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
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
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
