Sunday, 4/23 - 45 minutes of Membean practice due by midnight.
Monday, April 17
LG: Review methods of characterization and analyze character in Julius Caesar. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Agenda:
- Magic Lens Level 3 Practice
- Ponder and Respond: Consider the following lines of the play: “Men at some time are masters of their fates: / The fault, dear Brutus, is not in our stars, / But in ourselves, that we are underlings.” React to the statement “if people do not like what is happening around them, they must speak up and do what is necessary to change things.”
- As needed, complete reading/review/discussion of events from Act I.
- Complete “Work Plan” handout - “before you begin work” section. Set personal goals for Caesar choice board summative assessment.
- Review differences in narrative techniques between poetry and prose; summarize Hamlet’s “To be or not to be” soliloquy and view three clips to critique various interpretations of a scene
- https://www.youtube.com/watch?v=ei0fnP9s0KA Mel Gibson
- https://www.youtube.com/watch?v=SjuZq-8PUw0 Kenneth Branagh
- https://www.youtube.com/watch?v=muLAzfQDS3M Adrian Lester
- https://www.youtube.com/watch?v=5ks-NbCHUns Sir Laurence Olivier
- Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures); model with 1.2.1-82.
- Student-Led Work Session— analyze a section of Act II, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects.
- Work session: students in small groups are assigned sections of Act II to perform.
- Divide Act II into sections
- Small groups/pairs of students will be responsible for performing each section of text.
- Groups will rehearse their lines and perform the scene.
Tuesday, April 18
LG: Debate thematic connections to Julius Caesar to plan your scene. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Agenda:
- Magic Lens Level 3 Practice Sentence
- In your small groups, review Act I Scene 2 Lines 25-189, p. 24-30, and from Cassius’s rhetoric identify one example each of ethos, logos, and pathos. Include a lead-in, citation, and commentary/interpretation for each quote you select.
- Continue yesterday’s Student-Led Work Session— analyze a section of Act II, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects. Groups perform Act II scenes.
- Ponder and Respond: Based on the performances you observed, provide a summary of the events of Act II.
- *Homework: Complete 45 minutes of Membean practice by Sunday, 4/23. Continue working on Caesar choice board activities.
LG: Debate thematic connections to Julius Caesar. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
- Magic Lens practice
- Complete Act II performances
- Submit “somebody wants” statements
- Choose one: Cassius (1.2.25-189) or Portia (2.1.237-302)
From the character’s rhetoric, identify one example each of ethos, logos, and pathos. Develop this into a CEI paragraph. Your claim should include some commentary on the effectiveness of the character’s rhetoric. (Is s/he convincing to her/his audience? Why?) As always, include a lead-in, citation (refer to IAN), and commentary/interpretation for each quote you select.
Write this on a separate sheet of paper and submit to the inbox. - If you do not finish this in class, it's homework due FRIDAY. (Hand-written is fine. Access a digital copy of the text here.
- If you finish early, work on Membean, Choice Board, or reading Act III.
Thursday, April 20
LG: Analyze a film director’s interpretation of Julius Caesar focusing on character and theme. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Agenda:
- Magic Lens Level 3 Practice Sentence
- Meet in your JLC families for nice notes; then meet your new Roman Empire families
- In your new families, you will compete to organize the events of a scene from Act III of Julius Caesar.
- Roman Empire groups will receive a text summary of a scene from Act III of Julius Caesar.
- They will also receive a Ziploc baggy of lines cut into strips from their assigned scene.
- Using the summary of the act, they must paraphrase the lines in order to chronologically sequence the actors’ lines into a cohesive order that fits the action of the summary.
- They will assemble their lines in order on a butcher paper poster.
- In your small groups, read aloud and analyze Act III, focusing on Antony’s and Brutus’s actions in the immediate aftermath of Caesar’s death.
- Complete your reading of Act III in your Roman Empire families
- After you’ve completed reading, complete the butcher paper activity: what would happen if the conspirators had NOT killed Caesar? Brainstorm six potential effects of this alternate event.
- View Julius Caesar (Acts I-III), analyzing the film director’s choices (camera angles, choice of actors, set, costumes, sound effects, music, etc.) and evaluating the effectiveness of this interpretation.
*Homework: Complete 45 minutes of Membean practice by Sunday, 4/23. Continue working on Caesar choice board activities. Submit rhetoric CEI paragraph by tomorrow.
Friday, April 21
LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.
Agenda:
- Turn in rhetoric CEI paragraph (hw from Monday)
- Magic Lens Level 3 Practice Sentences - quiz tomorrow!
- Watch a scene from Law and Order https://www.youtube.com/watch?v=PjG2AMYiyrg where the lawyers deliver closing arguments from a murder. Critique the persuasive and rhetorical moves each lawyer makes.
- Review Act III of Julius Caesar, considering the question of whether the conspirators are justified in killing Caesar.
- Analyze evidence supporting and refuting the conspirators’ actions. For example, consider the following:
- Caesar’s physical limitations (I ii 95-131)
- Why should Caesar be king? (I.ii. 135-141)
- The fate of Marullus and Flavius (I.ii. 281-287)
- Brutus’s reasons for killing Caesar (I.i. 10-34)
- Caesar refuses the crown (I. ii. 220-246)
- Caesar’s will (III.ii. 240-244 and 249-254)
- Teams will compile text evidence in the style of persuasive “closing argument remarks” and vote if Caesar should be assassinated based on the evidence up to Caesar’s speech 3.1.58-73.
- Closer—Defend your vote in a short response and summarize Caesar’s good and bad qualities according to the text thus far.