Act 3 analysis

Students will interpret/ analyze act 2 through journal writing

Act 3 Analysis

1. What reason does Caesar give for not reading Artemidorus’s letter?

2. . What is Metellus Cimber’s petition to Caesars? What is Caesars’

response and why does he give this response? What was the propose of this petition?

3. What was each of the following characters to do at the capitol:

Trebonious, Cimber, Casca, Brutus?

4. What is Caesar’s opinion of himself? How do we know this? What does

he reference himself as?  Why is this ironic?

5. What does “Et tu, Brute?” mean? How do these words relate to the theme

of friendship in the play? Why would Caesar say this?

6. Summarize Antony’s main points in his funeral speech?

7.Discuss each step of Antony’s plan to sway the plebians

8. . Summarize Antony’s soliloquy. 

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

Act 3

ACT 3

Thinking About Thinking: (Metacognitive Thinking)
Tuesday
What do you think will happen next?

Bell Ringer: Does this play seem realistic?

Wednesday

What is betrayal?

Thursday

What omens have come true

Goal: Introduction to ACT 3 Students will read, analyze and discuss Julius Caesar Students will relate to the concepts of betrayal and deception in modern society.

Today we will go over Act 3 up to pg 119 in the packet

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

4. What would you do if you witnessed such a scene?

3. Review packet 

Homework: For Friday, read up to 129

Finish Act 3 over the weekend

Climax
1. Students will read and discuss Act 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

Act 2 test/ Act 3 summary

 Periods2, 6 and 7 – World Lit

Periods 6 and 7 will take their Act 2 test online.  Tell students to sign in to Skyward

-After the test these periods should work on the following assignment:

                (Period 2 should begin with this assignment)

1.       Students should work on the assignment on the blog.  All exercises will be graded.

Class blog: www.bhsworldlit.blogspot.com

2.       Students should complete the bell ringer

3.       Students need to read the modern English version of Julius Caesar Act III, scenes 1 and 2.  They need to highlight and take notes

4.       All is due when they walk in class tomorrow

There will be a scene 1 check on Tuesday

Turn in your act 2 projects.  There is a box on my desk

Act 2 continued

Julius Caesar Act 2 Scenes 1,2 3 and 4

Monday's Bellringer;  

What is your impression of Portia

Tuesday's Bellringer

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.

Brutus' side- Scene 1: Caesar's view- Scene 2

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

The Rising Action:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions

Project list

Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own


TEST FRIDAY - ACT 2
ACT 2 JOURNALS DUE: THRUSDAY - TURNITIN.COM AND WE WILL GO OVER THEM
JC ACT 2 PROJECTS ARE DUE ON MONDAY

JOURNAL

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?

7. List and discuss all warnings that Caesar has received to this point in the story.

Please turn your work into www.turnitin.com

8.  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

EMail Note

Student Email Direct:     

outlook.com/berwicksd.org

Office 365 Products (email, OneDrive, Word, Excel and others):

                                portal.office.com

When the students log into these pages they will have to enter their email address, example: 15astudent@berwicksd.org. Once they type in their email address it will automatically redirect them to another page where they will enter their district password.

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

Class work Act 2

Bell Ringer: Explain why Brutus would convince himself to do something he knows is wrong.

 All exercises will be graded.

Goal: Students will complete a pre-reading activity to enhance comprehension

Students will complete vocab exercises

1. Read the modern English version of Julius Caesar Act II, scene 2.  You need to highlight and take notes

(I will check packets tomorrow)

2. Students need to complete all vocab exercises for acts 2, 3, 4, and 5.

3.   All is due when you walk in class tomorrow

**Note:  Bring your binders tomorrow.  We are preparing for a binder check.

EMail/ One Drive Note

Student Email Direct:     

outlook.com/berwicksd.org

Office 365 Products (email, OneDrive, Word, Excel and others):

                                portal.office.com

When the students log into these pages they will have to enter their email address, example: 15astudent@berwicksd.org. Once they type in their email address it will automatically redirect them to another page where they will enter their district password.

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

Julius Caesar Act 2 Intro

*Homework notes:  Read to the end of scene 1 for Wednesday

Read the entire act for Thursday

Review Act 1

Bell Ringers:

Tuesday, 3/10 -Friday, 3/13

Tuesday, 3/10 Thinking About Thinking: (Metacognitive Thinking)
Bell Ringer: Does this play seem realistic?

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.

Brutus' side- Scene 1: Caesar's view- Scene 2

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

The Rising Action:
1. Students will read and discuss Act 1 scenes 3 and 4
2. Answer packet questions

Project list

Closure: (Each day) Discuss Caesar and Brutus as a paradox ***Students should read the translated version on their own

EMail Note

 

Student Email Direct:     

 

outlook.com/berwicksd.org

 

Office 365 Products (email, OneDrive, Word, Excel and others):

 

                                portal.office.com

 

 

When the students log into these pages they will have to enter their email address, example: 15astudent@berwicksd.org. Once they type in their email address it will automatically redirect them to another page where they will enter their district password.

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 1 Analysis

Act 1 Analysis

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

Test on Thursday

Remember, if you are planning to complete an Act I project, it will be due on Friday

**Please complete the Modern English readings for Act 2 Scene 1 by Friday
Scenes 2 and 3 by Monday

**There will be a quiz

Also, complete the vocabulary for ACT 2 by Friday

Goal: Analysis of  ACT 1

Students will interpret/ analyze act 1 through a graded journal exercise

1.Complete the following questions:

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