Tag Archive for Rebellion!

Study Guide/Essay Thursday!


Learning Target: Students will work on their study guide and Julius Caesar essay.

Activator: The Animated Julius Caesar

Welcome back to THURSDAY! Today we’re going to take some time in class to (by hand) finish your Julius Caesar essays. Hardly anyone finished while we were in the lab on Monday, so we are going to finish them today! I’ll give you guys to the skinny bell where all you’re allowed to do is work on the essay unless it’s finished and turned in.

After that, if you would like to work on your study guide for tomorrow’s test (dun dun DUN!!!!) then you may do so. That’ll be all we get done today, and remember, tomorrow is test day!!!!! Also, enjoy the animated Caesar while you work on your study guide 🙂

Poster and Review Wednesday


Learning Target: Students will finish their posters and begin working on their Julius Caesar study guide.


Today we’re going to spend the first half of class working on your posters from yesterday. Remember, extra credit to the group that produces the best poster!! Afterwards, I’ll give you guys some time to work on your…. 

Julius Caesar Study Guide!!  Play Content questions:

  1. What were the working people doing when the play started?
  2. How did Flavius and Marullus feel about this?
  3. In scene 2, who did Caesar go to watch the race with?
  4. Which conspirator starts forming a plan while the race is going on?
  5. Whom does this conspirator need to convince?
  6. Why is it important to have this person’s help?
  7. What is the weather like that evening?
  8. What kind of events are happening?
  9. Why does Casca speak in prose, rather than verse?
  10. What is different about Brutus from the other conspirators?
  11. The act begins with the conspirators meeting at Brutus’s house. How do they feel about Brutus’s role in the conspiracy?
  12. The conspirators suggest getting someone else in on the plan. Who? Hint: This person is old.
  13. What is Decius Brutus going on about when he says that men are swayed by flattery (Shakespeare II.i.203-206)?
  14. Why is Portia so upset?
  15. What does Calpurnia mean when she says, “When beggars die, there are no comets seen; / The heavens themselves blaze forth the death of princes” (Shakespeare II.ii.30-31)?
  16. Caesar replies “Cowards die many times before their deaths; / The valiant never taste of death but once” (Shakespeare II.ii.32-33). What does the word valiant mean here?
  17. What are Calpurnia and Caesar talking about when this conversation happens?
  18. Who enters the scene afterwards, and what does he ask Caesar to do?
  19. What is Artemidorus doing?
  20. What is the Soothsayer trying to do?
  21. Why were the senators asking favors of Caesar during act III scene i?
  22. What were Caesar’s dying words?
  23. When Marc Antony found Caesar dead, what did he think the senators would do to him?
  24. What did Marc Antony ask to do after Caesar’s death?
  25. Brutus agreed, but on what condition?
  26. Did Cassius like this?
  27. After Brutus finished his speech, how did the people feel?
  28. After Antony finished his speech, what else did he read to the people?
  29. Which side were the people on after they left Antony?
  30. Why did the angry mob kill an innocent poet?
  31. Which of the classical unities does Shakespeare violate in act IV?
  32. Where do scenes ii and iii take place?
  33. Who’s leading each side of the civil war?
  34. Who or what appears to Brutus that night?
  35. What does it say?
  36. What was the term for the meeting the opposing generals had before the battle started?
  37. What did Cassius mistakenly see that made him decide to kill himself?
  38. How did Brutus die?
  39. Who was left alive at the end of the battle?
  40. Which of these people went on to become the next emperor of Rome?

Write parenthetical citations for the following quotations:

  1. Act 1 scene 2 line 280, said by Cassius: “Nay, an I tell you that, I’ll ne’er look you I’ th’ face”
  2. Act 3 scene 2 line 75, from Antony: “I come to bury Caesar, not to praise him”
  3. Act 2 scene 1 line 255 and 256, by Portia: “255: I should not know you Brutus. Dear my lord 256: Make me acquainted”
  4. Act 5 scene 1 line 1 “Now, Antony, our hopes are answered”
  5. Act 4 scene 3 line 155 “and  (her attendants absent) swallowed fire” said by Brutus about Portia.

It’s a Giant Tuesday!

Standard: 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 review for their test on Friday by summarizing one of the acts of Julius Caesar in three different ways.

Activator: The Ides of March – The Assassination of Caesar

So, now that we’ve finished our essays, I’m going to split everyone into groups of 6ish (might be a little less than six in 1st block) and assign each group an act in the play. Each person in the group will have a role – 2 illustrators, 2 writers, and 2 vocabulary builders.

The illustrators have to illustrate their act, the writers have to do a 2 paragraph summary of their act, and the vocabulary builders have to find 20 vocabulary words and definitions from their act (any word from the play as long as it’s a word you don’t already know, and believe me, there are plenty). 

When y’all are done (I’m going to give youtime to polish them up tomorrow) I will hang them in the hallway and we can do a gallery walk. Best poster (by class vote) will get 5 points extra credit on their test! By the by, that test will be FRIDAY. Yes that’s right kids, TEST ON FRIDAY!!!

I’m grading the assignment thusly:

  • 20 points Vocabulary
  • 20 points summary
  • 20 points illustration
  • 20 points creativity
  • 20 points teamwork/effort

Beware the Ides of March!

1950 Versi0n


Draft Your Thursday!

Welcome to Thursday, everyone! SO CLOSE TO THE WEEKEND! (And for those of you keeping count, 8 days until I’m due 🙂 Maybe baby will be better at keeping due dates than you guys are! I kid, I kid… no seriously though… turn your stuff in…)

Standard: RL.9-10.1. 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: Students will hand-write a rough draft of their Julius Caesar essay, to be turned in FOR A GRADE at the end of class.

Activator: Student-Animated Julius Caesar: Part II

Today we’re going to take the discussion and brainstorming we did yesterday and turn it into an essay!!!

Remember, this is a CLOSE READING ESSAY. That means you DO NOT reference anything but the play. You act like there is no other source in the whole world and the only thing you’ve ever read is Julius Caesar. ALL FOUR OF YOUR QUOTES MUST COME FROM THE PLAY!!!!!!!!

Have I stressed that enough? Here are your essay requirements:

  • 750 words or so (5 long paragraphs at least, possibly up to 7 paragraphs if they’re short)
  • 4 quotes from Julius Caesar with citations (The parentheses thing where you put act, scene, and line numbers)
  • You must pick a side of the argument (Is killing ever OK? pick yes or no!)
  • You must also include a Works Cited. This will look the same for everyone and I will write it on the board.

In fact, here’s that Works Cited now!!

Shakespeare, William. The Tragedy of Julius Caesar. Austin: Holt, Rinehard, and Winston. Print.