- 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.
Learning Target: I can understand how Brutus feels conflicted about his role in Caesar’s assassination; I understand how Brutus’s motivations help advance the plot of the play.
Opening Session: A kind of weird but funny Caesar animation, just to get your laughing and activate your brains to reading!
Work Session: Today we need to spend most of class reading Julius Caesar. We have to finish act I, which doesn’t sound like a lot, but in reality act I has some of the most crucial parts of the play. As we read, we will pause frequently to discuss, but I want you to always keep these things in mind:
- Why does Cassius want to kill Caesar?
- Why does he need Brutus’s help?
- How do the people feel about Caesar?
- How does Brutus feel about Caesar – and why does that conflict with his feelings about Rome?
I want to focus in on some very specific lines and talk a bit about rhetoric as well today. In Cassius’s long speech in act I scene ii, he uses several tactics to convince Brutus that Caesar is not only ambitious, but that he’s unfit to rule anyway. After we read that, let’s go back and read it again, but this time, I’m going to get my bell out and ring it every time Cassius uses a rhetorical technique to try and convince Brutus.
Spoiler alert, he actually does win Brutus over to the cause, so I guess you can say it worked out well for him!
We will also read act I scene iii today, which is really there to set the mood more than anything.
Closing session: Ticket out the door: What is your impression of the characters in the play so far? I told you yesterday who the bad guys are, but what about Caesar? Does he sound like a super awesome person? What about Brutus? Does he sound like a good guy or a bad guy? Give me a short paragraph discussing what you think about the characters so far!
Assessment: TOTD can be assessed summatively, participation grades for readers and in-class discussions.
Differentiation: Process, Interest, Readiness (varied length reading parts chosen by students); kinesthetic learning style (a student could ring the bell).