TKAM

 

TKAM Lesson 1

Tuesday, 4/1-Wednesday, 4/2-

complete Web Quest

Turn your work in to www.turnitin.com (Graded)

TKAM Intro: WEB Quest

https://bhscomp1.blogspot.com/2022/08/tkam-web-quest.html

1. Students will work on the To Kill a Mockingbird Webquest

2. We will discuss the influences of prejudice

3. Web Quests must be turned in before class on Thursday, 4/4

Thursday, 4/3- Go over Web Quest

Friday, 4/4- Keystone Practice- -  Complete Keystone practice (graded on Skyward) and the exercises below

 Red Badge of Courage 1:

https://docs.google.com/document/d/1W2qrRGJ-hIp9HDmMWpeVn7o_OCgQPxAh/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

Red Badge of Courage 2:

https://docs.google.com/document/d/1box46W3TYOpT7IJWfK8Zbymp7ycazgA70LDuhKThnbE/edit?usp=sharing

__________________________________________________

Journal Link: JOURNALS ARE ASSIGNED FOR EVERY THREE CHAPTERS.  THE JOURNALS FOR THE CHAPTERS WE COVER OVER THE WEEK WILL BE DUE ON SUNDAY @ MIDNIGHT TO WWW.TURNITIN.COM

http://bhscomp1.blogspot.com/2014/04/to-kill-mockingbird-journals.html

Packet Link;

https://bhscomp1.blogspot.com/2020/03/tkam-packet.html

Mockingbird resoures:

https://youtube.com/playlist?list=PL0dqmLoMJ3PZV-ESo5qXoSPBsnZqcD_-U&si=Qny__RbvcIi7wqN2

___________________________________________

Mockingbird Chapters 1 and 2

Mockingbird Web quest Link

____________________________________________________

Assignment 1

To Kill a Mockingbird Intro.

1. Students should read Chapters 1 -2  FOR Monday, 4/7 @ midnight

2. Students should create a character list with brief descriptions of each character (See Packet)

3. Review the vocabulary section of your packet

Goal: 
-Read chapters 1 and 2-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

ASSESSMENT: 

Type one Quiz (Tuesday, 4/8)

Journals 1-2Due on Sunday, 4/13

__________________________________________

Mockingbird resources:

https://youtube.com/playlist?list=PL0dqmLoMJ3PZV-ESo5qXoSPBsnZqcD_-U&si=Qny__RbvcIi7wqN2

Act 5

  -homework:  before you enter class on Monday- read the Modern English of Act         5     , scene .    **see note below

-complete the study guide

For Monday, 3/24- Make sure your packets are completed-

**You are responsible for reading the MODERN ENGLISH sections assigned to you each night.  You are expected to take comprehensive notes, highlight and write a Key Point summary on each page.  This will be graded.

***We will NEVER READ the Modern English version in class.

Read, highlight, make notes in side margins, and list all important actions that occurred on each page (AT THE BOTTOM of the page below the modern English section

-Complete the corresponding study guide questions.

Tuesday, 3/25- Wednesday, 3/26 ACT 5

-PLAY TIC, TAC, TOGA BINGO

Wednesday, 3/26 -double

Overall JC Test

ASSIGN ESSAY.-

Thursday, 3/27- Double- Overall JC Test

Monday, 3/31- ANTONY SPEECHES  

-ESSAYS

_______________________________________________

TKAM Reading ASSIGNMENTS:

 TKAM ASSIGNMENTS:

___________________________________________________

Assignment 1

To Kill a Mockingbird Intro.

1. Students should read Chapters 1 -2  FOR MONDAY, 4/7 before you walk into class

2. Students should create a character list with brief descriptions of each character (See Packet)

3. Review the vocabulary section of your packet

Goal: 
-Read chapters 1 and 2-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

ASSESSMENT: 

Type one Quiz (Monday, 4/7)

__________________________________________

Assignment 2

Read chapters 3-4 for THURSDAY, 4/10 before you enter class

Quiz on chapters 3-4

**Be ready for a type 2 quiz- Ch 3-4

Complete journal assignment 1 for SUNDAY, 4/21 @ MIDNIGHT- www.turnitin.com

. Students should read Chapters 4-4 FOR Thursday, 4/10 before they enter class

2. Students should create a character list with brief descriptions of each character (See Packet)

3. Review the vocabulary section of your packet

Goal: 
-Read chapters 3 and 4-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

assessment

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

3. Homework for Monday, 4/14 (Read chapters 5-6 and complete packet work)

_____________________

Assginment 3

Read chapters5-6 for Monday, 4/14 before you enter class

Quiz on chapters 5-6

**Be ready for a type 2 quiz (Monday, 4/14)- Ch 5-6

Goal: 
-Read chapters 5 and 6-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

++++++++++++++++++++++++++++++++++++++++++++++

Assignment 4

Thursday, 4/17

Read chapters 7 and 8 and complete packet work
vocab test on the first two sections- chapters 1-6

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

Goal: before you enter class
-Read chapters 7 and 8-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz (Thursday, 4/17- Ch 5-8

__________________________________________

Assignment 5

Friday, 4/19 
Read chapters 9- and  10 complete packet work

Goal: before you enter class
-Read chapters 9-10 -Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

__________________________________________

Assignment 6

Read chapters 11-12 for Tuesday, 4/22 before you enter class

Quiz on chapters 11-12

**Be ready for a type 2 quiz (Tuesday, 4/22)- Ch 11-12

Goal: 
-Read chapters  11 and 12-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

__________________________________________

Assignment 7

Thursday, 4/24

Read chapters 13-14  and complete packet work

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

Goal: before you enter class
-Read chapters 13-14 Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz Thursday, 4/24- Ch 12-14

_____________________________________

Assignment 8

Monday, 4/29
Read chapters 15-18 and complete packet work

Goal: before you enter class
-Read chapters 15-18 -Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz (Monday, 4/28- Ch 15-18

______________________________________________

ASSIGNMENT 9   Ch 19-20

Read chapters 19-20 for WEDNESDAY, 4/30  before you enter class

Quiz on chapters 11-12

**Be ready for a type 2 quiz (WEDNESDAY, 4/30 )- Ch 19-20

Goal: 
-Read chapters  19 and 20-Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

_______________________________________________

Assignment 10 CH 21-22

FRIDAY, 5/2

Read chapters 21-22  and complete packet work

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

Goal: before you enter class
-Read chapters  21-22 Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz

_________________________________________________

Assignment 11

Monday, 5/5
Read chapters 23-25 and complete packet work

Goal: before you enter class
-Read chapters 23-25 -Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz 

_____________________________________________

Assignment 12

Wednesday, 5/7
Read chapters 26-28 and complete packet work

Goal: before you enter class
-Read chapters 26-28 -Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz 

______________________________________

Assignment 13

Friday, 5/9
Read chapters 29- End of novel and complete packet work

Goal: before you enter class
-Read chapters 29- End of novel -Review activity packet questions for both chapters in To Kill a Mockingbird
-Students will discuss racism, poverty and miscommunication as they read the chapter
-Students will analyze education during the 30's

1. Take quiz....No books

2. Make sure your packet work and character lists are completed.

**Be ready for a type 2 quiz 

_______________

JC Act 4

  Act II and lll

GOALS: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Acts 3 and 4

2. Students will read and discuss Acts 3 and 4

**Students will complete Active reading  Old English/ Modern English

** Students should complete their work packets

3. Review packet

4. ASSESSMENTS: Test on Act 3 , Reading checks, pop quizzes

Intro to Julius Caesar 

__________________________________________________

Monday, 3/17- 

ACT 4: 

- Read and annotate the MODERN ENGLISH FOR Act 4 scenes 1, 2 and 3 up to line 50.  

Before YOU ENTER CLASS, 

Wednesday, 3/19- Finish reading Act 4-THE MODERN ENGLISH 

Before YOU ENTER CLASS

**You are responsible for reading the MODERN ENGLISH sections assigned to you each night.  You are expected to take comprehensive notes, highlight and write a summary on each page.  This will be graded.

***We will NEVER READ the Modern English version in class.

Read, highlight, make notes in side margins, and list all important actions that occurred on each page (AT THE BOTTOM of the page below the modern English section

-Complete the corresponding study guide questions.

Antony speeches -3/31, Monday

_________________________________

Intro to Julius Caesar

 Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

------------------------------------

Julius Caesar Resources:

Packet: 

https://drive.google.com/file/d/1n2XT_oFILjsytBf5HphF79jQEW7BNbLi/view?usp=sharing                    

**We will read the first act together

**If you don't bring your packet and play, you will receive a 0 for the day.

**Packets and Plays will be checked daily

Julius Caesar Timeline:  https://www.softschools.com/viewTimeline.action?id=33

Links: To Review

Links: To Review
The Globe
http://bhscomp1.blogspot.com/2016/02/the-globe_4.html

Blank Globe: 

https://drive.google.com/file/d/1vuLZuDBs8i8uC_1ZUA18Kdguc6s6GJvM/view?usp=sharing

Drama Terms
https://bhscomp1.blogspot.com/2021/09/drama-terms.html

Drama Terms PP

https://docs.google.com/presentation/d/10ZdUMAGOu1zz36XfniauFjwMaKZXw6A0/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

Renaissance History

http://bhscomp1.blogspot.com/2016/12/renaissance-history.html

Contributions from the Renaissance

https://docs.google.com/presentation/d/1ZURCPBR_wNFuLekqVG61knJ0_K-2zS-W/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

Julius Caesar Review:
http://bhscomp1.blogspot.com/2020/07/jc-review-and-audio.html

Act Summaries: http://bhsworldlit.blogspot.com/2014/02/julius-caesar-review.html

_____________________________

Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary

________________________________________

__________________________

citing in text

EXAMPLE: MLA FORMAT

CITING A LONG AND SHORT QUOTE

 

Mark Antony uses many forms of rhetoric when he addresses the Roman people concerning Caesar’s funeral when he states:

Friends, Romans, countrymen, lend me your ears;

I come to bury Caesar, not to praise him.

The evil that men do lives after them;

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious:

If it were so, it was a grievous fault,

And grievously hath Caesar answer’d it. (Shakespeare, Act 2, 3, 78-85) (quote more than 4 lines ex)

 

  He continues to use the refrain, “For Brutus is an honourable man; So are they all, all honourable men” (Shakespeare, Act 2, 3, 67-68). (short quote ex)

 Act II and lll

GOALS: Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Acts 3 and 4

2. Students will read and discuss Acts 3 and 4

**Students will complete Active reading  Old English/ Modern English

** Students should complete their work packets

3. Review packet

4. ASSESSMENTS: Test on Act 3 , Reading checks, pop quizzes

Intro to Julius Caesar 

______________________________________________

Monday, 3/10- BEFORE YOU ENTER CLASS : Act 2, Scenes 2-4 (finish the act)

**You are responsible for reading the MODERN ENGLISH sections assigned to you each night.  You are expected to take comprehensive notes, highlight and write a summary on each page.  This will be graded.

***We will NEVER READ the Modern English version in class.

-Complete the corresponding study guide questions.

TUESDAY, 3/11  ACT 2 TEST

-Essays

WEDNESDAY, 3/12-  -READ ACT 3 MODERN ENGLISH

BEFORE YOU ENTER CLASS TODAY READ ACT 3 SCENE 1 UP TO AND INCLUDING P. 127

Thursday, 3/13 - BEFORE YOU ENTER CLASS ON Thursday, 3/13: Act , FINISH THE ACT -3

**You are responsible for reading the MODERN ENGLISH sections assigned to you each night.  You are expected to take comprehensive notes, highlight and write a summary on each page.  This will be graded.

***We will NEVER READ the Modern English version in class.

Read, highlight, make notes in side margins, and list all important actions that occurred on each page (AT THE BOTTOM of the page below the modern English section

-Complete the corresponding study guide questions.

Friday, 3/14- ACT 3 TEST- INCLUDING ACTS 3, 4 AND 5 VOCAB.  

ACT 4: 

- Read and annotate the MODERN ENGLISH FOR Act 4 scenes 1, 2 and 3 up to line 50.  

Before YOU ENTER CLASS, on Monday, 3/17

_____________________________________________________

Monday, 3/17- 

ACT 4: 

- Read and annotate the MODERN ENGLISH FOR Act 4 scenes 1, 2 and 3 up to line 50.  

Before YOU ENTER CLASS, 

Thursday, 3/2- Finish reading Act 4-THE MODERN ENGLISH 

Before YOU ENTER CLASS

**You are responsible for reading the MODERN ENGLISH sections assigned to you each night.  You are expected to take comprehensive notes, highlight and write a summary on each page.  This will be graded.

***We will NEVER READ the Modern English version in class.

Read, highlight, make notes in side margins, and list all important actions that occurred on each page (AT THE BOTTOM of the page below the modern English section

-Complete the corresponding study guide questions.

Antony speeches

_________________________________

Intro to Julius Caesar

 Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

------------------------------------

Julius Caesar Resources:

Packet: 

https://drive.google.com/file/d/1n2XT_oFILjsytBf5HphF79jQEW7BNbLi/view?usp=sharing                    

**We will read the first act together

**If you don't bring your packet and play, you will receive a 0 for the day.

**Packets and Plays will be checked daily

Julius Caesar Timeline:  https://www.softschools.com/viewTimeline.action?id=33

Links: To Review

Links: To Review
The Globe
http://bhscomp1.blogspot.com/2016/02/the-globe_4.html

Blank Globe: 

https://drive.google.com/file/d/1vuLZuDBs8i8uC_1ZUA18Kdguc6s6GJvM/view?usp=sharing

Drama Terms
https://bhscomp1.blogspot.com/2021/09/drama-terms.html

Drama Terms PP

https://docs.google.com/presentation/d/10ZdUMAGOu1zz36XfniauFjwMaKZXw6A0/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

Renaissance History

http://bhscomp1.blogspot.com/2016/12/renaissance-history.html

Contributions from the Renaissance

https://docs.google.com/presentation/d/1ZURCPBR_wNFuLekqVG61knJ0_K-2zS-W/edit?usp=sharing&ouid=115237694256539959089&rtpof=true&sd=true

Julius Caesar Review:
http://bhscomp1.blogspot.com/2020/07/jc-review-and-audio.html

Act Summaries: http://bhsworldlit.blogspot.com/2014/02/julius-caesar-review.html

_____________________________

Goal: Students will explore the historical background to Julius Caesar
Students will discuss PARADOX

1. In the packet, students will read "An Introduction to Julius Caesar"
2. Student will read and take notes on "A Brief History of the Roman Empire"

3. Review Caesar's Timeline: http://www.softschools.com/timelines/julius_caesar_timeline/33/

Paradox:

Paradox can prove to be very revealing about human nature and the way that we speak. If someone says to you "I'm a compulsive liar," do you believe them or not? That statement in itself is a paradox, because it is self contradictory, which is precisely what a paradox is.
At the most basic level, a paradox is a statement that is self contradictory because it often contains two statements that are both true, but in general, cannot both be true at the same time. In the aforementioned example, can someone be both a compulsive liar yet telling the truth at the same time?

Caesar as a PARADOX:
1. A great general
2. Charismatic in politics
3. Decisive in his judgements
4. Sharp in his evaluations of men

(However/ Paradoxically)
1. He is deaf in one ear
2. Prone to fevers and epilepsy
3. Unable to compete with Cassius by swimming in the Tiber River fully armed
4. Afflicted with a sterile marriage
5. He professes to fear nothing yet is extremely superstitious
6. He thinks he is above flattery, yet he is especially vulnerable to it.

All of this is a paradox because he had aspirations to be above MORTAL weakness


Brutus is a PARADOX
1.1. Strengths different- weaknesses similar

A. Truly noble Roman from an ancient family whose glory it had been to defend the personal liberties of Rome (Roman Tradition)
B. Good rapport with courageous and noble wife
C. Genuinely kind to servants
D. Trustworthy in friendship
E. Finds Caesar's ambition for power distasteful and vulgar

**Brutus's "Hubris" is  pride of family and country -- on these he is vulnerable to flattery even though he too, feels that he is above it.

R11.A.2 Identify, interpret, describe and analyze literary devices in fictional and literary

________________________________________

__________________________

citing in text

EXAMPLE: MLA FORMAT

CITING A LONG AND SHORT QUOTE

 

Mark Antony uses many forms of rhetoric when he addresses the Roman people concerning Caesar’s funeral when he states:

Friends, Romans, countrymen, lend me your ears;

I come to bury Caesar, not to praise him.

The evil that men do lives after them;

The good is oft interred with their bones;

So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious:

If it were so, it was a grievous fault,

And grievously hath Caesar answer’d it. (Shakespeare, Act 2, 3, 78-85) (quote more than 4 lines ex)

 

  He continues to use the refrain, “For Brutus is an honourable man; So are they all, all honourable men” (Shakespeare, Act 2, 3, 67-68). (short quote ex)