Tag Archive for caesar

World Lit: Early Release Art Project!

Standard:

  • ELAGSE9-10RL6 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: Today, students will generate a creative project. Students should be artistic, and because we will decorate the classrooms with these, I want students to be proud of their work. We will put Julius Caesar into a much more visual context.

Opening Session: Intro to this BBC production of Julius Caesar, which we will watch while being all artistic.

Today, we’re having fun! I would like everyone to make a dagger, like the ones used to stab Caesar. You can be as creative with this as you like, but there’s one requirement: Write a quote from the play on the blade of the dagger. This can be a quote from the conspirators that killed Caesar, a quote from Caesar himself, or maybe a quote from someone that tried to warn Caesar about the plot against him. Make sure you include your parenthetical citation!!!

After your dagger is done, you’re welcome to work on finishing your Bubble Map! YAY! We’ll get these laminated and everything, and then I’ll put pictures up on the blog to show you guys off. Also, some of my more schnawesome artists will be drawing Caesar himself!

Here’s some inspiration pics of daggers:

 

World Lit: Bonus Essay Day

So we had a ton of people absent on Friday, which means a lot of you missed a day of typing on your essay. So I decided to snag the laptop cart for an extra day and give y’all a bonus day to work on your essays! They’re due today, for real this time!

Standard: ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can develop an argument about a theme in Julius Caesar.

Opening Session: Peer Edit: Trade laptops with a partner and read over your buddy’s essay. Spend ten minutes giving them feedback on how they can improve their writing!

Work Session: Grab a laptop and work on your essay! Finish it up because it’s due today (for real this time, this is your bonus day)!

Closing Session: Upload your essay to tinyurl.com/BristowWorldLit! Make sure you save your essay with YOUR NAME in the file name!!

Assessment: Formal (essay)

Differentiation: Process (scaffolding)

World Lit: Test Day!

Welcome to your first TEST DAY!!!

Standard: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can demonstrate my knowledge on a unit test.

Opening Session: Grab a laptop, log in, and let’s go over iRespond just to make sure everyone knows what to do…

Work Session: TEST DAY!!! Good luck, everyone! You’ll have the entire test day to finish, and if you happen to finish early, you can work on your Antony’s Speech translation or you can read your Independent Reading book.

Closing Session: Vocab review for your QUIZ TOMORROW!

Differentiation: Testing accomodations

Assessment: Test will be a major grade.

World Lit: Welcome to Julius Caesar!

Standard:

  • ELAGSE9-10RL6 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: I can understand the historical and cultural context of Julius Caesar and how it relates to the modern day.

Opening Session: Sparknotes Summary video: This will give everyone a good overview of Julius Caesar with a pretty detailed but basic explanation of the plot.

Work Session: Today we’re going to start off with a little bit of background info. I have a powerpoint that goes over some background information on Julius Caesar, to give you guys some historical context, and I would like you all to take notes while we talk about it. YES, I know, that notes are BORING and you HATE them, but it really is true that if you write something down you’re more likely to remember it. Reading this play requires some knowledge of Roman culture and customs, and since our standard is to analyze a cultural experience from outside the United States, I think it’s important that you know what that culture is all about. I have guided notes if anyone needs them J

After we finish our notes, we’re going to assign characters in the play, Julius Caesar. You will keep your character for the entire play and you should be ready to read as soon as your name comes up, so you should be following along! I know not everyone likes to read aloud, so I will try and make sure that you get a shorter or smaller part if being dramatic just ain’t yo thang.

After we all have our parts, we’re going to get right into it and read Act I scene i!

Closing session:

Ticket out the door: 3-2-1: 3 things that are still relevant about Julius Caesar today (hint: think of theme), 2 things you are excited to learn, 1 goal you have for this unit.

Assessment: TOTD can be assessed formatively, participation grades for readers.

Differentiation: Process, Interest, Readiness (varied length reading parts chosen by students); process (guided notes).

Backstabbers!

Standard:

  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely 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.

Learning Target: I will argue whether Dante’s law of symbolic retribution applies to the 9th circle of Hell and analyze how Dante develops the theme of symbolic retribution in the final portion of the text.

Opening Session: Let’s look at this video from Lady Gaga, a song you might know called “Judas.” I want to activate some prior knowledge here – do you guys know who Judas was? What did he do, who did he betray? Can you think of any other betrayal that was quite that important to history? Dante thought of one – can you guess who?

Work Session: Welcome to Circle 9: BETRAYAL. I know, you’ve been dying to get here, right? (ba-dum TISS!)

Today we delve into the deepest reaches of Hell – Circle 9, Canto XXXIV. We’re going to be reading it together out of the textbook today, closely working through the poetry as Dante surmounts the most difficult obstacle of all, Satan himself. And as we end our reading and Dante walks out of the cave and looks up at those beautiful stars, I want you to consider…. that’s it. You’re done. You’ve journeyed through a harrowing week, nay, a harrowing SEMESTER of World Lit, and now, we have but a mere three and a half weeks left before winter vacation.

Of course we do have another unit after this one, and and Dante’s test still to do – but right now, let’s talk about theme!

Now that we’ve finished Dante’s Inferno, discussing all along the way about the theme of symbolic retribution, I want you to consider how Dante has represented that theme throughout the story and specifically in circle 9 of Hell. Today I would like to see some writing from you. Compose a short essay – 3-4 paragraphs – on the theme of symbolic retribution in circle 9 of Hell. Specifically, I’d like you to consider your knowledge of Brutus and Cassius from our earlier reading of Julius Caesar as well as your knowledge of the story of Judas, and then I’d like you to answer the following prompt:

  • Did Brutus and Cassius deserve what they got?Was their sin of backstabbing Caesar as bad as Judas’s sin of backstabbing Jesus? Are they really the WORST people that have ever lived? Are the traitors against their masters really the worst sinners of all? Why did Dante choose to put these two people in the deepest depths of hell? Do you think Dante accurately represents his theme of symbolic retribution (the punishment fits the crime) in the 9th circle of Hell?

You guys will have a sheet to work on this essay with some framework on it, and you’ll have a pretty good chunk of class to write!

Finally, as we end the day, I want to ask for a little feedback for me. I taught this unit differently this semester than I have in the past, and I wonder if you guys liked it. Could you include what activities you liked and didn’t like in your writing today? I have a short survey for you!

Closing Session: Do your LAST poster activity!! WHOOOOOO!!!

Differentiation: Readiness (varied reading lengths); process (essay frameworks).

Assessment: Writing will be graded.