The Trojan War Reenactment: Teacher Script

The Trojan War Reenactment: Teacher Script Kraft

Day 1: 50 minute class period

Background Information: Teacher

Direct Instruction: 10 minutes

 The Trojan War was considered to be only a legend until about 100 years ago- asking when it happened would be like asking when Atlantis sank

Ask students what they know about Atlantis.

o End of the 19th century archeologists found remains of a large citadel (a 19th century fortress) on the Western shore of Asia Minor- this was the traditional location of Troy

. Show them on the bulletin board map

. Show a picture of a citadel

. EXTENSION: Career Connection: Archeologist

o Appeared to be in ruins from a great war around the year of 1250 BCE- this is compatible with the traditional story of the Trojan War

o Homer: author of The Iliad and The Odyssey. Both stories tell bits and pieces of the Trojan War. However, incidents in both works were elaborated or developed from post- Homeric poets. We will talk more about Homer later on.

Ask students: So why do you think that it’s important that we learn about the Trojan War? What are we studying next?

The Apple of Discord: Who is the most beautiful? – Class Skit

 Hand out The Apple of Discord scenario and character list.

 Read this scenario aloud as the students follow along.

 Ask a student to summarize what happens in the scenario in their own words. This ensures that they understand what is going on.

 Assign Characters and roles: you might have to be creative depending on gender and number of students in the classroom.

 Go over the following terms together and how they would appear in a script:

Stage Props

Stage Blocking

Stage Directions The Trojan War Reenactment: Teacher Script Kraft

Narrator

 Next, begin to write the script together as a class. Use the overhead or smart board. Take participate points to ensure that everyone is offering ideas. Allow the students to take some creative liberties over the script, but point out when they are starting to sway too far from the storyline. If there is a disagreement amongst the class, take a vote and the majority rules.

 The point of doing this skit together is to get all students involved and to model how to correctly write a script and set up a skit. They will be doing something similar in small groups later on, so this is an example of how to do this assignment well.

 Overnight, the teacher or the teacher’s TA should type up the class-created script. Each student should get a script and they are to highlight their parts. Day 2: 50 minute period

(30-35 min)

 Students should do a reading together as a class to practice their lines.

 Next, we will block the scenes and decide on props and camera angles. The class skit will be filmed. Students should make the majority of these decisions and only use the teacher for advice and guidance.

 Run through the skit 2 times before filming.

 FILM!

(rest of the hour)

Assign Group Skits:

 The following skits should be assigned before the end of the class period so that students have a chance to go home and start thinking about how they would like to portray their characters and scenarios. If the class is small, the students will do 2 skits. If this is the case, have them work with different people each time.

o Skit 1: Seduction and Kidnapping

o Skit 2: Dodging the Draft

o Skit 3: Patroclus Fights in Place of Achilles

o Skit 4: What happened to Paris?

The students will be graded with the following rubric. They get a group grade for the skit. The Trojan War Reenactment: Teacher Script Kraft

 They each are required to turn in their skit sheet with their lines highlighted and any other notes. This gets graded as an individual grade. Day 3: Typically done on a Wednesday- 30 minute class period

Student Work Day:

Students have the day to get with their groups and work on their skits: select characters, write scripts, block, and decide on props. They should be working on writing the scripts for the first 15 minutes and then running through the skits for the last 15 minutes. I stop by each group twice to offer help and keep them on track. The skits will be done in order of how they occur in the history of the Trojan War. Day 4: 50 minute period

Teacher: (10 minutes)

Begin the hour by handing out the Trojan War Study Guides. Refresh on what happened that started the Trojan War in the first place. The students should answer question 1 on the study guide:

1. Discuss in pairs. Would you want to be in Zeus’s position? Why or why not? How might you feel if you were Zeus?

Students in skit #1 prepare for their performance in the hallway. In the meantime, teacher reads the scenario to the rest of the class and clarifies any questions that they might have at this point.

Student Group 1: Skit #1- Seduction and Kidnapping: (10 minutes)

Characters: Score your group: 4 3 2 1 0 o Menelaus 1.) How well did your group follow the story o Paris above? o Helen 2.)o HowAgamemnon seriously did you group take the assignment?

3.) How creative was your group?

4.) Did all group members participate equally?

The scenario:

PLEASE READ TO THE WHOLE CLASS BEFORE OR AFTER YOUR SKIT: Paris is invited to a dinner party given by Menelaus. Helen is the wife of Menelaus. In the ancient world hospitality was very important. The Trojan War Reenactment: Teacher Script Kraft

However, there weren’t any specific standards or expectations for behaviors. Therefore, just about anything could happen. Indeed this proves true when Paris steals Helen right from under Menelaus’s nose by seducing her.

Fully aware of her beauty, Menelaus knew that his wife, Helen, was quite the hot commodity amongst many men. Before she was married to Menelaus, Helen got cozy with nearly all the Achaean leaders. Menelaus finally secured her as his wife. He made all the other leaders promise to fight to get Helen back if she were ever to be taken away. Following Helen’s absence, Agamemnon (Menelaus’s brother) gather these men and sets sail for Troy in order to get his wife back from Paris.

Students can now answer question number 2 on their study guides:

2. Turn to a different partner from before. In popular culture, whom would you compare Helen to? You might want to think about recent TV shows, movies, or songs. How are they similar?

Students then prepare for skit #2 in the hallway as the teacher reads the scenario aloud to the class and clarifies questions that the students may have.

Student Group 2: Skit #2- Dodging the Draft: (10 minutes)

Characters: The scenario: Odysseus o PLEASE READ TO THE WHOLE CLASS BEFORE OR AFTER Agamemnon o YOUR SKIT: o Achilles Odysseus and Agamemnon: Odysseus and Agamemnon were two of the Achaean’s greatest warriors. However, neither one of them wanted to go into the draft or go to war so the two of them attempt to dodge the draft. Odysseus tries to convince people that he is crazy by plowing his field wildly and destructively. However, Agamemnon is suspicious of Achilles. Agamemnon develops a plan to put Odysseus’s infant son, Telemachus, in front of Odysseus’s plow. When Odysseus swerves to avoid killing his son, he is discovered as perfectly sane and he is sent to war.

Achilles and Odysseus: Achilles also does not want to go to war. However, he takes a different approach. He decided to dress and act like a woman. This time, it is Odysseus that discovers that Achilles is a fake. Odysseus dresses like a beggar and lures the women in with a bag of trinkets. Hidden in the bag is also a sword. While the other women get very excited and reach for the jewelry, Achilles The Trojan War Reenactment: Teacher Script Kraft

doesn’t think and instinctively reaches for the sword. At this point it is obvious that Achilles is a fraud! He is sent off to war!

We can answer question number 3 from the study guide together as a class. (5 minutes)

3. Whole group. Vote on who had the better plan. Who won the majority of the votes? Why?

Discuss this as a class. While doing this, it is important to get the characters straight and understand which side of the war they were fighting for.

Going to War: Background- Teacher (15 minutes or remainder of the hour)

Additional Materials Needed: Video- Troy

 The entire host of 100,000 men and 1,186 ships assembled in the harbor of Aulis. While they made sacrifices to the gods to secure a safe trip and victory in war, an omen appeared before their eyes. A snake darted out from under the alter, went up a tree, and devoured eight young sparrows and the mother bird. The snake then turned into stone. They interpreted this omen to mean that the Trojan War would last for 9 long years and would end on the 10th year with the destruction of Troy.

Ask students:

What is an omen?

Where do you think that they got the number 9?

How do the gods play a role in the Trojan War? Also think back to the class skit: The Apple of Discord.

Introduce question 4 on the study guide:

4. In groups of 3 or 4. Talk about how the video clip made you feel. If you could pick only 3 words to describe your feelings, would words would you pick? Write those words in the space below and then come share those with the class by writing them on the board. The Trojan War Reenactment: Teacher Script Kraft

Show the video clip from Troy of the ships sailing into the beach. Make sure to pause and introduce the characters in the movie as well. Notice the reaction of the men on land as they watch the ships approach. – End of Day 4

Day 5: The Trojan War drags on (50 minute class period)

I like to have a fun song about seizing the day or battle playing as the kids enter the room to set the mood.

Teacher: Begin day 5 with a refresh of what happened yesterday. Ask students to share some of the words and phrases that they recorded from question 4.

Continue the video- show scene where Patroclus and Achilles are play-fighting together. Refresh the character names with the students. Continue watching until Patroclus leaves for battle. PAUSE the video.

Students can now answer question 5 from their study guide as student group 3 gets prepared for their skit.

5. Individually. Think about a time when you rebelled as a child. What made you do this? Looking back, was it worth it?

Ask students who in the story so far as rebelled? The obvious answer is Patrolcus, but they could also mention Paris, Odysseus, and Achilles. One could also argue the Helen has rebelled as well.

Student group 3: Skit 3: While group prepares, the teacher should read the scenario aloud and answer any questions.

Skit #3- Patroclus Fights in Place of Achilles

The scenario: Characters: PLEASE READ TO THE WHOLE CLASS BEFORE OR AFTER YOUR o Achilles SKIT: o Patroclus o Hector Even though Achilles refuses to fight, his best friend Patroclus o Agamemnon tries very hard to convince Achilles to lead the troops against the Trojan army. Patroclus knows that Achilles is very strong and has amazing abilities. He knows that Achilles could single handedly win the war for the Achaean army. However, despite Patroclus’s encouraging words, Achilles still refuses to fight. However, Achilles does allow Patroclus to lead the Achaean army himself and he even lends him some of his gear. The Trojan War Reenactment: Teacher Script Kraft

At this point Patroclus is leading the Achaean army and he appears to be Achilles since he is wearing Achilles’ gear. It would be very easy to mistake Patroclus for Achilles. That is exactly what happened. Hector, one the greatest Trojan heroes searched for who he thought was Achilles. Hector then enters battle with Patroclus. Petrolcus’s skills are no match for Hector Patroclus and Patroclus is killed.

Achilles is so outraged by the death of his friend that he makes up with Agamemnon (who returns Briseis) and agrees to go to battle with the Trojans so that he can hunt down Hector.

Students can answer question 6 in their study guide:

6. Partners. At this point in the story, who do you side with? Do you side with Achilles or Hector? Why did you pick this person?

Now, start the video again and show the same scene that was acted out in skit 3- when Hector kills Patroclus. PAUSE the video and students can answer question 7.

7. Individually. Write out a short letter (4 sentences minimum) of apology from Hector to Achilles.

Dear Hector,

Start the video again and show it through the part where Achilles kills Hector and agrees to now fight in the war.

Ask students:

What did you notice about the rules of war?

How are these rules different from the rules that we have in war today?

Which characters have broken the rules of war so far? How have they done this? Day 6: (50 minute class period)

Discussion: Begin class with a discussion about who the leaders are in the war. The purpose of this is to again refresh the characters and which side of the army they fight for. Might want to list these on the board.

Ask the students:

What are you opinions of Achilles so far?

Do you think that he is a good leader? Why?

Why do you think the men need him so badly as a leader?

Does anyone know how Achilles dies? The Trojan War Reenactment: Teacher Script Kraft

Teacher: There is another reason why Achilles is so essential to the army. Teacher begins telling the story of The Achilles Heel.

Ask students:

Where is your Achilles tendon?

Have you ever heard of the phrase “That must be their Achilles heel”? What do you think it means?

 Shortly thereafter, Achilles too is killed. He is wounded in the one spot where he is not immortal- his heel. When Achilles was born, his mother, Thetis, had dipped him into the river of Styx. By doing this, she made him immortal and similar to a god. However, the spot where she held him by his heel remained dry and thus was NOT protected. Paris is said to be the one who hit the heel of Achilles with his bow and arrow.

Students can now answer question 8 in their study guides:

8. Individually. Spend a short amount of time sketching the scene where Achilles is dipped in the river of Styx. Make sure that you show how his heel is NOT submerged underwater.

Teacher- Direct Instruction: Next in Line for the Title of “Greatest Hero”

The Achaeans decided to award the armor of Achilles to the man who they thought came next in line to be the greatest hero and warrior- Odysseus. Odysseus is now in charge and has a big job ahead of him.

Student Group 4: So what happened to Paris?

Students in group 4 prepare in the hallway as the teacher reads the scenario aloud and clarifies any questions that the students may have.

Skit #4- What happened to Paris?

The scenario: Characters: PLEASE READ TO THE WHOLE CLASS BEFORE OR AFTER YOUR SKIT: o Paris o Menelaus So you are probably wondering what happened to Paris and what has o Aphrodite been going on with him this whole time. Paris continued to fight in the Trojan War. He shot and killed a great number of Achaean men. In the course of battle, Paris comes face to face with Menelaus who is still angry with Paris for stealing his wife. Paris comes close to defeat. Menelaus gets Paris by the strap of his The Trojan War Reenactment: Teacher Script Kraft

helmet and attempts to drag him to his death. However, Aphrodite comes to Paris’s rescue once more and she breaks the strap of the helmet. This sets Paris free. Aphrodite also creates a midst that surrounded the two battling men. This reduced visibility enough for Paris to escape without harm.

Students can now answer question 9 in their study guides:

9. Partner that you have not been with yet. What are your opinions about Paris? Would you want to be him? Why or why not?

Ask students:

How did the gods intervene in this skit? Again, how do the gods play a role in the lives of the people?

Teacher: Direct Instruction: The Trojan War Finally Ends

Additional Materials Needed: Trojan Horse Cartoon handout and transparencies. Use these materials to add a visual to the story below and enhance their understanding of Odysseus’s plan.

 Odysseus soon devised a way to end the war, which he did by building a giant horse. Within the horse Odysseus stashed numerous Achaean men. The Trojans notices the Achaean ships sailing away earlier that day (all part of Odysseus’s plan) and assumed the horse was a gift and message that the Achaean’s were forfeiting the war.

Clarify what forfeit means. Give an example

Therefore, they accepted the gift and wheeled it into the walls of the castle. They celebrated their victory with a huge party and a large amount of celebratory alcohol. They feasted, drank hard, and fell asleep. During the night, Odysseus and his men opened a trap door in the horse and snuck out. They then opened the gates of the castle and let their countrymen inside. The Achaeans then torched the city, killing the men and taking the women as prisoners.

Ask the students:

What are your reactions to Odysseus’s plan?

Do you think that Odysseus followed the rules of war? Why or why not? What does this say about his character?

Students can now answer question 10: I also allow them to draw this if they would like.

10. Individually. How did Odysseus outsmart the Achaean men and win the Trojan War? Summarize this.

 In the end, Helen reunited with her husband, Menelaus. The Trojan War Reenactment: Teacher Script Kraft

 Now that the Trojan War has ended, the Achaean men begin their long journey back home. Some of this journey is told in The Odyssey. This is where we will begin tomorrow!

Students hand in their study guides and we begin tomorrow’s class with a short pop quiz over the Trojan War and then we start Book 9 of The Odyssey.