Tag Archive for myths epics legends

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)

World Lit: Iliad Story Time, Day 2

Standards

  • 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

Learning Target
Students will continue listening to an overview of the Iliad and practice taking notes from the lecture.

Opening Session
Review from yesterday! Can anyone summarize what we heard about in yesterday’s Iliad story time?

Work Session
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!

Closing Session
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!

Assessment
Formative (Note taking, participation, KWL)

Differentiation
Process (learning styles, scaffolding)

World Lit: Iliad Story Time, day 1!

Standards

  • 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

Learning Target
Students will hear an overview of the Iliad and practice mindful note-taking as they listen.

Opening Session

Let’s make a quick KWL chart! Has anyone studied Greek mythology before? Maybe The Odyssey? We’ll do a KWL chart together on the board, filling in the Know and Want-to-know sections now.

Work Session

It’s Iliad Story Time!

This is one of those units where you really need to have a lot of background information going in. Fortunately, this is stuff that was meant to be told aloud, as a story. So I’m going to narrate the background leading up to the story of the Iliad while you guys are taking notes. I have a copy of the notes as well, which you can read right here:

The Iliad Story Notes

My third block, Ms. Hannah will be relating the story! You should be taking notes while I do so.

Closing Session
To close out the day, let’s do a quick think-pair-share. Think for a minute about the most interesting thing you heard today, then share with your neighbor. We’ll take a few volunteers to share out afterwards.

Assessment
Formative (note taking, participation)

Differentiation
Process (learning styles, scaffolding)

World Lit: Iliad Story Time, Day 2

Standards
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

Learning Target
Students will continue listening to an overview of the Iliad and practice taking notes from the lecture.

Opening Session
Review from yesterday! Can anyone summarize what we heard about in yesterday’s Iliad story time?

Work Session
We’re continuing the Iliad Story Time today! We will get to the end of the story today. Continue to take notes – this is important stuff and you’ll need it as we get into the actual text of the Iliad next week!

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.

You’ll have about fifteen minutes to do this at the end of class.

Iliad translation activity

Closing Session
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!

Assessment
Formative (Note taking, participation, KWL)

Differentiation
Process (learning styles, scaffolding)