kristinbolekenglish


 * Lesson Topic and Description:** Julius Caesar- a Shakespearean tragedy

Knowledge: Name the members of the conspiracy against Caesar. Comprehension: Explain the outcome of the play and describe your reaction. Application: Summarize the events of Act III in Julius Caesar, paying close attention to the characters who seem to be playing a large role. Analysis: Compare and contrast the use of the supernatural in Shakespeare with the use of the supernatural in modern day literature. Synthesis: Evaluate Shakespeare's use of rhetorical devices in Marc Antony's funeral speech. Evaluation: Develop a position paper with a clear thesis and support in which you determine whether Caesar or Brutus is the true tragic hero of the play.

**__Focus on Concepts__**
Rhetorical Devices Writing Style History in Literature Tone and Mood Elements of a Shakespearean Tragedy Relevance of Shakespeare --why study? Qualities of Great Literature **__Provision for Acceleration and Compression of Content__** Read individually Prepare scenes in groups to present Act analysis- written and class discussions (Socratic Seminar) Compare elements in JC with another of Shakespeare's tragedies **__Enrichment__** Modern application of Shakespearean themes- movies, media, other pieces of literature Qualities of modern day leaders (presidents, dictators, etc.) The nature of friendship- modern day and historical **__More Advanced Reading and Vocabulary__** AP terms (search within literature) Nonfiction (articles, historical documents, literary analysis and critique) Choosing a novel that matches themes from Julius Caesar

**__Use of Primary Sources, Artifacts, and Real World Objects__**
Folios Rules/Regulations for women of the time period Roman artifacts and depiction of culture Punishments for criminals of the time period **__Interdisciplinary Connections__** Geography- location of Caesar's conquests, Sardis, Phillippi History- historical accuracies/inaccuracies of Shakespeare's version of the story Art- depictions of the slaying of Caesar

**__Includes In-Depth and Critical Analysis__**
Analyze funeral speeches for rhetorical devices and effective use of language Question character motives and actions

**__Fosters Creative Expression__**
Modern adaptation by small groups of scenes in play, or same scene for all ... set them in specific time period maybe Interview a character within the play

‍ **__Exploration of Areas of Choice__**
Choosing certain topics to focus on (family, fashion, art, etc.) Choosing characters to focus on and study

=__Assessment__=

Write a sonnet to summarize key points in the play (can be an item on the test) Write a sonnet/monologue from the perspective of a minor character and act it out Write an essay comparing themes across different types of drama (Antigone and Julius Caesar) Graph rhyming couplets to show higher and lower class citizens, graph references to light and dark (discuss symbolism and imagery), graph mythology, graph references to nature (can also be Tree Maps, Flow Maps- take it off the map in writing- how does this affect the atmosphere of the story? How does it contribute to the story line?)

Students will read and analyze Shakespearean tragedy through the story of Julius Caesar, and will discuss symbolism, rhetorical devices, literary style, and author's purpose. Students will respond to literature through writing and discussion, both in small and large groups.
 * Unit Name: Julius Caesar- a Shakespearean Tragedy**
 * Author: Kristin Bolek Grade and Subject: English 10 Honors**
 * Annotation:**

**Student Learning Outcomes or Objectives: ** Students will define rhetorical devices and discuss their purpose in literature. Students will identify literary devices and discuss their purpose in literature. Students will discuss the purpose of reading and studying Shakespeare, as well as why it was written. Students will write about and discuss themes across different types of literature. Students will graph and document various typical elements found in Shakespearean tragedies.

(likely some or all will be above grade, may be from more than one subject, includes skills)
 * Standards:**

6 weeks (20 days on an ABC Schedule)- 70 minute periods
 * Total Duration:**

Julius Caesar text
 * Materials and Equipment Needed:**

1. Students will highlight and underline rhetorical devices in Marc Antony's funeral speech. 2. Students will analyze the effectiveness of Shakespeare's use of rhetorical devices in a two-paragraph essay. 3. Students will identify themes in Julius Caesar and seek quotes from the play to support these themes. 4. Students will trace the development of characters throughout the play, focusing on the importance of minor characters. 5. Students will develop a monologue based on the perspective of a minor character and present to the class. 6. Students will graph elements of Shakespearean tragedy, with an emphasis on chaos in nature reflecting chaos amongst humans (Elizabethan theories). 7. Students will produce a position paper about the true tragic hero of the play.
 * Lesson and Learning Activities: **

** Steps including time for each: ** (logical progression, clear teaching instructions with good detail; how students are working; type of learning) **Lesson attachments or weblinks: ** (for particular steps with guidance for what, who and how to use it)

**Differentiation within High Ability Group: ** (for students who have already mastered material or who can work at a higher level than other high ability students) 1. Provide the highest ability students with more challenging passages to analyze. 2. Higher ability students can be introduced to additional pre-AP terms and be asked to find them within the play. 3. Higher ability students will incorporate examples of AP terms into character monologues.

(measures identified Student Learning Outcomes; clear directions for students; evidence of higher level thinking is included; written materials attached; scoring system attached including any rubric, checklist, etc. )
 * Assessment: **