process (scaffolding, learning style)
- 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)
- ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Georgia ELA
- ELAGSE9-10SL3 Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Georgia ELA
Students will continue listening to an overview of the Iliad and practice taking notes from the lecture.
Review from yesterday! Can anyone summarize what we heard about in yesterday’s Iliad story time?
We’re continuing the Iliad story time today! Again, I’ll be telling the story to first block, and Ms. Hannah will take up the storytelling mantle in 3rd block.
Continue to take notes – this is important stuff and you’ll need it as we get into the actual text of The Iliad tomorrow!
Let’s end the day by going back to the KWL chart we made yesterday at the beginning of the class and filling in the Learned section. I’m excited to hear what everyone’s favorite part of the story was!
Formative (Note taking, participation, KWL)
Process (learning styles, scaffolding)