April 21

World Lit Week 14: April 22-26

Oprah and Wiesel

Daily Opening Activities:

Writing Workshop-

  1. DGP (daily grammar practice) – DGP #8 CD-CX sentences
  2. “Vocab for Success”- Unit 10 Quiz  Friday 4/26

 

Monday: 

DGP #8 Day 1

Vocab Unit 10-bookwork

LG: Demonstrate comprehension by identifying and analyzing mood, imagery, figures of speech, conflict, plot events, POV, author’s purpose, tone and themes in Night text (RI1-6)

  • Figure of speech PPT Mini-lesson with PPT adding terms to SG notes
  • Matching activity and author study WS
  • Review  Visual Vocab
  • If time permits, Ticket In/Out the door : “Night Thoughts: Answer the Whys”  (30 pts. reading standards)

 

Tuesday:   SUBSTITUTE

  1. Visual vocab Assessment
  2. Timeline activity (handout)-Using given events and locations on the handout & butcher paper, students will demonstrate reading comprehension by creating a timeline of events.

Finish for homework

  1. If time permits, view Survivor story video clip from DVD “I am Still Here”

 

 

Wednesday: 

DGP #8 Day 2 & 3

Vocab Unit 10-bookwork

LG:  Demonstrate comprehension by identifying and analyzing themes in Night text (RI4)

Night summative Assessment Part 1- analyzing themes in Night text (50 pts RI4)

  • Discuss and demonstrate composing theme statements

    ( https://www.youtube.com/watch?v=rFCh-cgPops /PPT slide /handout)

  • With a partner, categorize textual evidence bank (handout) by theme
  • With your partner, analyze black and white photos discussing thematic representation & correlation to Night themes (laminated photos)
  • Students will create theme statement for Night citing evidence from the text and photograph for support with written analysis. ( GO handout)
  • Students will each create their own theme graphic organizer or poster

 

 

Thursday:  

DGP #8 Day

Vocab Review

Night summative Assessment Part 2- Argument Response Paragraph (70 points W1)

  • Independently read the editorial “Teen’s Auschwitz Selfie: Are We Now So Clueless?”  by  Pitts, Jr.
  • Circle unfamiliar words and define using context clues and underline main ideas
  • Think, do you agree with the author’s point of view that taking a smiling selfie at Auschwitz shows a lack of respect for the millions who died there? Or, do think the teens actions are perfectly acceptable?
  • Write an argument paragraph of no less than 10 sentences using textual evidence from the article to support your position as well as your thoughts and feelings after reading Night. (rubric)
  • Work on thematic posters from yesterday when finished

 

Friday:  

  • Unit 10 Quiz M/C and CX sentence writing (50 points to language standard)
  • Oprah’s interview with Wiesel (45 minutes)
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April 20

9th Lit Week 14: April 22-26

Planning your Week:

·        EOC  Extra Help Session before and after school in room 113

·        EOC “Words to Know” assignment -due Tuesday 4/23/18 Words to know student sheet-2caz94a

·        EOC Practice Extra Credit -due Monday April 29th

Daily Opening Activities:

  • Parallelism
  • EOC Language practice #13-16
  • MLA citation

 

Monday:   

Review MLA Citation/Works Cite (handout)

Parallelism Practice handouts (Springboard 1.4, 1.8, Grammar Bytes)

EOC Milestone Review

  • Reading Informational- narrative writing sample items #1-8 “Dragon Mythology” 23-28

HW:  Finish Dragon narrative

 

Tuesday:  Substitute

Students will work 45 minutes on USATest Prep and 45 minutes on assignments in two groups

Group 1 Group 2
USA TestPrep-Red Dot Assignment (instructions and sign-in cards) 1.     Work on EOC “Words to Know” (green sheet from last week) and turn in by end of class

2.     Finish  composing Dragon narrative from yesterday and turn in by end of class

3.     Extra Credit
 

Wednesday:

Review EOC “Words to Know” with PPT

EOC Milestone Review

  • Reading Informational–argument CEI writing Sample items #6-9 (2017)“Sojourner Truth” 45-47

HW:  Finish CEI paragraph

 

Thursday:

EOC Milestone Review

  • Intro using “Argument writing” PPT
  • Writing- Argumentative essay Item & Scoring Sampler (2018) “Step Away from the Smartphone”/”Getting Fit with Technology” pp. 20-28

HW:  USATestPrep Red Dots

 

Friday: 

  • EOC Language practice #13-16

EOC Milestone Review

  • Review essay from yesterday concentrating on prewriting and organizational strategies
  • EOC Pre-test packet
  • Watch tutoring on testing platform http://www.gaexperienceonline.com/
  • Practice test/platform familiarity for EOC Milestone in lab 417 Technology-enhanced items, students can log on to Experience Online: http://www.gaexperienceonline.com/. (The first five questions are set up to represent the evidence-based reading and writing section of the test.)
  • Grammar Bytes Parallel Practice #3 handout then check answers online http://www.chompchomp.com/structure03/structure03.htm
  • Complete any unfinished practice questions/essays
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April 14

World Lit: Week 13: April 15-19

We continue our study of Night

Daily Opening Activities:

Writing Workshop-

  1. DGP #7 CX
  2. “Vocab for Success”- Unit 10 (Quiz Friday 4/26)
  3. Quick Journal- see individual days for topics

 

Monday: 

DGP #7 Day 1

Vocab Unit 10- Intro words 1-6 with PPT & corresponding Check for Understanding pg. 109

Night LG:  Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4)

  • Review Night Visual Vocab
  • Continue reading/listening/analyzing Night pp 45-62 36 min. (Circle language related to darkness, night death, & decay used to covey the horrors- imagery & theme)
Create Theme Wall adding themes as we read
  • Survivor story video clip from DVD “I am Still Here”

 

Tuesday:  

DGP #7 Day 2

Vocab Unit 10- Intro words 7-12 with PPT & corresponding Check for Understanding pg. 109

Night LG:  Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4)

  • Continue reading/listening/analyzing Night pp 45-62 36 min. (Circle language related to darkness, night death, & decay used to covey the horrors- imagery & theme)
  • Review Night Visual Vocab
  • Start next section Night pp 63-80 if time permits

 

Wednesday: 

DGP #7 Day 3

Vocab Unit 10- bookwork

Night LG:  Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4)

  • Continue reading/listening/analyzing Night pp 63-80 (figure of speech & theme)
  • Complete Reoccurring language-Author’s Diction Analysis graphic organizer with partner
  • Survivor story video clip from DVD “I am Still Here”

 

Thursday:  

DGP #7 Day 4

Vocab Unit 10-bookwork

Night LG:  Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4)

  • Journal: Extended narrative (after pg. 78 The Choice):  Writing from the “Faceless one’s” POV, write about the evacuation or choice to stay.  What does he do?  What happens to him?.
  • Continue reading/listening/analyzing Night pp 63-80
  • Survivor story video clips (5-10 min) from DVD “I am Still Here”

 

Friday:  

DGP #7 Day 5

Vocab Unit 10- quick review

Night LG:  Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4)

  • Collect journals for writing grade (W10)
  • Continue reading/listening/analyzing Night pp 81-109 (Sequence of Events)
  • Survivor story video clips (5-10 min) from DVD “I am Still Here”
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April 14

9th Lit: Week 13: April 15-19

Planning your Week:

  • Vocab Unit 5 quiz on Friday. (Did you do your bonus flashcards?)
  • EOC  Extra Help Session before and after school in room 113
  • EOC “Words to Know” assignment -due Monday 4/22/18 Words to know student sheet-2caz94a
  • EOC Practice Extra Credit -due Monday April 29th BEFORE THE EOC

 

Daily Opening Activities:

Writing Workshop-

  1. DGP – #7 CX sentences and Complex Sentences Practice (PDF)
  2. Vocab for Success- Unit 4 (Quiz Friday 4/20)
  3. EOC Pre-test packet

 Khan Academy Complex Sentences

Monday:   

DGP – #7 Day 1

Unit 5 -bookwork

EOC Milestone Review LG ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone

  1. Create QHT of EOC terms
  2. Intro EOC “Words to Know” assignment (due Monday 4/22/18)
  3. Add tone/mood definition image to Survival Guide
  4. Read Ralph Helfer’s NF memoir “Fly Away” and create a web explaining how the author developed a humorous mood/tone in his autobiographical narrative.
  5. Compose constructed response explaining how Helfer developed a humorous tone. (timed writing)

 

 

Tuesday: 

DGP – #7 Day 2

Unit 5 –bookwork

10-15 minutes to work on Intro EOC “Words to Know” assignment

Finish “Fly Away” activities from yesterday

EOC Pre-test packet

 

Wednesday:

DGP – #7 Day 3/Add CX notes to orange Survival Guide Sentence notes.

Unit 5 -bookwork

Complex Sentence Practice (annotate and discuss front page) (PDF handout)

EOC Milestone Review- author’s tone and purpose

  1. Close read NF article “Mark Zuckerberg” completing graphic organizers
  2. Complete graphic organizer discussing author’s claim and tone

 

Thursday: ipads

DGP – #7 Day 4

Complex Sentence Practice #1

Vocab Unit 5- Kahoots Review Game

EOC Milestone Review

  1. Mark Zuckerberg nonfiction assignment and CEI paragraphs if needed
  2. Quick Review CD and CX with PPT note handout
  3. Sentence Manipulatives partner activity

 

Friday:

Vocab Unit 5 Assessment –M/C and sentence composing (50 pts. Language standard)

After quiz, independently work on Complex Sentence Practice #2 and EOC Vocab to Know

EOC Milestone Review

  1. MLA Citation mini lesson and handout with manipulatives

 

 

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April 7

9th Lit Week 12: April 8-12

“One Hand Gone, But Not His Spirit”

Daily Opening Activities:

Writing Workshop-

  1. DGP – #6 CD sentences
  2. Vocab for Success- Unit 5 (Quiz Friday 4/19)

 

Monday:   class desktops and student laptops/ipads

DGP – #6 Day 1

Vocab Unit 5 Intro words 1-6 and corresponding fill the blank exercise pg. 51

USATESTPREP.com EOC Benchmark (directions handout)

Romeo and Juliet Essay Rewrite with writing conferences

 

Tuesday:  class desktops and student laptops

DGP #6 Day 2

Vocab Unit 5Intro words 7-12 and corresponding fill the blank exercise pg. 51

Newslea Reading Skills Assignment

Finish Romeo and Juliet Essay Rewrite and work on any missing work

If time permits, begin working on vocab poster

 

Wednesday:  

DGP #6 Day 3

Vocab Unit 5-They are to create poster for assigned word using image and words clues/definition (do not write the word!)  Most will do on the computer but artistic students can hand draw (laminated cards)

LG: Read, analyze and draw inferences from NF article (RI 1, 2, 4)

  1. Anticipatory Activity: View Aron Ralston interview

    https://www.youtube.com/watch?v=D6zKipbWzg8

  2. After reading the first half together, independently close read 2nd half of NF article “One Hand Gone, But Not His Spirit” (RI 1, 2, 4)

 

Thursday:

DGP #6 Day 4

Vocab Unit 4- book work

Subject/Verb Agreement Error Test Prep Practice (handout)

http://www.shmoop.com/grammar/subject-verb-agreement/

https://www.youtube.com/watch?v=yEVhUEq6P1w  Video

Review NF article from yesterday finishing if necessary

EOC practice with 9th Lit GSE EOC Milestone Assessment Pre-test packet

 

Friday: 

DGP #6 Day 5 and Vocab- write CD sentence with vocab word

Sentence Error Test Prep Practice (handout)

https://www.youtube.com/watch?v=PLAU8LsRR6k

EOC practice with 9th Lit GSE EOC Milestone Assessment Pre-test packet

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April 7

World Lit Week 12: April 8-12

We begin our Night Unit

 

Night Resources:

http://www.oprah.com/world/Inside-Auschwitz (vocab help)

Daily Opening Activities:

Writing Workshop-

  1. DGP (daily grammar practice) – DGP #6
  2. “Vocab for Success”- Night vocab
  3. Quick Journal-see individual days for topics

 

Monday:

DGP#6 Day 1

LG:  Introduce and gain background knowledge of autobiographic narrative study Night

  • Anticipatory activity Listen/read to “I Believe” essay Wiesel at http://www.npr.org/templates/story/story.php?storyId=89357808
  • Journal PPT Night #1: respond to  the statement “This I believe”
  • Pre-assess background vocab of Holocaust and WW 2 with teacher made Kahoots
  • Intro to WWII video clip (5 minutes)
  • Intro Night with PPT
  • Intro Night Vocab (Visual Vocab & Packet of activities)

 

Tuesday:  

DGP #6 Day 2

Discuss Iliad Hero Argument Essay rewrite

Finish intro activities from yesterday

Night:  Demonstrate comprehension by identifying and analyzing mood, theme (RI1-6)

  • Begin reading/listening to Night pp 1-20 44 min. (theme: deception)
  • At the end of the section, review and discuss how the German’s were able to use deception to fool the Jewish people into submission using “A  Wolf in Sheep’s Clothing” handout

 

Wednesday:   

DGP#6 Day 3

Night LG:  Demonstrate comprehension by identifying and analyzing conflict (RI1-6)

  • Journal: Write about a time you were deceived by appearances
  • Intro Vocab section 2-3 (packet)
  • Review types of conflict with PPT (Students write down definition on green lit term notes)
  • Continue to read/listen to Night pp 21-43 47 min. (conflict)

If time permits, Survivor story video clips (5-10 min) from DVD “I am Still Here”

 

Thursday:  

DGP#6 Day 4

Night LG:  Demonstrate comprehension by identifying and analyzing conflict (RI1-6)

  • Explore rhetorical device- anaphora (handout)
  • Journal: Compose a free verse poem using anaphora as modeled by Wiesel’s “Never shall I forget” pg.32
  • Finish reading/analyzing Night pp 21-43 47 min. (Conflict & theme)
  • Group discussion Conflict handout: -on notes write examples of conflict found in Night
  • Survivor story video clip from DVD “I am Still Here”

 

Friday:  

Night LG: Demonstrate comprehension by analyze author diction and use of figurative language to enhance the mood, imagery and theme of night/darkness (RI4))

  • Finish conflict analysis if needed
  • Pre-reading Activity: Danger Web PPT and brainstorming and discussion (reactions & consequences)
  • Journal: Describe a time you felt in danger or afraid. Describe the situation and your response using imagery, vivid verbs.
Students create Theme Wall adding themes as we read
  • Begin reading/listening/analyzing Night pp 45-62 36 min. (Circle language related to darkness, night death, & decay used to covey the horrors- imagery & theme)
  • Survivor story video clip from DVD “I am Still Here”
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March 25

9th Lit Week 11: March 25-29

 

Time to write our argument essay!

Planning your week:

Daily Opening Activities:

Writing Workshop-

NoRedInk.com CEI and Lead-in practice: https://www.noredink.com/learn/assigned_practices/3623341

Vocab for Success Unit 4  (RAFT due Wed. 3/27)

Argument Writing Help

 

 Monday:   

Vocab Unit 4-RAFT

R&J Text message plot review

Intro Romeo and Juliet essay using “Argument writing” PPT and,  R&J essay prompt handout, Essay Outline handout  and CEI graphic organizer,

  • Read NF articles in prompt document and highlight any supporting evidence
  • Compose body paragraph topic sentences using CEI model

HW:  Vocab 4 Raft and finish CEI body paragraph

 

Tuesday: 

Vocab Unit 4-RAFT

Romeo and Juliet essay

  • Submit Journal
  • Finish composing body paragraphs
  • Add counter argument (GO)
  • If time permit, Monster Inc. example, compose intro and concluding paragraph

HW:  Finish CEI body paragraph and Counter Claim paragraph/ Vocab 4 RAFT

 

 

 

Wednesday:  

Submit Vocab Unit 4-RAFT with rubric

Continue Argument essay using PPT and graphic organizers

  • Compose intro and conclusion paragraphs with GO
  • Begin typing final draft

HW:  Finish drafting and typing first draft

 

Thursday:

Romeo and Juliet essay:

  • Finish typing essay
  • Peer revise and edit with checklist and rubric (W5)
  • Work on noredink.com

HW:  Finish typing final draft

 

Friday:  Happy Spring Break- Popcorn Finale

Submit Romeo and Juliet Essay and celebrate

  • Highlight thesis and claim pink, circle, abstract associations, highlight evidence yellow & interpretation green
  • View film adaptation if time permits

 

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March 24

World Lit Week 11: March 25-29

Planning your week:

  • Extra Credit- Monday 3/25
  • Unit 9 RAFT -Wednesday 3/27
  • Argument Essay Friday 3/29
  • NoRedInk.com assignments -Friday 3/29
  • Breakfast of Champions-3/29

Daily Opening Activities:

Writing Workshop-

Vocab Unit 9 RAFT ( due Wed. 3/27)

NoRedInk.com CEI and Lead-in practice: https://www.noredink.com/learn/assigned_practices/3623341

 

Monday: 

Collect Extra Credit

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

Introduce argument essay Iliad summative assessment Part 2

  • Use PPT “Planning your Essay” to intro Argument essay
  • Prewriting:  Claim, Evidence, Order graphic organizer handout
  • Create claim & topic sentences

If time permits, develop intro together

 

Tuesday:

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

  • Review lead-ins and CEI
  • Formulate CEI body paragraphs with graphic organizers

 

 

Wednesday: 

Submit Unit 9 RAFT

LG:  Formulate a concise claim and select and develop textual evidence to support claim (W1)

Continue composing Hero Argument essay (W1)

  • Review lead-ins and CEI
  • Compose Intro and concluding paragraphs together as a class

 

 

Thursday:

LG:  Develop and strength writing by using the writing process (W5)

Continue composing Hero Argument essay (W1)

  • Self-edit essay using checklist/10 Commandments
  • Peer edit essay using checklist/rubric

 

Friday:  Breakfast

LG:  Develop and strength writing by using the writing process (W5)

  • Make revisions as needed
  • Submit essay for grading (100 pts. writing standard)
  • If time permits, view clips from holocaust film Boy in the Stripped Pajamas or I’m Still Here to gain background knowledge

 

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March 17

9th Lit Week 10: March 18-22

Planning your week:

~NoRedInk CD Practice- Friday 3/22

~R&J Gossip Column-Monday 3/25

~Vocab Unit 4 RAFT – Wed. 3/27  RAFT

~R&J Journals- When we finish reading

Daily Opening Activities:

Writing Workshop-

  1. DGP- NoRedInk homework assignment
  2. Vocab Unit 4 RAFT (due Wed. 3/27)
  3. Journal quick writes- see individual days for topics (due Tuesday 3/26)

 

R& J Resources

http://www.shmoop.com/romeo-and-juliet/

https://www.youtube.com/watch?v=dRrvQ1vZxcg&t=7s

 

Monday: 

Vocab Unit 4 Intro words 1-12 with corresponding exercises pg. 41 and intro RAFT

Romeo and Juliet

  • Continue reading R&J graphic novel Act 2 filling in CSI evidence handout as we read.
  • Journal # 2 Motivation of the Friar (after page 75)

 

Tuesday:  Lab 113

Vocab Unit 4 RAFT

Lab 113 Q2 Mini Touchstone #1

Romeo and Juliet

  • R&J Journal #3 (pg 93) Nurse Act 2 scene 5
  • Using document camera and class set of books, continue reading R&J graphic novel Act 3 filling in CSI evidence handout as we read.

 

Wednesday:

Vocab Unit 4-intro RAFT assessment

Romeo and Juliet:

  • R&J Journal #4 (pg 95) Gossip Column (handout/PPT): Student may hand write or type and staple/glue into journal.

 

Thursday:

Vocab Unit 4- RAFT

Romeo and Juliet:

  • Using document camera and class set of books, continue reading R&J graphic novel Act 4  filling in CSI evidence handout as we read.

 

Friday: 

Vocab Unit 4- RAFT

Romeo and Juliet:

  • R&J CSI Journal #5 Friar (pg. 128): (Journal’s due next week)
  • Using document camera and class set of books, continue reading R&J graphic novel Act 5 filling in CSI evidence handout as we read.
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March 17

World Lit Week 10: March 18-22

Achilles-Looking for eternal glory!

Daily Opening Activities:     

Writing Workshop-

  1. DGP (daily grammar practice) –NoRedInk assignment-
  2. Vocabulary “Vocab for Success”- Unit 9 (RAFT due 3/27)
Planning your week:

1.     Iliad  test- Friday 3/22

2.    Extra Credit- Monday 3/25

3.    Unit 9 RAFT -Wednesday 3/27 RAFT

4.  NoredInk.com Assignment -Friday 3/22 Link to assignment https://www.noredink.com/learn/assigned_practices/3574670  (When you signed up, you were supposed to use your student # and a password you would remember).

5.    Argument Essay Friday 3/29

Monday: 

Intro Vocab Unit 9 Words 1-6 completing corresponding exercise pg. 95

LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad;

  • Finish reading and analyzing “Vengeance for Patroclus” (Black Ships before Troy) /Iliad Book 22 (textbook) annotating text and discussing
  • Answer Bloom’s analysis questions using pair share (handout)
  • Submit Book 22 questions when complete-tomorrow at the latest

LG: Demonstrate understanding of figurative language

  • Students will illustrate Homeric/epic simile and explain author’s purpose for usage (graphic organizer)

 

Tuesday:

Intro Vocab Unit 9 Words 7-12 completing corresponding exercise pg. 95

 LG:  Annotate text and identify elements of the epic and archetypal hero; respond to Bloom’s leveled focus question regarding the Iliad

  • Read and analyze “Ransom for Hector” (Black Ships before Troy) only INDEPENDENTLY annotating as you go
  • Answer Bloom analysis questions (handout)

LG: Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Wednesday:

Vocab Unit 9 “Which Word”  PPT Review and intro RAFT- due next Wednesday

LG: Demonstrate understanding of figurative language

  • Finish Epic Simile assignment

LG:  Cite textual evidence to support analysis of epic hero from the Iliad (RL1)

  • Complete Archetypal hero Graphic Organizer citing evidence from Iliad/Black Ships Before Troy (handout) as review for summative assessments (Test and Argument essay)
  • If time permits, work on study guide (handout)

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

 

Thursday:   

Vocab Unit 9 RAFT

LG:  Review analysis of theme, plot development, characters, epic conventions and heroic traits of The Iliad for summative assessments (Part 1 Selection Response, Part 2 Argument Essay) using learning stations and large group review. (Standards RL1-3)

Learning Stations:  (Students grouped by demonstrated readiness data from Reading Focus questions)

  1. Reading Art– students will analyze visual art representations of key plot events arranging the images in chronological order.

 

  1. Epic Hero Evidence– Students will complete Epic hero Graphic Organizer (back on handout from yesterday) using evidence from text

 

  1. Characters in Action– Students will analyze character development using “verb clues” to solve “who is who” (handout)

 

If time permits: LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version)

If time permits, Large Group Review:  Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters (30 minutes)

 

Friday:

Large Group Review:  Jeopardy Game PPT reviewing epic elements, plot events, heroic traits, themes and characters 

Iliad summative assessment Part 1(Selection Response-M/C and matching-100 pts to Reading Standards

After assessments, student will work on:

  • Vocab Unit 9 RAFT
  • Create mind map of chosen hero and his heroic traits
  • Extra Credit epithet or shield

LG:  Analyze various accounts of the Iliad told in different mediums determining which details are emphasized in each account.(RI7)

  • View Troy as scenes correlate to text analyzing differences between text and film adaption (from the HHS Media Center, an edited, educational, age appropriate version
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