Thursday, February 28, 2013

Act 1 Analysis

Thursday and Friday

Goal: Analysis of  ACT 1
Students will interpret/ analyze act 1 through journal and graded worksheet exercises

1. Students will complete a worksheet (To be graded)
2. Students will answer the following character analysis questions:

Answer all questions.  Use SPECIFIC examples from the text.  (Minimum of 7 sentences per answer.)

UNDERLINE THE SPECIFIC EXAMPLES

A. Julius Caesar is being deceived by the conspirators.   There are several clues throughout the act that he should have been aware of.....discuss them.

B. Brutus is being deceived by the conspirators. There are several clues throughout the act that he should have been aware of.....discuss them.

C. Create a character profile for Cassius.  Next, ddescribe several of his actions and discuss how they reflect his personality and his true intentions.

D. Describe the political strife in Rome.  Next, write out several example that support your answer

E. List all 6 of the omens.  Next, give at least 2 explanations for each omen.

F. What is your prediction for the following characters:
Caesar:
Brutus:
Cassius:
Antony:


3. When you finish, please turn your work into www.turnitin.com



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

Monday, February 25, 2013

Act 1 scenes 1, 2, and 3

Monday, 2/24
Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer:
Create a question about deception of another person.  (Be ready to discuss it personally and with Caesar references

Tuesday Bell ringer:
What is your definition of a "CONSPIRACY"


Goal: Introduction to ACT 1
Students will read, analyze and discuss Julius Caesar
Students will relate to the concepts of betrayal and deception in modern society.

1. Students will review Act 1 Scene 1
2. Students will read and discuss Act 1 sc 2
** Students should complete their work packets
3. Review packet

Tuesday, 2/25 and Wednesday, 2/26
1. Students will read and discuss Act 1 scene 3
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

Wednesday, February 20, 2013

Intro to Julius Caesar

Wednesday - Thursday
Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer:
-Wednesday - Define the word BETRAYAL
-Thursday- Write a question about the concept of forgiving someone
(Be ready to answer and discuss the concept of forgiveness)

Friday: Ask a question about the dissension between classes/ groups of people --
Wednesday
Goal: Students will analyze Caesar and Brutus as a paradox.
**See yesterday's blog

Thursday
Goal: Students will briefly describe the characters and differentiate between conspirators and supporters of Caesar.

1. Students will be given a worksheet.  They are responsible for adding details as the play goes on.
2. Students will be assigned parts

Thursday and Friday
Goal: Introduction to ACT 1 Scenes 1 and 2
1. Students will begin to read Act 1 Scene 1
** Students should complete their work packets

***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

Tuesday, February 19, 2013

Intro to Julius Caesar

Bell ringer:  Discuss one way in which people can be manipulated.  Give an example

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"

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 nonfictional texts.

Monday, February 11, 2013

Historical background: The Renaissance

Goal: Students will explore, analyze and contrast two points in history with their current society
Students will explore Renaissance and Roman societies
Studetns will apply the various points in history during the reading of Julius Caesar

**Historical context will provide a background for understanding most elements in the play

Monday, 2/12-
Bell Ringer: (Meta-cognitive moment)
Who are modern day Renaissance Men?  List a name and tell what features of a Renaissance Man they possess.

Period 2

Goal: Students will analyze the physical aspects and functions of the Globe Theater, London - 1599-1613

1. Students will label and discuss the elements of the Globe Theater.
2. Students will use the diagram in their packets.


**Period 7 will continue with Shakespearean history from Friday as a result of the early dismissal
Closure Activity: 
In what aspects does our society continue to advance in areas similar to the Renaissance?

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

Tuesday, 2/13 -
Bell Ringer: List and explain three examples of a TRAGIC FLAW

Period 2-
Goal: Students will define vocabulary terms for the play
**Students will complete the vocabulary sheet located in their packets

Period 7 - Students will finish their Globe Theater notes

One the notes are completed and the class has discussed them, students will define vocab page in the packet.

The Globe Theater


TESTS:
Wednesday, 2/13 - Drama Terms Test
Thursday, 2/14 - Renaissance/ Shakespearean History

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


Thursday, February 7, 2013

Shakespeare

Goal: Students will review Shakespearean history
Students will label the Globe Theater
Students will be able to understand positioning on the Globe's stage.

Shakespeare

Born around the 23rd.......Birthday recorded: April 26, 1564

Death: April 23, 1616

Parents: John Shakespeare  - Stratford Upon Avon
-Glover
-Had shops and held various offices

Mary Arden

Married: Anne Hathaway (7-8 yrs older).  Hastey marriage

Children:

Suzanna - May 26, 1583
Hamnet & Judith - Feb 2, 1585

**Hamnet died at age 11

1590 - Joined an acting group called THE LORD CHAMBERLAIN'S MEN
1603- KING'S MEN (Under James the I)

Education: Elizabethan grammar school
(Classical education until age 14)

Jobs:
Butcher, school master, actor, playwright, and poet, Joined Globe Theater


Renaissance Man- A highly cultivated man who is skilled and well-versed in many of the arts and sciences.
-He understood human nature
-He wrote his emotions in his characters
-He had a 16th century Mind:  Everything in the Universe follows a certain order.  When any element was out of order, everything breaks down:

Shakespeare showed this view through:
-Ghosts
-Eclipse
-earthquakes, etc

**When these types of events happen, someone dies or loses a love.


Shakespeare's classic tragedies:
-Protagonist = tragic hero
   Always of nobility
   Always has tragic flaw
   Choice will lead to suffering
   Accepts his flaw and death
   Dies-usually at his own hand or the hand of a loved one
Notes: Plot deals with rightful succession of throne

madness = mirror
Sanity = blind

Wednesday, February 6, 2013

Renaissance History

England must always have a strong king:

1455-1475 - War of the Roses
Yorks -White Rose - Stuarts
Tudors- Red Rose - Lancasters
**Note secession of royal families below

1475- Printing Press - Gutenberg

1485- Henry VII

1492- Columbus discovers America

1509- Henry VIII - 6 wives; Catholic Church; Father of next three rulers

1516 Utopia - Sir Thomas Moore

1534- Proclamation of the English Church

1547-53 - Edward II

1553-58- Mary

1558-1603- Elizabeth I - Universal order
**Discoveries; Arts; Music; Writing; Sculpture; Military and Science/ Medicine
1558- Sir Walter Raleigh to VA

1564- 1616 - Wm. Shakespeare - 37 plays - Renaissance man

1603- Elizabeth dies - Stuarts take over

1603- 25- James I (king) - Union of England and Scotland

1616 - Death of Shakespeare

1640- Charles 1

1640- Civil War

1642- Theaters closed and Charles is beheaded  (Puritain beliefs)

1660- Charles II - Restoration of the monarchy

Tuesday, February 5, 2013

Drama Terms



Goal: Students will review drama terms that apply to the unit on DRAMA


1. Students will copy DRAMA TERMS in their notebooks

Link to Drama Terms:

DRAMA TERMS

2. Teacher will review and discuss the terms with the students.

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

Monday, February 4, 2013

Monday- Tuesday

Monday- Movie: "A Christmas Memory"

Tuesday- Nonfiction Test

**Wednesday, we will begin the DRAMA unit

Friday, February 1, 2013

Drama Terms

Drama Terms
  • What is drama?
  1. Drama- a literary form that recreates human life and emotions; uses dialogue; a play.
  • Writing the play:
2. Playwright- the author of a drama
3. Script- the play in written form
4. Blank verse- unrhymed line of iambic pentameter
5. Pun- a play on words that has more than one meaning, often has a serious meaning
6. Pathos- suffering or deep feeling; when an audience experiences sorrow or pity
7. epiphany- a spiritually uplifting time when a character recognizes his/her flaws
8. Catharsis- working through emotions

  • The story the play tells:
8. Theme- main idea
9. Plot- series of events that support the theme
10. Protagonist- the main character; the hero
11. Antagonist- usually a bad person who opposes the main character

  • The organization of a play:
12. Prologue- an introduction
13. Act-division of a play
14. Scene- division of an act
15. Stage directions- instructions on a script
16. Dialogue-the lines; what the characters say
17. Cue- a signal for an actor to speak

  • The play on stage:
18. Actor- a person who plays a role in a drama
19. Character- a role played by an actor
20. Flat- forms a background for a play; backdrop; a piece of scenery or background
21. Props- anything used on the stage, except costumes and sets; stands for property
22. Set- flats, scenery, and props for a scene or act
23. Director- the person in charge of the performance
24. Green room- a place for the actors to relax
25. Motivation- whatever causes a person to act in a certain way.


  • Dramatic conventions:
  1. Aside- when a character speaks directly to the audience without being heard by the actors
  2. Concealment- allows a character to be seen by the audience but remain hidden from the other actors
  3. Soliloquy- when an actor speaks his/her thoughts aloud alone on stage (solo); a monologue

  • Types of  drama:
29. Comedy- a drama where the hero wins; funny; white flag
  1.  Tragedy-  a drama that lets the audience experience how the hero suffers but learns from his agony; a drama where the hero loses; sad; black flag
  2. History- based on actual historical event or person; red flag

  • Tragedy:
31. Tragic hero- a person born into nobility with the potential to be great, but the person has a tragic flaw which leads to making a serious error in judgment, resulting in the person’s death.
  1.  Classic tragedy-  had three elements that create unity: time, place, and action
  2. Shakespearean Tragedy- always has five acts

  • Literary devices used by Shakespeare and other dramatists:
  1. personification
  2. simile
  3. metaphor

  1. Hyperbole-deliberate exaggeration or overstatement.
  2. Satire-literary work that ridicules the foolishness and faults of individuals, an institution, or society.
  3. Imagery-descriptive language to create word pictures.
  4. Foreshadowing-clues that suggest events that have yet to occur.
  5. Flashback-means by which author presents material that occurred earlier. May be memories, dreams, accounts of past events.
  6. Irony-the expected or seemingly evident does not happen or is not said; a contradiction between what is said and what is meant.
  7.  Foil- a character who contrasts with another character, usually the protagonist, and, in so doing, highlights various facets of the main character's personality.
  8.  Allusion-a passing or casual reference
  9. Dramatic irony- when a character’s words or actions carry a deeper meaning that even he/she does not understand; when the audience knows something that the actor doesn’t