Tag Archive for the iliad

World Lit: Iliad OPTIC

If you need to catch up on reading The Iliad at home, here is the text we’re reading in class:

iliadbook1+6

If you missed a day or need a copy of the background notes we took, here they are:

The Iliad Story Notes

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
Let’s take a few minutes to finish up yesterday’s reading comprehension questions and review what happened in the story. Today, we’re going to be doing an OPTIC lesson, so we will pause in our reading in case you need to catch up at home 🙂

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? With whatever time we have left, we can watch the beginning of Troy, which we will continue tomorrow.

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

Differentiation
Process (scaffolding, learning style)

World Lit: From Book 1, The Rage of Achilles

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
Take a few minutes to finish up and turn in the translation activity, because you’ll really need a handle on the language as we go through The Iliad.

Work Session
Next up, let’s read The Rage of Achilles 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)

World Lit: Iliad Test

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
  • ELAGSE9-10RL5 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
  • ELAGSE9-10RL6 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 demonstrate their knowledge of The Iliad on a comprehensive unit test.

Opening Session
5 minute review! Ask any questions you need to so we can get right into our test!

Work Session
You will have the entire class period to work on your unit test. Good luck!

Closing Session
Unit feedback: I’m going to pass around some sticky notes. Please write down any feedback you have about this unit – what you liked, what you didn’t, what worked, what didn’t, and so on. You do NOT need to put your name on it. Stick them to the board on your way out!

Assessment
Summative (unit test)

Differentiation
Process (Scaffolding, accomodations as needed on test)

World Lit: from Book 24, Achilles and Priam

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

Objective
Students will read and analyze book 24 of The Iliad, completing critical reading questions at the end of the selection.

Opening Session
Clean Classics Summarized: The Iliad

Work Session
We’re going to finish reading The Iliad today! I am reasonably sure these copies are correct and not missing any pages, but you never know….so be on the lookout.

After we read the ending of the story together, I want to discuss it as a class briefly and recap what happens after it ends. You know, how the Trojan War ends and that sort of
thing.

Finally, we will finish out the day by working on the Critical Reading questions at the end of the selection. You will also have some time tomorrow to finish them up.

Closer
3-2-1: For a ticket out the door, consider the ending of The Iliad and write down 3 things you found interesting, 2 things that were surprising, and 1 thing you would have changed if you had been writing the story.

Assessment
Formative (Critical reading questions, class discussions)

Differentiation
Process (Scaffolding); Product (extended questions)

World Lit: 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 laptop and let’s pick up where we left off yesterday. I’ll quickly review MLA formatting again to make sure everyone is on the same page, and then you’ll have the rest of the day to finish your essay and turn it in!

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 uploaded to the class Google Drive by Tuesday, when you return from Labor Day weekend.

Closing Session
I’ll help you upload your essays!!

Assessment
Summative (Essay)

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