Standards: 1.1.3/1.2.1/1.2.2/1.3.3/1.3.7/1.3.8/2.11/4.15
Materials:
 Movie “Troy”.

Character worksheets.
 Copy of Edith Hamilton’s “Mythology”.
Objectives:

Students will get an introduction to the Trojan War.

Start to become familiar with the characters that are involved.

Introduction to Greek mythology to lay some background knowledge about how the
Trojan War started.
 Begin watching “Troy” to get students familiar with both the many characters and the plot line.
5 minutes.

Students will come in and take their seats. They need to turn in any homework or late work which is due.
10-15 minutes:
 Read aloud: “The Judgment of Paris” from Edith Hamilton’s “Mythology”.
20 minutes: KWL and Discussion

Discussion of the Trojan War.
This will be a KWL time. However, we will be doing it as a class. Students will volunteer information that they already know about the Trojan war, and we will discuss information that they would like to learn. I will write all the ideas and suggestions on the board.

Prompts: What is the Trojan War?

Who were the characters involved in the war?

What caused the war?


What do you know about the characters already?

Who has written about the war?
30-40 minutes: Movie and character worksheet (see worksheet file)
 Watch the beginning of the movie “Troy”. Students will be given a worksheet which lists characters names, important terms, and places. While they watch, they will write down who the characters are in relationship of other characters, and what purpose they serve during the Trojan War. They will not complete this worksheet today, and will be asked to hold onto it.
Remainder of class: Daily Writing Assignment .

Prompt: There is an argument regarding whether or not Helen was taken against her will from Menelaus. The movie portrays her going with Paris willingly. However, considering what happens in, “The Judgment of Paris”, what is your conclusion? Why?

Turn in daily writing.
Assessment : Students will hand in their writing assignments. I will read through these to determine whether or not they comprehend the material.

Standards: 1.1.3/1.2.1/1.2.2/1.3.3/2.1.2/2.1.5/2.1.7/2.1.11/2.1.12/2.2.3/3.2.4/3.3.2/4.1.5
Materials:
 Movie “Troy”.

Students will need a copy of the sections of the Iliad that we will be discussing.

Character worksheets.
Objectives:
 Introduction to “The Iliad”.

Continue character worksheets.

Learn about different character perspectives by using both film and text to study Achilles.

Daily writing response.
5 minutes:

Students will come in and take their seats. They need to hand in any homework or late work that is due.
15 minutes: Discussion introducing the Iliad.

Written by Homer

Is an epic poem depicting the Trojan War.

Before it was in written form it was passed on orally.

The poem is in dactylic hexameter.

The poem begins in medias res: meaning in the middle of things. People who were hearing the poem at the time will have known the cause of the war, and would not have been confused by this.
30 minutes: Read aloud.

I will read aloud and ask for volunteers to read sections of book 1 from the Iliad. This part focuses heavily on the wrath of Achilles, which is a main theme in the poem.
Because students have been watching the movie “Troy” I want them to have a different perspective on one of the main characters.
30 minutes: Continue watching the movie “Troy”.

Students will finish filling out their character worksheets. Students will be asked to turn the worksheets in for credit or no credit. I will return them the next day, and we will go

over them as a class. These worksheets will be tools for them to look back to while we continue reading the “Iliad”, and when we move in “Troilus and Cressida”.
Remainder of class: Writing assignment.

2-3 page written response to one of the two following questions. They will have the remainder of class to work on this, and the rest of it needs to be finished at home and turned in the following day. o Prompt #1: The wrath of Achilles is a main theme in the “Iliad”, however the movie “Troy” only portrays Achilles in a heroic light. Consider both the text and the movie while you write about your opinion of Achilles. o Prompt #2: Using both the text and the movie, compare and contrast Achilles and
Hector. What attitudes does each portray? What are your opinions of each of these characters?
Homework:

Students need to complete the writing assignment which we started in class to turn in tomorrow.
Assessment: Students will be assessed based on their writing responses.

Standards: 1.1.3/1.2.1/1.2.2/1.3.2/1.3.3/2.1.5/2.1.7/2.1.11/2.1.12/2.2.3/3.1.1/3.3.2/4.1.5
Materials:
 Each student will need a copy of Homer’s “The Iliad”.

Character worksheets
 Movie “Troy”
Objectives:
 Students will again practice reading and comprehending “The Iliad”

Students will form summaries and opinions regarding what they have read.

Students will put into writing their thoughts on the text.

Finish character worksheets

Complete movie
5 minutes:

Students will come in and take their seats.

They need to turn in their writing assignment from yesterday, along with any late work they may have.
30 minutes: Read aloud-Book 5 of “The Iliad”.
 I, along with volunteers from the class will read aloud Book 5 of “The Iliad. The particular part of the poem varies greatly from the movie that they have been watching.
15 minutes: Class Discussion

Prompts:
15 minutes: Daily writing assignment.

Prompt: Book 5 is an excellent example of how great an influence the Gods played in
Homer’s epic poem. However, we never see the gods in “Troy”. How does their presence affect the story and the outcome of the war? What do you think of the gods in
Homer’s poem? Are they kind, or cruel?

Turn in daily writing
20 minutes: Finish watching “Troy”.

Turn in character worksheets.

Homework: None
Assessment: Students will be assessed based on their daily writing assignment. Also, they will turn in their character worksheets, and I will make sure that each student is familiar with each of the characters.

Standards:
1.1.3/1.2.1/1.2.2/1.3.3/1.3.7/1.3.8/2.1.7/2.1.11/2.1.12/2.2.3/3.1.1/3.1.5/3.2.4/3.3.2/4.1.5
Materials:
 Each student will need a copy of Shakespeare’s “Troilus And Cressida”.

Character worksheets.
Objectives

Students will be introduced to Shakespeare and his history.

Class will practice group reading.

Class discussion of characters.
5 minutes:

Students will come in and take their seats.

They need to turn in any homework or late work.

I will return their graded character worksheets at this time.
20 Minutes: About Shakespeare and his plays.

Date of birth: unknown. Died: April 23 1616 (Age 52)
 Often referred to as “The Bard” or “The Bard of Avon”

Was a poet and playwright.

Wrote history plays, comedies and tragedies.

Difference between comedy and tragedy play. o A comedy is a play that has a happy ending o A tragedy is a play with a less than happy ending (normally death of the main character(s).

Wrote approximately 36 plays.
30 minutes: Group read-aloud.

Students will get into groups of 3-4 people. They will take turns reading aloud from the front of their books the introduction of “Troilus and Cressida”. They will have 30 minutes to do this. If they don’t complete the introduction during this time, they will be responsible for reading it tonight for homework.
20 minutes: character sheets + discussion


I will hand out a new character sheets referencing the characters that will now be appearing in the play. (see worksheet document). This will be nearly identical to the page in their books labeled “Names of the Actors”. But I want them to have a sheet that they can keep right by them as they read.

We will discuss the names of familiar characters that we’ve already studied, and also the newer names.
Remainder of Class: Personal reading time.

Students will have this time to read from whichever book they have picked for reading outside of class (they should all have a book).
Assessment:

Students will be assessed based on whether or not they participated in the group reading and the class discussion.
Homework: None

Standards: 1.1.3/1.2.1/1.2.2/1.3.3/2.1.7/2.2.3/3.1.1/3.1.5/3.3.2/4.1.5
Materials
 Each student will need a copy of Shakespeare’s “Troilus and Cressida”.

Character worksheets
Objectives:

Students will use writing to express their opinions and thoughts regarding our readings.
 Students will use role reading to finish today’s readings.

We will spend a good amount of time discussing the unit project and the expectations for that.
5 minutes:

Class will be coming in and settling down. They need to hand in any homework or late work that’s due.
15 minutes: Daily writing

Prompt: Based on your reading of the introduction to “Troilus and Cressida”, what are your expectations for this play? What are your thoughts about this play before you’ve read it?
5 minutes: Assign roles for today’s reading.

I will ask for volunteers to read the parts of the characters that we will be talking during the prologue and act I, scenes I and II.
I will need people to read for

Man in armor (prologue)

Troilus

Pandarus

Aeneas

Cressida

Alexander

Boy (small part) o Have students take out their character sheets and we will quickly review who each of these characters are.
30 minutes: Begin reading “Troilus and Cressida”.


The class will read through the Prologue, Act I scene I, and Act I scene II.
20-30 minutes: Unit paper assignment instructions.

We will discuss expectations, the rubric, and due dates.

What a multi-genre project is.

Expectations for the project.

See worksheet file for assignment details.

I will take any questions that they have about this project during this time.
Assessment:

Students will be assessed by their daily writing, which I will grade for credit or no credit.
Homework:

Finish reading Act I at home. This means they have to read whatever we didn’t finish in class, and also read Act I scene III at home.

Students need to come up with their final paper topics, to turn in on Monday.

Standards:
1.1.3/1.2.1/1.2.2/1.3.3/1.3.7/1.3.8/2.1.7/2.1.11/2.1.12/2.2.3/3.1.1/3.1.5/3.2.4/3.3.2/4.1.5
Materials:
 Each student will need a copy of Shakespeare’s “Troilus and Cressida”.
 “Troilus and Cressida” character worksheets.
Objectives:

Students will use writing to tell me their thoughts and opinions regarding the readings.

Students will practice both group and full class discussions.

Students will use role-reading to complete today’s reading.
5 minutes:

Class will be coming in and settling down. They need to hand in any homework or late work that’s due.

Paper topics are due today. Each student needs to hand in their topic for me to review over the weekend.
10 minutes: Daily Writing

Prompt: What is happening in the play right now? How does it compare to our readings of “The Iliad” and the movie “Troy”?
20 minutes: Group discussion

Students will form groups of no more than 4 members. I will provide them with a worksheet which has the main discussion prompts on them. They will discuss these questions as a group for about 15 minutes. They need to write down their thoughts and opinions about the questions.
Prompts for discussion:
 What’s happing in the story right now?

What do you make of the prologue? Did it give you enough background information to set you up for the play?

Who is Pandarus, and what purpose does he serve in the play?

What is the problem that exists with Cressida’s father?

Does Troilus live up to the praise that Pandarus is giving him? Or is Pandarus only saying this so that Cressida will fall in love with Troilus?


Why is Pandarus helping Troilus?
20 minutes: Class Discussion

Each group will talk about one of the questions that I have given them. This will be an informal discussion. I want the entire class to be thinking about the themes of the play.
The prompts are there to get the discussion going.
5 minutes: Assign roles for today’s reading.

Today we will be reading Act II, scenes I, II, and III.

I will need volunteers to read the parts of: o Ajax o Thersites o Achilles o Patroclus o Priam o Hector o Troilus o Helenus o Cassandra o Paris o Ulysses o Nestor o Agamemnon o Diomedes

Have students take out their character sheets and we will quickly review who each of these characters are.
30 minutes: Read aloud

Class will read Act II of “Troilus and Cressida”.
Assessment:

I will read their daily writing for credit or no credit.

They will receive participation points for group and class discussion.
Homework:

Students will finish reading Act II of “Troilus and Cressida” at home.

Standards: 1.1.3/1.2.1/1.2.2/1.3.3/1.3.7/1.3.8/1.3.9/1.5.1/2.1.7/2.2.3/3.1.1/3.1.5/3.3.2/4.1.5
Materials:
 Each student will need a copy of Shakespeare’s “Troilus And Cressida”.

Character sheets.

Quiz
Objectives:

Students will use writing to tell me their thoughts and opinions regarding the readings.

Students will be given a short quiz to assess whether or not they are completing the readings.

Students will practice working together as a group to create a finished product.

I will conduct students interviews today, in order to approve final topic ideas for their multi-genre projects.
5 minutes:

Class will be coming in and settling down. They need to hand in any homework or late work that’s due.
10 minutes: Daily Writing

Prompt: After reading Act II, how do you feel about the progression of the story?

Hand in writing.
10 minutes: Quiz
 This will be a short quiz on Acts I and II of “Troilus and Cressida”. We will also be discussing themes and characters, but this quiz is to make sure that the students are staying on track with their readings.

See worksheet file for quiz.
20-30 minutes: group work

Students will get into groups of three to four.

Students will be responsible for creating a time-line of what has happened in the play so far. The time-line needs to include: important characters, important events, motivations for characters, popular themes, and whatever else they think is important in the story line so far.


They can be creative with the layout. I need text for explanations, but they should feel free to include pictures, cartoons, etc…

They need to work together as a group, with every member participating.

I will be going around to each of the groups, making sure they are on task and understanding the assignment.
10 minutes: Presentations

Each group will briefly present their time-lines.

Time-lines will then be posted around the room.

Students will receive a pass or fail on this assignment. If they worked the whole time, met the criteria, and presented their project, they will receive credit.
Remainder of class: Individual Reading and topic interviews.
 Students will read “Troilus and Cressida” individually during this time. They can use this time to catch up with the book, but the assigned reading is: Act III, Scenes I and II.

If students complete the assigned reading during this time, they are free to work quietly on other homework or readings. They are not to read ahead in the play.

During this time I will be calling students up to my desk to discuss their paper topics. At the end of the period, each student will have an approved topic for their unit projects.
Assessment:

Daily writing will be graded for credit or no credit.

Quiz will be graded.
Homework:
 Complete readings of “Troilus and Cressida”. They should be up to Act III.II by tomorrow.

Begin work on unit projects.

Standards:
1.1.3/1.1.5/1.1.6/1.1.7/1.1.8/1.2.1/1.2.2/1.3.1/1.3.3/1.3.6/1.3.9/1.4.1/1.4.7/1.5.1/2.1.5/2.1.7/2.2.3/
3.1.1/3.1.5/3.3.2/4.1.5
Materials:
 Each student will need a copy of Shakespeare’s “Troilus and Cressida”.

Character worksheets.

Project materials.

Laptops.
Objectives:

Practice writing skills through daily writing tasks.

Continued comprehension of Shakespeare.
5 minutes:

Class will be coming in and settling down. They need to hand in any homework or late work which is due.
10 minutes: Daily writing

Prompt: Which of the characters wish to return Helen to Menelaus and therefore end the war, and which want to keep Helen in Troy? Why do they feel the way they do? Which would you choose?

Hand in daily writing.
5 minutes: assign reading roles.

Calchas

Agamemnon

Diomedes

Ulysses

Achilles

Nestor

Menelaus

Ajax

Patroclus

Thersites

Students should have out their character worksheets. We will briefly go over who these characters are.
20 minutes: Class read-aloud .

We will read Act III scene III together.
20-30 minutes: Class Discussion.
 We will discuss, as a class, what we’ve read so far, but focusing on Act III.

Discussion Prompts: o How does Troilus compare to the “Troy” version of Paris?
o Who is Achilles in love with?
o What kind of treatment is Achilles getting due to his relationship with Cassandra?
o What is the importance of the meeting between Troilus and Cressida during this part of the play?
o What part does Cressida’s uncle play in their relationship?
Remainder of Class: Work on unit projects.

Students need to be using this time to work on their projects. They have the laptops to do research and to type things out. I will circle the classroom in order to answer any questions, and to make sure that everyone is staying on task.
Assessment:

Daily writing will be graded for credit or no credit.

Participations points for those who participated in the class discussion.
Homework:

Students need to read Act IV, Scenes I, II, and III for homework tonight.

Standards: 1.1.3/1.1.5/1.1.6/1.1.7/1.1.8/1.3.1/1.3.6/1.3.9/1.4.1/1.4.7/1.5.1/3.1.5/4.1.5
Materials:

Library

Character worksheets

Project materials
Objectives:

Students will use their researching skills to look for books/articles which they can use in their projects.

Students will have 3-5 non-internet sources by the end of the period.
5 minutes:

Class will be coming in and settling down. They need to hand in any homework or late work that’s due.
Entire Class Period

Spend 15-20 minutes reviewing how they can find sources.

We will spend this entire period working on the unit projects.

Students need to have 3-5 sources by the end of the period.

They are not to use the computers to find sources (we have the laptop in the classroom to find internet sources.

I will be wondering around keeping people on track and answering questions.
Assessment:

I will be monitoring the students today to make sure they are working. Those who do not work on their projects will not get participation points today.
Homework:

Students need to complete Act IV tonight at home.

Standards:
1.1.3/1.1.5/1.1.6/1.1.7/1.1.8/1.2.1/1.2.2/1.3.1/1.3.3/1.3.6/1.3.9/1.4.1/1.4.7/1.5.1/2.1.7/3.1.1/3.1.5/
3.3.2/4.1.5
Materials:
 Each student will need a copy of Shakespeare’s “Troilus and Cressida”.

Character worksheets

Laptops

Project materials
Objectives:
 Students will take a quiz so I can make sure they’ve done the assigned readings.
 Today we finish reading “Troilus and Cressida”.

5 minutes:

Class will be coming in and settling down. They need to hand in any homework or late work that’s due.
15 minutes: Quiz
 Students will take short quiz to show that they’ve read Act IV of “Troilus and Cressida”.
(see worksheet + quiz file)
5 minutes: Assign Groups

I will split students into five different groups.
30-40 minutes: Group reading and screen play

Each group is responsible for two scenes in the last act.

They need to read their scenes as a group, and then write a screen play that they will act out in front of the class.
20-30 minutes: Presentations

Groups will present their scenes in the order they appear in the play. Therefore, the whole class knows the ending of the play, and is able to see it acted out.
Assessment:


Students will be graded on their quizzes.

Students will be given participation points for their group work.
Homework:

Continue working on unit projects.