Unit 3, Lesson 2: Judgment of Paris

GRADE/CLASS: English 1 (9)

SUBJECT AREA: English Language Arts
UNIT TOPIC: The Odyssey
DAY: 2 & 3
Desired learning outcome(s):
Students will be able to:
Compare and contrast material in different mediums
Adapt language (speaking and writing) appropriately for a specific purpose or audience, or to
achieve a desired style
Essential question from learning objective:
1. How do I compare and contrast material in different mediums?
2. In what ways can I adapt language for different styles, purposes, or audiences?
Common Core State Standards:
RL 7. Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment.
W4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
SL6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
L3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
Relevant learner prior knowledge/ background experiences:
The students have learned about the Greek pantheon as an intro to The Odyssey. In this lesson,
students will explore the myth of the Apple of Discord and the Judgment of Paris. These myths
ultimately result in the 10-year Trojan War from which Odysseus was travelling home in The Odyssey.
Visual art is integrated as students examine a variety of artworks from different art periods inspired
by these myths. Students will be required to use what they know of the myth, and the Greek
pantheon, including the symbols associated with each deity, to analyze the artwork. Students will
consider formal and informal language in two different versions of the story, and then apply their
knowledge of language to write a dialogue for an artwork representing the myths.
Materials and resources needed:
Agendas, Computer, Projector
Journals, Paper, Pens/Pencils
Copies of The Judgment of Paris from Mythology by Edith Hamilton
Art prints of Judgment of Paris/Apple of Discord
Copies of art response questions

Teaching strategies
Anticipatory strategies
Hook/Activate Prior Knowledge
Journal: Have you ever been caught in the middle of a dispute between your friends?
o How did you feel about being in the middle?
o Were you asked to take a side? Did you choose to take a side?
o Did it blow over? What role, if any, did you play in the resolution of the conflict?
o If this has never happened to you, try to imagine how you think the situation would be.
Developmental strategies
Read/Tell Judgement of Paris
Read Edith Hamilton version to the class.
Tell my own version (funny, contemporary interpretation; using modern, informal language)
Judgement of Paris/Apple of Discord Art Response
Explain activity first, and ask if students need an example
Students will work in small groups.
Each group will be given an artwork and response questions.
Students will answer questions and write dialogue for their artwork.
Groups will present their artwork to the class
Concluding strategies
Presentations
Each group will present their artwork, the groups art response, and perform their dialogue.
Assessment
Formative Assessment:
The presentation of the activity and the art-response sheet serve as formative assessment for
understanding of the myth of the Judgment of Paris, as well as symbols and characteristics of the
gods and goddesses involved. It also reinforces ELA concepts including mood, tone, dialogue,
language styles, and characterization.
Summative Assessment:
There will be a more traditional quiz on the Greek Pantheon and the Introduction to the Odyssey
material later next week.

Appendix 1: Art Response & Dialogue Planner

1. What do you notice first in the painting? Why do you think it catches your attention first?

2. Identify the characters in the image. Be prepared to point each one out to the class.

3. On what is each character focused?

4. What is the mood of this painting? What contributes to that specific mood? (i.e. If you say
happy, tell me what specific details make you feel happy. Is it the colors? The facial
expressions? Items in the background? What else?)

5. What is the tone? How do you think the artist feels about the story? (Respectful,
playful/whimsical, enthralled, thoughtful, etc.) Explain your answer.

Write a dialogue for the scene in the painting. Write at least 2 lines per character. (Two lines is the
minimum; for an A you must do more than the minimum.) Use your own words (modern slang, etc.)
and have fun with this activity!