Act 5 JC

Objective: Introduction to ACT 5:  (Falling Action)  Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

1. Students will read and review Act 5
2. Students will read and discuss/ Analyze Act 5
3. Students will identify and discuss cathartic moments from Act 5
** Students should complete their work packets and plot structure sheet

Who is alive and why did Shakespeare focus on these characters to conclude the play?
Continue the death list



Act 5 Analysis
We will answer all parts of each question.

1. Now that you have read the play in its entirety, decide for yourself whether or not Shakespeare believed that the murder of Caesar was in the best interests of the Roman people?
-To answer this question, reflect upon the facts of the play: who lives? (were their acts just?), who dies? (were their acts unjust?), and how do the speeches associated with their deaths shed light on the way “God” (in the case of a fictitious story, the playwright himself) would judge them and their actions?


2. . Since Brutus himself is said to have been “the noblest Roman of all” (V, 74), why do you think he is referred to in this manner?  Do you agree with this statement?  Explain


3. . What is said and done in Act V that supports the comment: Brutus' and Cassius' defeat is revenge for Caesar's murder?

4. Using detail from the play, discuss a moral lesson learned from the tragic events that transpired

5. Who was/ were the tragic heroes?  Provide evidence from the play that proves they were tragic heroes

6. Julius Caesar is filled with examples of dramatic irony.  Define dramatic irony (from your notes) and give two specific instances of it from the play

Resources/ Materials used:  Textbook, Smart Board, and Packet
HMK: Complete Study Island Julius Caesar packet by tomorrow, Tuesday, 1/28

Tests:

Wednesday, 1/29 - Final Essay Test
Friday, 1/31 - Final JC Overall test

Standards:

Standard - CC.1.2.9-10.A

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Standard - CC.1.3.9-10.K

Read and comprehend literary fiction on grade level, reading independently and proficiently.

ACt 4

Discuss the mind frame of the crowd
Discuss the manipulation used by Antony

Discuss elements of the falling action

Complete ACT 4 JC Study Island Quiz for homework

FRIDAY, 1/24 ACT 4 

Goal: Analyze ACT 4:  (Falling Action)  Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.


1. Students will continue to review Act 4
 2. Students will read and discuss Act 4
** Students should complete their work packets and plot structure sheet

 THE PACKET and lists

Act 3

Finish Reviewing Act 3 JC
1. Go Over packet questions
2. Review Act
3. Take the test
4. Introduce Scene 4

Act 3:  Class review Questions

1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebs

8. . Summarize Antony’s soliloquy. 

HMK: Act 4, scenes 1,2, and 3:  Read for Wednesday
Complete corresponding packet work
-Jan 20-21- Antony speeches
-Friday, January 17 :  Period 6



After Act 4: Analysis Questions

Students will analyze Act 4 through Journal Writing

  Must use specific examples from the act.  Please indicate page and line numbers.

these DO NOT HAVE TO BE LONG PARAGRAPHS.  JUST ANSWER THE QUESTIONS BELOW USING SOLID EXAMPLES.

a.       What is the overall theme of this act? Give specific examples from the act to support your answer

2B.      How has Antony changed in Act IV? Give specific examples from the act to support your answer

C.      Describe the triumvirate. (List the members and discuss the stability of the government)

 Give specific examples from the act to support your answer

5D.      What disturbing news does Brutus use to explain his irritable mood in scenes II and III?

6E.      List three mistakes that Brutus has made up to this point in the play.Give specific examples from the act to support your answer

7F.      Why does Brutus want to attack Antony and Lepidus directly at Phillipi?  How does Cassius feel about this plan?  How do you feel about this plan?

8G.      What does Caesar’s ghost symbolize?

Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences

Act 3

Act 3- "Friends, Romans, Counrtymen..."

Act 3

Monday, 1/13
1. Complete Acts 2 and 3 in Study Island.
Answer 15 questions and receive an 80% ; If you fail to receive an 80%, continue until you receive 80%
Wednesday, 1/15 -Vocab test Acts 2-3
__________________
Finish Act 3 (Plan for Entire Act)
**Friday/ Monday (Monday only if needed) - Antony speech days - January 20 and 21!!!!!!

I. Response questions
Answer the following questions:

1. What is betrayal?

2. What omens have come true
- Cite Act, line and scene with each answer

3. . What would you do if you witnessed such a scene ?

4. What events in this act prove that it is the Climax?

5. DUE MONDAY, 1/13- Make a list for each of the following characters:

Antony

Cassius

Brutus

-List every instance IN ACTS 1-3 that they were manipulative

-Which character is the most manipulative

II. Packet

Complete all of Acts 1-3 in the packet

III. Study Island

-Complete Act 3 in Study Island

-Answer 15 questions and receive an 80%

Iv. Read and Analyze Act 3 scenes 

-Highlight and take notes

Goal: ACT 3 :  Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

1. Students will read and review Act 3 Scene 1
 2. Students will read and discuss Act 3 sc 2
** Students should complete their work packets
3. Students will discuss betrayal

4. What would you do if you witnessed such a scene?

3. Review packet 

Climax
1. Students will read and discuss Act 3
2. Answer packet questions
3. Continue with Plot Structure

ANSWER:  BECAUSE PURPLE IS MY FAVORITE COLOR!!!  :)
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject

Test

Act 2 Test Today

We will continue reading Act 3.
Review the Antony speech

Vocab 2-3 test - Friday, 1/10

MID-TERM SPEECH- I SEARCH THE WORD

Directions

I SEARCH- THE WORD

GOAL: Students will explore and utilize various forms of research

1. Choose an intangible word. This word may be of your own choosing with the permission of the teacher, or you may choose from the list that is provided. Each student will have a different word. You will need to sign up for the word you choose.
2. You need to research the word in all of the sources listed below. Make certain you write down the REFERENCE INFORMATION for each source: the title of the book or magazine, author or editor of that book or magazine, the year and place of publication, and the page number of the source. Use the Write for College MLA format section. Mrs. Henrie and I are also available for help.
a. Look you word up in an unabridged dictionary. Copy the word’s etymology and its first definition. TYPE/ copy or hand copy the remaining definitions. If the dictionary does not have the etymology listed, you must use an etymology dictionary. Make not of its previous meanings. This may be in story form showing the growth of the word.
b. Look up you word in a thesaurus. Copy the first group of synonyms and all the bold faced words.
c. Look up in a concordance to the Bible. Find a verse that contains your word; copy it. Explain it. Use the concordance to cross reference a Bible.
d. Look up you word in the Concordance to Shakespeare. Find a passage that contains you word, then, look up the passage in any of the complete works of William Shakespeare and copy the whole speech which contains the word. Include the speaker’s name, act, scene, and line numbers in your reference information. You will have to explain this to your reader.
e. (Not Required) Look up your word in Granger’s Index to Poetry. Use one of the poetry anthologies and copy a poem that contains your word. Make note of the title, author, and page. You will have to explain this to your reader.
f. Look up your word on Power Library—ex. GALE—Student Research Center. Find an article which deals with you word. Locate the article, read it, and summarize the article. SOURCES ON POWERLIBRARY
g. Interview your grandparents and/or your parents plus one other person (three people from different genterations...one must be your generation). Write down what they think your word means. [You will need to cite three interviews including the time.]
h. Look up your word in a book of quotations. Copy a quotation which contains your word and the quotation’s identifying information. Explain what the quotation means.

I. Current movie/ tv reference.  Find your word used directly in a movie/ tv show.  Reference and explain how it is used.

1/7:  TUESDAY: SELECT WORD AND BEGIN BASIC RESEARCH
1/8:  WEDNESDAY: Library  PORTION
1/9 - 1/10 THURSDAY AND FRIDAY: LIBRARY 

1/13-1/15:  TURN IN NOTECARDS, ORGANIZE RESEARCH, AND CREATE YOUR OUTLINES

1/16- 1/17: PRACTICE

1/21-1/24: WEDNESDAY- FRIDAY - PRESENTATIONS

REQUIREMENTS: 

1. YOUR PRESENTATION WILL BE A MINIMAL OF 5 MINUTES

2. YOU WILL PRESENT YOUR WORD AND ALL OF THE HISTORY AND STORIES BEHIND IT. 

3. YOU MAY USE 2 NOTE CARDS (They may only contain points.  Full sentences and paragraphs will result in a 0)

4. YOU MAY PUT POWERPOINT SLIDES ON THE BOARD

5. MUST FOLLOW THE 6X6 RULE.  ANY PRESENTATION WILL RECEIVE A 0 IF YOU DON'T FOLLOW THIS RULE.

6. NO VIDEO CLIPS LONGER THAN 30 SECONDS

7. YOUR RESEARCH MUST BE TURNED IN TO NOODLE TOOLS

8 YOU MUST HAVE A CITATION AND NOTES FOR ALL OF THE FOLLOWING: 

A. UNABRIDGED DICTIONARY

B. ETYMOLOGY DICTIONARY

C. BIBLE

D. THESARUS

E. CONCORDANCE TO SHAKESPEARE

F. GRANGER'S INDEX TO POETRY (Not Required)

G-I.  THREE INTERVIEWS

J. BOOK OF QUOTES

K. MODERN MOVIE/ TV

L. ONE SOURCE YOU FIND AND RELATE TO

SETUP:

1. INTRODUCTION:  MUST CAPTIVATE THE AUDIENCE AND PROVIDE A STRONG FOUNDATION FOR YOUR SPEECH

2. MUST INCLUDE DETAILS AND STORIES

3. IF YOU MAKE A STATEMENT OR STATE A FACT, YOU MUST EXPLAIN IT

4. PRESENT ALL ORIGINS OF YOUR WORD AND CONNECT WITH TRANSITIONS BETWEEN YOUR VARIOUS ORIGINS

5. MUST INCLUDE YOUR CONNECTION TO THE WORD/ PERSONALIZE IT

6. CONCLUSION/ SUMMARY CONCLUSION

GRADING:

5 MIN WILL QUALIFY FOR FULL CREDIT

4 MIN WILL QUALIFY FOR A GRADE OF:  B

3 MIN WILL QUALIFY FOR A GRADE OF: C

2. MIN WILL QUALIFY FOR A GRADE OF : D

UNDER 2 MIN WILL FAIL

*JUST BECAUSE YOU REACH YOUR TIME, DOES NOT GUARANTEE THE GRADES LISTED ABOVE.  YOU MUST MEET ALL ELEMENTS LISTED UNDER THE "REQUIREMENTS" SECTION

INTANGIBLE WORD SUGGESTION LIST:

https://bhscomp2.blogspot.com/2008/11/intangible-words.htmhttps://bhscomp2.blogspot.com/2008/11/intangible-words.htmll

Assignment for Monday....1/6/2020....I can't believe it's 2020!!

Friends, Romans, Countrymen...and Integrated English students, I hope everyone had a restful holiday!

We will review your assignment on Monday

-You should have read the rest of JC Act 2 - Modern English and taken notes
-Completed the packet for Act 2
-Completed the corresponding vocab

We will finish Act 2 upon our return and get ready for the BIG Act....Act 3!

See you soon!