Unit: Julius Caesar
Implementation Time Frame: 1.5 Weeks
Content Area/Grade Level(s): AP Language and Composition – 11th Grade
Stage 1 – Desired Results
Established Goals:
11.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
11.RL.2 Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
11.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
11.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11.L.3 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.
Understandings
Essential Questions
Fiction can be analyzed like an
informational text.
What is creative non-fiction?
Why do we study Shakespeare’s writing?
Argumentation exists in fiction
[Knowledge]
Students will know….
[Skills]
Students will be able to…….
Iambic Pentameter
“Decode” Shakespeare’s writing
Shakespeare’s language and its
idiosyncrasies
Write using Shakespeare’s “code”
Read Julius Caesar
The life and death of Julius Caesar
Performance Task(s):
Stage 2 – Assessment Evidence
Other Evidence
Socratic Seminar
Unit test
Worksheets/handouts
Exit Tickets
Stage 3 – Learning Plan
Date
Learning Activities:
Day 1
1. Fast Facts of Shakespeare’s life
2. Brief history of events leading up to play and that Antony & Cleopatra directly
follows it
3. Overview of goal in studying Julius Caesar – will not be studied like literature,
focused only on argumentation
4. Shakespeare’s Language
a. Iambic pentameter
b. Order of words (SOV vs SVO)
5. Review of “Why Shakespeare is Hard”
6. Shakespeare Lang. worksheets 1-5
a. Review worksheets 1 & 2 together as a class
b. Students will work on worksheets 3-5 together in table groups
c. I will answer questions on the worksheets and/or general questions about
Shakespeare’s language
Day 2
1. Enjambment review
2. Read Act I
a. Teacher reads 1:1:1-58, pointing out…
i. Changed meaning of words
ii. Enjambment
iii. Iambic Pentameter
iv. Word Order
b. Student reads to the end of the scene, 1:1:59-73
c. Teacher reads 1:2:1-4, pointing out…
i. Iambic pentameter and indentation
d. Several students read, in turn, teacher points out Ides of March. After
some time, the teacher will ask if the students want to continue reading as
a whole class or in their table groups. Majority wins.
e. Briefing on the rest of Act I
i. Focus on arguments, not literary devices
ii. Teacher will point out “abbreviations” in Cassius’ speech in
1:2:90-109
iii. Teacher will point out accent mark on “plungéd" in 1:2:105
iv. Pass out “Building the Argument” worksheet to guide students’
reading and discussions
3. Students will finish Act I for homework
4. Exit Ticket – “Four reasons reading Shakespeare is hard are (1) changed
meaning of words, (2) enjambment, (3) iambic pentameter, and (4) word order.
Which one do you understand the best? Which one do you still need help
understanding?”
Day 3
1. Debrief Act I, focusing on Cassius’ speech in 1:2:135-175.
a. What was Cassius convincing Brutus to do? What logical arguments
does he make? Identify techniques and cite examples. How does Brutus
respond?
2. Read Act II
a. Read 2:1:1-93 as a whole class
b. Ask students if they want to read as a whole class or in small groups.
Majority wins.
c. Teacher will help any student who still has trouble understanding the
language.
3. Students will finish Act II for homework
a. Announce that Act III has Caesar’s death and funeral orations for Caesar
from Brutus and Antony – if anyone wants to act them out the next day
(with the book in hand!), go ahead and review those speeches. We will
discuss them further on Day 5 when we review Act III.
Day 4
1. Debrief Act II, focusing on speech in 2:1:10-36.
a. What two things does Brutus compare Caesar to when consider his
character? In your opinion, which one do Caesar’s actions so far in the
play most closely resemble?
b. Assess Brutus’s logic. Does he reach a rational decision? If so,
how/why? If not, what errors in logic does he commit?
2. Read Act III
a. The death of Caesar, 3:1:1-85
b. Brutus funeral oratory 3:2:14-36
c. Antony funeral oratory 3:2:82-117
d. Students will rest of Act III in their table groups. Teacher will answer
any questions, but will encourage students to ask table groups first.
3. Students will finish Act III for homework
Day 5
1. Debrief Act III, focusing on the death of Caesar and the funeral oratories.
a. What are your thoughts? What does “Et tu, Brutè” (3:1:85) mean, besides
the literal translation? Where have you heard it before?
b. Do you think the Brutus’ and Antony’s funeral oratories were genuine?
Why or why not? Cite specific examples/lines.
2. Read Act IV
a. Read as a whole class, students will be assigned a character to read.
Characters that appear frequently or have long speeches will be broken
up over several people.
3. Students will finish Act IV for homework
Day 6
1. Debrief Act IV
a. Quarrel between Brutus and Cassius
2. Read Act V
Day 7
Discuss argumentation in Julius Caesar and revisit the funeral oratories through a
Socratic Seminar
Day 8
Take unit test
DAILY LESSON PLAN TEMPLATE
Name: Kathleen Davis
Date: January 2013
Unit Topic: Argumentation in Julius Caesar
Lesson Focus: _______________________________
Standard/Benchmark:
Motivation/Accessing Prior Knowledge (The Hook):
Learning Activities/Assessments
Closure
Reflections:
Grade Level: 11th Grade
“PORTFOLIO” UNIT FEEDBACK FORM
Intern: Kathleen Davis
Supervisor: Linda Boehmer
Semester: Winter 2013
Cohort: MAT 6
Comments/Suggestions
Establish Goals/
Standards
Understandings
Essential
Questions
Objectives
Performance
Tasks
Other Evidence
Learning/Lesson
Plans
Examples of
student work
Materials &
Resources
Summary
Reflection
Additional comments can be attached or written on the reverse side.
Completed
Components
No
evidence
In
progress
Status
Lesson Plan
Day: Day 1, 1/7/13
What Do I Want Students to Learn/Practice?
•
•
Students will identify iambic pentameter in Shakespeare’s Julius Caesar
Students will identify and practice the order of words (SVO, SOV)
Activities:
•
Students will obtain copies of Julius Caesar if they do not have them already.
(5-10 mins)
•
Students will listen to an introduction on Shakespeare and Julius Caesar.
Teacher will present the introduction on Shakespeare and Julius Caesar.
(10 mins)
•
Students will listen to a mini-lesson on the reasons why reading Shakespeare’s
play can be challenging, including the order of words, SVO and SOV.
Teacher will present a mini-lesson on the reasons why reading Shakespeare’s play
can be challenging, including the order of words, SVO and SOV. (15 mins)
•
Teacher will pass out Shakespeare handouts, number one and two. Teacher will
model the work for the students.
Students will watch the teacher model working through the worksheets. They
will also fill in the answers on their own worksheets. (10 mins)
•
Teacher will pass out Shakespeare handouts three, four, and five.
Students will work together in table groups to complete worksheets.
Teacher will walk around to ensure everyone is working on only the worksheets
and will answer any questions the students have. (10 mins)
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
At the end of the class or at the beginning of the next class, I will ask the students how
well they think they understand iambic pentameter and Shakespeare’s order of words.
The worksheets they just completed will have been practice.
What Will You Do for Students Who Don’t Master the Skill?
Depending on the number of students who do not understand the skill, I will either take a
few minutes of class time on Day 2 to reteach the class as a whole or pull a few students
aside while others are reading to reteach a small group. Additionally, I will offer for
students to come after school for one-on-one or small group reteaching.
Lesson Plan
Day: Day 2, 1/8/13
What Do I Want Students to Learn/Practice?
•
•
•
Students will practice identifying iambic pentameter and word order in Act I of
Julius Caesar.
Students will learn some of the many words in the play that have changed
meaning.
Students will learn enjambment.
Activities:
•
Students will listen to a review on enjambment.
Teacher will present a review on enjambment. (5-10 mins)
•
Teacher will read 1:1:1-58 aloud, pointing out: changed meaning of words,
enjambment, iambic pentameter, and word order.
Students will listen to the teacher read 1:1:1-58 aloud, following along in their
book. Then, one student will read aloud until the end of the scene, 1:1:59-73 (1520 mins)
•
Teacher will read 1:2:1-4 aloud, pointing out: iambic pentameter and indentation.
Students will follow along in their book while the teacher reads aloud. Then,
several students, in turn, will read. The teacher will point out the Ides of March.
After 5 or so minutes, the teacher will ask the students if they want to continue
reading as a whole class or in their table groups. The majority vote will win. (10
mins)
•
Teacher will brief the students on the rest of Act I: the focus of our study of Julius
Caesar (on argumentation, not literary devices), “abbreviations” in Cassius’
speech in 1:2:90-109, accent marks on “plungéd" in 1:2:105. Additionally, the
teacher will pass out the “Building the Argument” worksheet to guide students’
reading and discussions.
Students will follow along in their books and note the information the teacher has
pointed out. They will look over the worksheet if there is time available,
otherwise they will look it over while finishing Act I for homework. (10 minutes)
•
Students will fill out an exit ticket and hand it in as they walk out the door.
(2 minutes).
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
Students will fill out an exit ticket answering the following question: “Four reasons
reading Shakespeare is hard are (1) changed meaning of words, (2) enjambment, (3)
iambic pentameter, and (4) word order. Which one do you understand the best? Which
one do you still need help understanding?” Based on their answers I will be able to make
any adjustments necessary to the following day’s schedule.
Additionally, at the beginning of the next class, I will ask the students how well they
think they understand Shakespeare after finishing Act I.
What Will You Do for Students Who Don’t Master the Skill?
Depending on the number of students who do not understand the skill, I will either take a
few minutes of class time on Day 3 to reteach the class as a whole or pull a few students
aside while others are reading to reteach a small group. Additionally, I will offer for
students to come after school for one-on-one or small group reteaching.
Lesson Plan
Day: Day 3, 1/9/13
What Do I Want Students to Learn/Practice?
•
•
Students will practice discussing logical argumentation via Cassius’ speech to
Brutus in Act 1:2:135-175 of Julius Caesar.
Students will practice reading Shakespeare’s language: word order, enjambment,
iambic pentameter, and changed meaning of words.
Activities:
•
Teacher will review any concepts necessary as per the exit tickets and/or
questions from the class. Concepts include: word order, enjambment, iambic
pentameter, changed meaning of words, and argumentation in Act I. (5-10 mins)
•
Teacher will lead a debriefing of Cassius’ speech to Brutus in Act 1:2:135-175.
Students will pose questions to one another, answer each other’s questions, and
ask the teacher to explain sections in which they are confused. (15-20 mins)
•
Students will read aloud, in turn, 2:1:1-93.
Teacher will listen to the students as they speak and correct if needed. (15 mins)
•
The teacher will ask the students if they want to continue reading as a whole class
or in their table groups. The majority vote will win. The teacher will walk
around the room and speak one-on-one with any student who needs additional
explanations. (10 mins)
•
Students will finish reading Act II for homework.
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
Students will have a variety of opportunities on this day to ask questions. The teacher
will also check in with students who have previously struggled with the skills to verify if
any additional instruction is still needed.
Additionally, at the beginning of the next class, I will ask the students how well they
think they understand Shakespeare after finishing Act II.
What Will You Do for Students Who Don’t Master the Skill?
Depending on the number of students who do not understand the skill, I will either take a
few minutes of class time on Day 4 to reteach the class as a whole or pull a few students
aside while others are reading to reteach a small group. Additionally, I will offer for
students to come after school for one-on-one or small group reteaching.
Lesson Plan
Day: Day 4, 1/10/13
What Do I Want Students to Learn/Practice?
•
•
Students will practice discussing logical argumentation.
Students will practice reading Shakespeare’s language: word order, enjambment,
iambic pentameter, and changed meaning of words.
Activities:
•
Teacher will reteach any concepts requested by students. Concepts include: word
order, enjambment, iambic pentameter, changed meaning of words, and
argumentation in Act II. (5 mins)
•
Teacher will lead a debriefing of speech in Act 2:1:10-36.
Students will pose questions to one another, answer each other’s questions, and
ask the teacher to explain sections in which they are confused. Specific questions
include: (1) What two things does Brutus compare Caesar to when consider his
character? In your opinion, which one do Caesar’s actions so far in the play most
closely resemble? (2) Assess Brutus’s logic. Does he reach a rational decision?
If so, how/why? If not, what errors in logic does he commit? (20 mins)
•
Students will read aloud or act out, in turn, the following scenes: (1) the death of
Caesar, (2) Brutus’ funeral oratory, and (3) Antony’s funeral oratory.
Teacher will listen to the students as they speak and correct if needed. (20 mins)
•
Students will read Act III in their table groups for the remainder of the class
period. They will be able to ask the teacher questions, but students will be
encouraged to ask table groups first.
(15 mins)
•
Students will finish reading Act III for homework.
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
Students will have a variety of opportunities on this day to ask questions. The teacher
will also check in with students who have previously struggled with the skills to verify if
any additional instruction is still needed.
Additionally, at the beginning of the next class, I will ask the students how well they
think they understand Shakespeare after finishing Act III.
What Will You Do for Students Who Don’t Master the Skill?
Depending on the number of students who do not understand the skill, I will either take a
few minutes of class time on Day 5 to reteach the class as a whole or pull a few students
aside while others are reading to reteach a small group. Additionally, I will offer for
students to come after school for one-on-one or small group reteaching.
Lesson Plan
Day: Day 5, 1/11/13
What Do I Want Students to Learn/Practice?
•
•
Students will practice discussing logical argumentation.
Students will practice reading Shakespeare’s language: word order, enjambment,
iambic pentameter, and changed meaning of words.
Activities:
•
Teacher will reteach any concepts requested by students. Concepts include: word
order, enjambment, iambic pentameter, changed meaning of words, and
argumentation in Act II. (10 mins)
•
Teacher will lead a debriefing of the death of Caesar and the funeral oratories.
Questions to ponder include the following: (1) What are your thoughts? What
does “Et tu, Brutè” (3:1:85) mean, besides the literal translation? Where have you
heard it before? (2) b. Do you think the Brutus’ and Antony’s funeral oratories
were genuine? Why or why not? Cite specific examples/lines. (20 mins)
•
Students will read aloud Act IV as a whole class. Students will be assigned a
character to read. Characters that appear frequently or have long speeches will be
broken up over several people.
Teacher will listen to the students as they speak and correct if needed.
(20 mins)
•
Students will finish reading Act IV for homework.
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
Students will have a variety of opportunities on this day to ask questions. The teacher
will also check in with students who have previously struggled with the skills to verify if
any additional instruction is still needed.
Additionally, at the beginning of the next class, I will ask the students how well they
think they understand Shakespeare after finishing Act IV.
What Will You Do for Students Who Don’t Master the Skill?
Depending on the number of students who do not understand the skill, I will either take a
few minutes of class time on Day 6 to reteach the class as a whole or pull a few students
aside while others are reading to reteach a small group. Additionally, I will offer for
students to come after school for one-on-one or small group reteaching.
Lesson Plan
Day: Day 6, 1/14/13
What Do I Want Students to Learn/Practice?
•
Students will practice reading Shakespeare’s language
Activities:
•
Teacher will reteach any concepts requested by students. (10 mins)
•
Students will discuss the arguments in Act IV in small groups. If there is time,
they will begin reading Act V. (15 mins)
•
Students will read Act V for homework.
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
Students will have an opportunity to ask questions before they begin discussing Act IV.
The teacher will also check in with students who have previously struggled with the skills
to verify if any additional instruction is still needed.
Teacher will walk throughout the groups and listen to the students speaking. She will
listen to the rhythm of the their speech to hear if they’ve mastered enjambment and
iambic pentameter. Additionally, a quick glance around the room to see how many
students are still using the original book they started reading and how many students have
purchased Spark Notes versions will help indicate the level of understanding at the end of
Act IV.
What Will You Do for Students Who Don’t Master the Skill?
Depending on the number of students who do not understand the skill, I will either take a
few minutes of whole group class time or small group time to reteach any remaining
skills that have not been mastered.
I will have made myself available after school throughout the unit for any student who
still has questions. Additionally, I have created a Weebly site for students to download
all PowerPoints from class and a study guide for the test later this week.
Lesson Plan
Day: Day 7, 1/15/13
What Do I Want Students to Learn/Practice?
•
Students will practice discussing the funeral oratories in Julius Caesar using a
Socratic Seminar format
Activities:
•
Students will create two circles – an inner and outer circle. This is a format they
have been taught and have utilized in the past. Students in the inner circle will
have about 15 minutes to discuss the funeral oratories. The discussion will begin
with a question posed by the teacher. During this time, the outer circle will be
using an observation grading rubric (one that they have used before as well) to
take notes and grade the inner circle. After 15 minutes, the circles will switch
places and the processes will repeat. The inner circle will discuss for 15 minutes,
beginning with a question posed by the teacher and the outer circle will take notes
on the observation grading rubric. (40 minutes)
•
Students will have an opportunity to ask the teacher or other students in their class
any lingering questions they have about Julius Caesar and the test later this week.
How Do I Know Students Learned the Skill/Benefited from the Practice?/Type of
Assessment
Students will engage in a lively, energetic discussion with thought-provoking questions
and insights.
What Will You Do for Students Who Don’t Master the Skill?
If students are unable to engage in the discussion, the teacher will have a set of questions
that can help springboard the conversation a few times.
Formative Assessments
Students will engage in a Socratic Seminar discussion.
Fast Facts About…William Shakespeare
Born: April 1564 in Stratford-upon-Avon, England
Wife: Anne Hathaway (He married at age 18)
Children: Susanna, and twins Judith & Hamnet (Sadly, Hamnet, his only son, died in childhood)
Profession(s): Playwright, Actor, Businessman (shareholder of an acting company)
Died: April 23, 1616 in London, England (Coincidentally, on the same day, in Spain, Miguel de
Cervantes, author of Don Quixote, also died. Even more of a coincidence, Inca Garcilaso de la
Vega, a Spanish/Incan writer, also died.)
Buried: Holy Trinity Church with a curse for an epitaph – essentially, blessing those who leave
his bones alone and cursing anyone who moves his bones
Publication of his Plays: There are no original manuscripts of Shakespeare’s plays. Seven years
after his death, in 1623, a collection of his plays were published as the First Folio. It is this
publication to which the word “original” refers to. It was common for actors and directors to
modify plays frequently – for entertainment and creative interpretation as well as adjusting for
the talents of the actors and the availability of materials required to produce the specific play.
Number of Plays: 39 written, but one manuscript has been lost, thus, 38 are typically attributed
to him. He wrote mostly comedies, 18 to be exact. Histories and tragedies are tied at 10 plays
each. He also wrote some sonnets (“Shall I compare thee to a summer’s day?” Sonnet 18).
Total Number of Written Words: 884,647 words
Earliest Written Play: King Henry VI, Part 1 (1589-1591)
Last Written Play: The Two Noble Kinsmen (1613)
Longest Play: Hamlet (4,042 lines)
Shortest Play: The Comedy of Errors (1,787 lines)
Invented Language: Shakespeare made up about 10% of the words in his plays. Many of the
words we still used today (about 500) are attributed to him by the Oxford English Dictionary.
Words such as: never-ending addiction, schoolboy, gentlefolk, radiance, lackluster, countless,
useful, and day’s work.
Actors: All the actors were male. Young boys played female roles. (Those kissing scenes must
have been awkward! And if you’ve ever heard of Shakespeare’s play, The Winter’s Tale, there
were boys dressed up as females dressed up men. Confusing? Yes. Entertaining…YES!)
Source: http://www.folger.edu
AP LANGUAGE
William Shakespeare & Julius Caesar Resources
Websites:
Folger Shakespeare Library - http://www.folger.edu
Digital Text of Plays (online & PDF) - http://www.folgerdigitaltexts.org/?chapter=4
*SparkNotes – No Fear Shakespeare - http://nfs.sparknotes.com/juliuscaesar/
Books:
Folger Shakespeare Library Edition – ISBN 978-074348745 ($4.99)
The Sourcebooks Shakespeare Julius Caesar – ISBN 978-1402206870 ($14.95)
*SparkNotes No Fear Shakespeare Edition – ISBN 978-1586638474 ($5.95)
*SparkNotes 101 Shakespeare Edition – ISBN 978-1411400276 ($5.99)
iPhone Apps
*SparkNotes
Film/Movie Version
BBC Shakespeare Tragedies Julius Caesar (Amazon Instant Video, Tragedy Box Set - Amazon)
*Since we will be focusing on language of Julius Caesar and not plot, characters, figurative
language, or theme, SparkNotes will not be of too much use for you. I REALLY warn you
against using No Fear Shakespeare because having the “modern translation” may actually hinder
your study of Shakespeare’s language. However, I have listed the books here in the event you
are so confused or feel you need to double check your understanding of the play. Remember: I
know they exist too; you aren’t fooling me. I know they’re free online. And you won’t be able
to use it in place of reading Shakespeare’s language because you will not pass the test.
AP LANGUAGE
SOCRATIC SEMINAR QUESTIONS
1. Compare and contrast Marcus Brutus’ funeral oratory to that of Mark
Antony.
2. How did both men develop their arguments? What was similar? Different?
3. What types of appeal did Mark Antony use in his oratory?
4. Based on their actions in the play, whose oratory do you believe to be more
sincere?
5. Why do you think Shakespeare switched from iambic pentameter to prose
for Brutus’ funeral oration but not Antony’s?
6. What does Brutus’ oratory reveal about the content of his character? What
does Mark Antony’s oratory reveal about his character?
7. Do the orations sound like the best eulogies that the men could have given?
Or do they reveal the conspiracy to kill Caesar and publically antagonize
each other?
Name: _______________________
AP LANGUAGE
JULIUS CAESAR REVIEW GUIDE
Part I: The Play
There will be 15 quotes from all 5 Acts. You will match them to the main characters in the play.
Here’s some advice.
•
•
•
Think about each character’s essential characteristics in the play
Think about each character’s actions.
If it sounds familiar, it’s probably famous. Take note of who speaks it.
Part II: Shakespeare’s Language
There will be 5 questions (each with one line) to determine whether the quote is in iambic
pentameter or not. They will be in the identical format as I showed you in class.
There will be 5 questions for you to choose the BEST more accurate reworking of Shakespeare’s
lines into regular English. This includes subject-verb-object order; placement of modifiers, etc.
They will be in the same format as the examples in class.
Part III: Rhetorical Analysis of Argument
There will be an argument quoted directly from Julius Caesar for you to read and then 10
multiple choice questions to answer regarding the argument. Concepts to review might include:
•
•
•
•
•
Logical, emotional, and ethical appeal
Schemes
Parts of an argument
Figurative language
Tone
Additionally – there will be an impromptu essay to write on the same day as the exam.
Julius Caesar
ACT I
Week’s Homework Assignments
Tuesday: Finish Act I
Wednesday: Finish Act II
Thursday: Finish Act III
Friday: Finish Act IV
Monday: PORTFOLIOS DUE! Finish Act
V, Prepare for Socratic Seminar on Funeral
Orations
Tuesday: Review for test
Denotation
Who knows how to cite a play?
– Act 1, Scene 1, Lines 1-5
– 1:2:200-5
Editions
– Folger Shakespeare Library - http://www.folger.edu
– Digital Text of Plays (online & PDF) http://www.folgerdigitaltexts.org/?chapter=4
Enjambment
What is enjambment?
– A line break without a pause in speech
How does it work?
– Don’t pause at the end of every line
When do you pause?
– Commas, periods, and other natural pauses.
Act 1, Scene 1, Lines 1-80
(1:1:1-80)
Iambic Pentameter
– Count the syllables, listen to your natural rhythm
of speaking
– “Is this a holiday? What? Know you not
Being mechanical, you ought not walk”
Enjambment
– “Upon a laboring day without the sign
Of your profession—Speak, what trade art thou?
Act 1, Scene 1, Lines 1-80
(1:1:1-80)
Outdated Language
– “Neat’s leather” (1:1:29)
– cowhide
Missing syllabus
– “whe’er” (1:1:66)
Word Order
Act 1, Scene 2, Lines 1-363
(1:2:1-363)
Your turn to try reading. Who wants to
volunteer to read aloud?
Ides of March
– When is it?
– Why is it significant?
Accent mark on plungéd (1:2:112)
Building the Argument
Act I, Scene 2, lines 135-175 (142-170),
Cassius’ speech to Brutus (“Why, man, doth
he bestride the narrow world…)
– What is Cassius trying to convince Brutus to do?
– What logical arguments does he make?
– What appeals to emotions does he make?
(Identify techniques and cite specific examples of
each.)
– How does Brutus respond?
Homework
Finish Act I
Tomorrow: We will debrief Act I and
discuss Cassius’ speech.
– We will also start Act II.
Exit Ticket: 4 Reasons Reading
Shakespeare is hard are: _______________