Caput XII: Achilles / Gloria et Fama

Cycle: Description
Target Structures: Participles & Relative Pronouns

 

Phase: Describing Setting in the Present
Writing Focus: Lists of simple sentences to describe places in general terms (What is seen? heard? felt?)

DAY ONE

Picture Talk with a collection of random indoor and outdoor places to visit (use descriptive words).

DAY TWO

One Word Image to create a setting, not a character.
One Word Image to create a character in the setting.

DAY THREE

Picture Walk with a large work of art representing the Trojan War (instead of looking at the work of art in whole, we’ll begin with pull-outs).

Exit Slip: Which pull-out is your choice place to be? Why?

 

Phase: Describing Our Preferences in the Present
Writing Focus: Strings of simple sentences with transitions: also, but, however (Do you prefer/like/hate it? Why?)

DAY FOUR

Survey with students; rank four images from most to least wanting to visit (with teacher-guided ranking with statements about preferences and follow-up with student interviews about their ranking).

DAY FIVE

Mysterious Person/Place Game with descriptions of pull-outs from Trojan War artwork (with descriptions based on the preferences of a random student from exit slip).

DAY SIX

Summarize the One Word Image (setting), then change or add at least three features of the setting to suit your preferences for the “perfect” setting (follow-up with student interviews about their edits).

 

Phase: Describing Characters’ Internal and External Characteristics in the Present
Writing Focus: strings of sentences with connectors within the sentences: and, but, or, neither (What do you/they do? have? want? need?)

Resources: epithets in general: https://en.wikipedia.org/wiki/Epithet; epithets from the Iliad: https://en.wikipedia.org/wiki/Epithets_in_Homer

DAY SEVEN 

Categorize epithets by positive/negative and by internal/external characteristics.
Choose and describe epithets for the One Word Image (character).

DAY EIGHT

Students bring portraits/photos/selfies of themselves to display.
Chose an epithet / Create your own epithet (internal/external) with 2 Truths and a Lie.

DAY NINE

Illustrate a person “real or imagined” representative of epithets.
Picture Talk  student illustrations with descriptions of internal/external characteristics.

 

Phase: Describing People’s Internal and External Characteristics in the Present and Past
Writing Focus: Strings of sentences in the present and past with connectors: and, but, or, neither; Pairs of sentences to compare and contrast the present and past using time markers: now/in the past, today, long ago (Where did you prefer to go when you were young? now? Why would you visit ____ when you were young? now?)

DAY TEN

Survey with students; rank four images from best to worst places for a youngster/teenager (with teacher-guided ranking with statements about preferences and follow-up with student interviews about their ranking).

DAY ELEVEN

Students bring portraits/photos/selfies of themselves as babies to display.
Chose an epithet / Create your own epithet (internal/external) with a focus on past tense.
Picture Bingo and L1 Retell with three photos and epithets.

DAY TWELVE

Introduce characters from the Iliad and describe them using the past tense.
Play “Where’s Waldo” to place the characters in the specific pull-outs from the artwork.

 

Extended Activities

DAYS THIRTEEN – FIFTEEN

Describe setting, preferences, internal and external characteristics of Achilles throughout the story, from birth to death with a focus on the Iliad. Sparingly, consider the preferences and characteristics of some minor characters: Thetis, Odysseus, Iphigenia, Hector, Priam