Tag Archive for act IV

World Lit: Act IV, the home stretch!

Standard:

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 act IV of Julius Caesar and analyze the motives of one of the main characters in a story by using a bubble map to describe him.

Opening Session: Daily video! This will preview Act IV and Act V of Julius Caesar, and provide a humorous and simple perspective on the various characters in the play.

Work Session: Today we are continuing with our reading of Julius Caesar by reading act IV. No lie, the book is kind of downhill after act III. I mean, they fight a war and all, but aside from that nothing happens. In other words, the climax of the story was definitely Caesar’s death and funeral last act. I also want to point out to you today that Shakespeare violates the bajeezes out of something called the classical unities – that is, the play should take place in one general spot (unity of place), it shouldn’t span more than a day or so (unity of time), and there should be very few if any subplots (unity of action). Shakespeare basically throws those out the window. Anyway, get ready to read your parts again today!!!

As we finish reading act IV today, I’d like you guys to pick a character and work on describing them. Make a bubble map – I’ll make an example on the board for you – write your character’s name in the center and five adjectives that describe your character in the bubbles around it.

You may choose from Caesar, Brutus, Cassius, Casca, or Antony.

Closing Session: Think-pair-share with a partner who used a DIFFERENT character than you did – then share with the group the adjectives your partner chose to describe his or her character. Differentiation: Process, interest, readiness (different length reading parts based on readiness and interest); Interest, product (choice of character for bubble map.)
Assessment: Bubble maps will be graded

Act IV: We’re in the Home Stretch!

Standard:

  • 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 act IV of Julius Caesar and analyze the motives of one of the main characters in a story by using a bubble map to describe him.

Opening Session: Daily video! This will preview Act IV and Act V of Julius Caesar, and provide a humorous and simple perspective on the various characters in the play.

Work Session:

Today we are continuing with our reading of Julius Caesar by reading act IV. No lie, the book is kind of downhill after act III. I mean, they fight a war and all, but aside from that nothing happens. In other words, the climax of the story was definitely Caesar’s death and funeral last act. I also want to point out to you today that Shakespeare violates the bajeezes out of something called the classical unities – that is, the play should take place in one general spot (unity of place), it shouldn’t span more than a day or so (unity of time), and there should be very few if any subplots (unity of action). Shakespeare basically throws those out the window.

Anyway, get ready to read your parts again today!!!

As we finish reading act IV today, I’d like you guys to pick a character and work on describing them. Make a bubble map – I’ll make an example on the board for you – write your character’s name in the center and five adjectives that describe your character in the bubbles around it.

You may choose from Caesar, Brutus, Cassius, Casca, or Antony.

Closing Session:

Think-pair-share with a partner who used a DIFFERENT character than you did – then share with the group the adjectives your partner chose to describe his or her character.

Differentiation:

Process, interest, readiness (different length reading parts based on readiness and interest); Interest, product (choice of character for bubble map.)

Assessment:

Bubble maps will be graded

Then Fall, Thursday!

Standard:

  • RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: Students will understand the dramatic element of unity of time, place and action, and how this element adds to Shakespeare’s Julius Caesar.

Activator: Our daily video!
Mark Antony’s Speech – 1953 Julius Caesar Movie

So, to completely understand our big ol’ concept for the day, we need to look what what the Classical Unities are. Thus far, our play has taken place on February 15th (At the feast of Lupercal) in Rome, on March 15th (The Ides of March) in Rome, and now in act 4, we move to a different place and a different time!

Why do you think Shakespeare chose to violate these classical unities in his play? What does it change about the play?

After we finished reading Act IV, we revisited those Bubble Maps we’ve been working on. Tomorrow is an art project day – we get to spend the whole day working on them YAY!!!! And possibly some of Monday, too 🙂 I hope you guys enjoy!