- RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Learning Target: Students will continue reading Julius Caesar and look for vocabulary words in the text.
Welcome to class, everyone! Today we are going to continue reading the play – here’s your Cast List!
We will be finishing Act II – Remember yesterday when we saw Brutus interact with his wife, Portia? Today we will see Caesar intact with his wife Calpurnia, which is a much different scene than we saw yesterday!
We will also read Act III Scene I – Sorry, Caesar. You kick the bucket today.
That’ll take most of class, as of course we will stop and discuss throughout the reading.
Find 5 words that are new to you from the play, jot them down, and look up and write out their definitions.
Vocab words will be graded for completion, reading is a participation grade.
Readers will have different length parts based on strength of readers and desire.
Welcome to Tuesday! One day down, four to go, right?
Standard: ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.
Learning Target: Students will understand the history behind Shakespeare’s Julius Caesar and begin reading the play.
Activator: Julius Caesar, the (highly) Condensed Version
So today, first things first, we are choosing our parts for reading the play – yep, that’s right, my little drama queens and kings, we get to read the whole play aloud! Here’s the cast list without names on it, and I’ll upload your individual block cast lists here:
After we all have our parts, we’re going to start reading! I hope you guys are excited about your part because you keep it for the entire play! What what! Let’s dig us into SHAKESPEARE!!!
After we finish reading for the day, I have a question for you…
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!
Standard: RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Learning Target: Students will demonstrate their knowledge of Julius Caesar on a test after a gallery walk of their posters.
Activator: 5 minutes of study time
Today we’re going to start with a gallery walk of the posters you made earlier this week. Remember, the winning poster team gets 5 points extra credit added onto today’s test grade!!!
And speaking of tests, that’s our plan for today after the gallery walk! We will have the remainder of class to finish your test. After that, you guys can have some time to hang out, because I don’t want to start the next unit quite yet. As a sidenote, I may not be back on Monday *cross your fingers for me* but if I am, when I get here we’re starting MONSTERS!!!