Tag Archive for ancient stories

World Lit: Greek Hero Story!

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: Share out! Who did you decide to write about and what did you think was particularly cool about that person?

Work Session: 

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.

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

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: Iliad/Troy 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 versions of the Trojan War 🙂

The Iliad vs. Troy

Wolfgang Peterson’s 2004 film Troy is a modern retelling of the story of the Trojan War. Homer’s Iliad is the authoritative story of the war, dating back to 700 BC. Although the movie and the book tell the same story, there are many differences between them. Your assignment is to write a 500-word (2 FULL pages) essay analyzing WHY the moviemakers changed parts of the book.

You might consider the following topics:

·       The presence or absence of the gods

·       Hector’s death

·       Patroclus and Achilles’s relationship

·       The portrayal of Bressius

·       Paris and Helen’s relationship

·       Menelaus’s death

Your essay should go beyond simply explaining the differences between the movie and the book. You should attempt to analyze WHY the moviemakers made specific changes to the story, considering what is emphasized or absent in each presentation.

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: Iliad/Troy Essay, Day 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
  • ELAGSE9-10RL3 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.

Activator

NEW VOCAB!!

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

Work Session

The Iliad vs. Troy

Wolfgang Peterson’s 2004 film Troy is a modern retelling of the story of the Trojan War. Homer’s Iliad is the authoritative story of the war, dating back to 700 BC. Although the movie and the book tell the same story, there are many differences between them. Your assignment is to write a 500-word (2 FULL pages) essay analyzing WHY the moviemakers changed parts of the book.

You might consider the following topics:

·       The presence or absence of the gods

·       Hector’s death

·       Patroclus and Achilles’s relationship

·       The portrayal of Bressius

·       Paris and Helen’s relationship

·       Menelaus’s death

Your essay should go beyond simply explaining the differences between the movie and the book. You should attempt to analyze WHY the moviemakers made specific changes to the story, considering what is emphasized or absent in each presentation.

Closer
Trade papers with a friend and give each other some constructive feedback 🙂

Assessment
Summative (Essay)

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)

World Lit: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!

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)