Monday, 3/3- Tuesday, 3/4
Monday: Thinking About Thinking: (Meta cognitive Thinking)
Make a list of the Conspirators
Tuesday: List two instances that could have changed the outcome of the play
Wednesday: Brutus has convinced himself that he is doing the right thing by joining the conspiracy. Write two thoughts that could go through Brutus's mind
Thursday: Calpurnia's Visions: How do you react to a "nightmare"?
Goal: Introduction to ACT 2 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.
Review Scenes 1 and 2
Brutus' side- Scene 1: Caesar's view- Scene 2
Caesar's side- Scene 2
1. Finish reading Act 2
** Students should complete their work packets
2. . Review packet
3. Complete Journal
Tuesday: Test Act 2
The Rising Action:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions
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 and conclusions based on an author’s explicit assumptions and beliefs about a subject
Act 2 Analysis/ Journal
Goal: Analysis of ACT 2
Students will interpret/ analyze act 2 through journal writing
1. Students will answer the following character analysis questions:
Answer all questions. Use SPECIFIC examples from the text. (Minimum of 7 sentences per answer.)
1. Review Portia's and Calpurnia's roles thus far in the play.Write out three quotes for each character that epitomize their roles. Explain what each quote reveals about their personalities.
2. List all of the conspirators that have been introduced in Acts 1 and 2
3. How does Brutus feel in each scene?
Discuss his emotions in each scene and support it with SPECIFIC EXAMPLES FROM THE STORY.
4.LIST EACH INSTANCE WHERE BRUTUS OVER RULES CASSIUS. Is this what Cassius expected? How can this foil his plan?
5. Begin in Act 1
Make a timeline of each step of the conspiracy plan - complete Act 2
6. Which character can you relate to (positively or negatively) ? What qualities do they posses? In what ways can you relate to them?
Please turn your work into www.turnitin.com
7. Begin Plot structure worksheet
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
Students will interpret/ analyze act 2 through journal writing
1. Students will answer the following character analysis questions:
Answer all questions. Use SPECIFIC examples from the text. (Minimum of 7 sentences per answer.)
1. Review Portia's and Calpurnia's roles thus far in the play.Write out three quotes for each character that epitomize their roles. Explain what each quote reveals about their personalities.
2. List all of the conspirators that have been introduced in Acts 1 and 2
3. How does Brutus feel in each scene?
Discuss his emotions in each scene and support it with SPECIFIC EXAMPLES FROM THE STORY.
4.LIST EACH INSTANCE WHERE BRUTUS OVER RULES CASSIUS. Is this what Cassius expected? How can this foil his plan?
5. Begin in Act 1
Make a timeline of each step of the conspiracy plan - complete Act 2
6. Which character can you relate to (positively or negatively) ? What qualities do they posses? In what ways can you relate to them?
Please turn your work into www.turnitin.com
7. Begin Plot structure worksheet
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
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