Tag Archive for myths epics legends

Greek Mythology: The Iliad, Day 4

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. Participate in a Zoom meeting with your teachers and classmates.
  2. Discuss your reactions to and understanding of The Iliad
  3. Complete this week’s character research assignment and prepare for The Odyssey next week!

Your assignment for this week!

This week you will:

Today’s Lesson!

Standard:

  • ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: 

I can participate in a Zoom chat with my classmates and teachers about The Iliad so that I can discuss my reactions to and thoughts about the story.

Activator: 

Refresh your brain on the story of The Iliad with this summary from CourseHero:

Work Session: 

Today we’re going to be hosting a Zoom meeting at 11am! Please join us – look for the link from your teacher over Remind at 10:45ish.

If you cannot join us on Zoom today, please try and connect with a classmate on your own to discuss The Iliad. Here are some ideas:

  • Host your own Zoom meeting at a more convenient time for you.
  • Facetime, Skype, or call a friend on the phone to discuss.
  • Talk about the story with your siblings or other family members over dinner
  • Make a shared Google doc and type your ideas there.

Closing Session:

Thanks for sharing your thoughts in our meeting today! Spend the rest of your work time today working on your character research assignment. I hope you enjoyed our week on The Iliad!

Looking Ahead: Next Week

  • Next week we continue Greek Mythology by studying Homer’s other epic, The Odyssey! Get ready for adventure!

Greek Mythology: The Iliad, Day 3

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

Your assignment for this week!

This week you will:

Today’s Lesson!

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 consider various interpretations Hector’s death scene from The Iliad so that I can analyze the importance of his death and why some versions change specific details.

Activator: 

Take a look at this painting! Use the OPTIC chart below the painting to analyze what’s going on here. You can click on the picture to open it up full size.

Achilles Slays Hector by Peter Paul Rubens

Fill in this chart (recreate it on your own paper) with your observations:

Overview: What do you see in this picture? What is your overall impression?
Parts: What different parts of the picture do you see? Consider characters, foreground, background, frame, etc.
Title: What is the title of this painting? How does the title relate to what is going on in the painting?
Interrelationships: How do the parts and title relate to the overall picture? Why are some things in the background? Why is there an owl flying around?
Conclusions: What conclusions can you draw from this painting?

Work Session: 

First, let’s read the full text of Hector’s death scene from The Iliad. This is about 14 pages long (but some of the pages have big pictures, don’t panic!) so I’ll draw your attention to an important quote:

Don’t talk to me of pacts.
There are no binding oaths between men and lions –
Wolves and lambs can enjoy no meeting of the minds –
They are all bent on hating each other to the death.
So with you and me. No love between us. No truce
Till one or the other falls and gluts with blood
Ares who hacks at men behind his rawhide shield.

Achilles says this to Hector as they prepare to enter into one-on-one combat. Hector has asked Achilles if the winner of the fight will promise to return the loser’s body to their family, and Achilles says absolutely not. This is kind of a low thing for Achilles to say – it’s VERY taboo and inappropriate for a winner of a fight to destroy or desecrate the loser’s corpse.

Of course, Achilles does win the fight, and after it’s over, he ties Hector’s body to his chariot and drags it around on the ground, which is a real jerk move. But Achilles is still SO ANGRY over his bestie Patroclus’s death, he clearly isn’t thinking straight.

After reading the original, let’s check out the same scene from the 2004 movie, Troy:

What is different in these two versions? Why do you think the filmmakers chose to change Hector’s death scene so radically?

Closing Session:

Take a minute to consider your feelings about Hector’s death and how Achilles killed him. You could argue this is the climax of the story, so it’s a very important part.

Respond: Describe your reaction to Achilles’s treatment of Hector after Hector’s death.

Don’t forget! We have a Zoom meeting to discuss The Iliad tomorrow at 11am! Look for the link from your teacher at 10:45ish!

Looking Ahead: Tomorrow’s Checklist

  1. Participate in a Zoom meeting with your teachers and classmates.
  2. Discuss your reactions to and understanding of The Iliad
  3. Complete this week’s character research assignment and prepare for The Odyssey next week!

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!

Standard:

  • 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.

Activator: 

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: Iliad Book 1, OPTIC

Standards

  • 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

Learning Target
Students will analyze a piece of artwork using the OPTIC strategy and compare the heroes Achilles and Hector.

Opening Session

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!

Work Session

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.

Closing Session
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?

Assessment
Formative (OPTIC write ups, paragraphs, class discussions)

Differentiation
Process (scaffolding, learning style)

World Lit: Iliad Translation and Book 1

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
  • ELAGSE9-10RL2 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

Learning Target
Students will read the beginning of The Iliad and answer reading comprehension and analysis questions.

Opening Session
Vocab!!! Take ten minutes to look up these words, then we will unpack them together 🙂

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

Work Session
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.”

Closing Session
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?

Assessment
Formative (questions)

Differentiation
Process (scaffolding) Interest (high-interest mythology text)