Iliad Teaching Schedule Date Jan. 3rd Books in The Iliad Teachers Q&A with Mrs. Shaw ­Books 1 and 2 and Teaching Requirements Mrs. Shaw Jan. 4th Books 3 and 4 Books 5 and 6 Books 7 and 8 Books 9 and 10 Books 11 and 12 Books 13 and 14 NO SCHOOL 1.MADDIE HOLL 2. OLIVIA TENOGLIA Jan. 17th Books 15 and 16 Jan. 18th Books 17 and 18 Jan. 19th Books 19 and 20 Books 21 and 22 Books 23 and 24 1. Olivia Tenoglia 2. Halli Lindamood 1. Maddie Holl 2. Somnia Keesey 1. Rider Stock 2. Cirus Stowe Jan. 9th Jan. 10th Jan. 11th Jan. 12th Jan. 13th Jan. 16th Jan. 20th Jan. 23rd Jan. 24th Exam Circles for Iliad Summative Assessment Mrs. Shaw 1. Kaitlynn Shryock 2. Rhys Carr 1 Sandy Strickland. 2. Xiang Si Howard 1. Eric Pagan 2. Nick Barga 1.Emma Lewis 2. Mackenzie K­Lutz NO SCHOOL 1. Micaiah Clouse 2. Sydney Hosek 1. Tony Tonkovich 2. RHYS CARR Summative Assessment: Jan. 25rd 9th period Sophomore Honors I liad Teaching Schedule (Dates are set in stone unless Mrs. Shaw makes a c hange to the schedule.) *NOTE: If you are sick during presentations, your absences MUST be “Dr. Excused” for you to receive credit for your annotations. Please be courteous in notifying your partner of your absence. They will go on and teach without you. When you return, you may be asked to teach with another group to make up the presentation part of the grade. If you are absent, it is unexcused, and you do not notify your partner of the absence, you will receive a zero for the teaching/annotations. Teaching Requirements: *Reading, annotating, and teaching functions as the Formative Assessment regarding analyzing a Greek e pic, practicing Greek terms and e pic c onventions, practicing identifying rhetoric and other Greek literary e lements, and practicing presentation skills. ­ both teachers must present information; present c learly a nd slowly so that others c an take notes, but keep in mind that we must c over these books by the e nd of the period. It should be e vident that both presenters have read a nd a nnotated BOTH books that a re being presented. ­ include in your teaching: o epic c onventions/styles that you see o stalling techniques of the rhapsode (epic similes, e pithets, dactylic hexameter­­this may not be present, e tc.) o evidence of Greek terminology a t work o a brief summary of the books a nd c onnections to previous books o major c haracters o other insights (this may require e xtra research—Campbellian c onnections; further information a bout c haracters, history, c reatures, e tc.; c onnections to History c lass, e tc.) ­ you may write difficult c haracter names on the board or use the board for points that you want to make, however, please write c learly a nd large e nough so that the c lass c an see (do this before you begin, if possible); students have a lso made handouts in the past for the c lass; however, neither of these options is required ­ both teachers need their notes/annotations a nd books with them ­ both teachers will turn in their notes/annotations a fter the teaching of the books; Note: you must turn in a nnotations for BOTH books that you a re teaching. *NOTE : Interrupting teachers, or being rude in a ny way (phone out, doing other work, talking to your neighbor), during their presentation will result in a deduction of points. 50 possible points­ presentations (summative)
30 possible points—annotations (summative)