Tag Archive for shakespeare



  • ELAGSE9-10RL9 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: I can relate the themes and elements of Shakespeare’s Julius Caesar to the modern-day #blacklivesmatter civil rights movement by a close reading of the play and using various reading strategies of current events articles.

Opening Session: Cheesy student-made Caesar summary video! This will review act I and preview act II for you:

Work Session:

Welcome back to class! Today we’re going to get right down to it!

For each of these articles, let’s do a quick “Say, Mean, Matter” – what does it SAY? What does that MEAN? Why does it MATTER? We’ll put it up on the board together!

Closing session:

Ticket out the door: Would you join a protest? What issues are important enough to you personally that would make you get out there?

Assessment: TOTDs can be graded, Say Mean Matter can be formatively assessed to gauge student understanding of the modern texts (and guide future instruction thereof).

Differentiation: Process, readiness, interest (Student choice in reading parts of the play); Process (students can be given a printed/annotated copy of the articles as needed).

World Lit: Act I, Scene Thursday


  • 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! https://osborne10thlit.com/videos/drama/JuliusCaesartheHighlyCondensedVersion.wmv

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).

Act IV: We’re in the Home Stretch!


  • 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.


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


Bubble maps will be graded

Film Studies

Welcome, everyone! Anyone else kind of lacking in sleep today? Just me? Babies, man. 4AM is SO not party time.


  • RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: Students will watch the film version of Julius Caesar and work on a study guide.

It’s actually OK that today is the day I’m short on sleep, because I had planned a movie day for us! You guys will be watching the 1953 version of Julius Caesar, which is hands down the best film version, and it follows Shakespeare’s play very very closely. As you watch, you’ll be working on study questions to help deepen your understanding of the play.

Tomorrow we will work on a project about the play, so I want everyone to have a really thorough understanding before we go forth and transform our source material into something new!!!

Julius Caesar Study Guide

Name: _______________________________________________ Block: _______________


  1. How does Shakespeare make the common people appear to be less than noble?
  2. What are the people doing that angers Marullus and Flavius? Why does this anger them?
  3. What actions do Marullus and Flavius take to correct the situation?



  1. Why does Caesar want Calphurnia to stand in Antony’s path during the race in honor of the feast of Lupercal?
  2. What is Antony’s response to Caesar’s instructions? What does this suggest about their relationship?
  3. What is Caesar’s reaction to the soothsayer’s warning?
  4. What complaint does Cassius make about Brutus’s behavior towards him? How does Brutus answer this complaint?
  5. Cassius’s story attacks what aspect of Caesar’s makeup? What is this attack supposed to say to Brutus?
  6. What does Cassius mean by the following statement? “’Brutus’ will start a spirit as soon as ‘Caesar'(147).”
  7. How does Brutus respond to Cassius’s attack on Caesar?
  8. What astute observation does Caesar make of Cassius?
  9. What faults does Caesar see in Cassius’s nature?
  10. What does Caesar mean by the following statement? “I rather tell thee what is to be feared/Than what I fear; for always I am Caesar.” (211-12)
  11. What does this statement show about Caesar’s nature?
  12. What story does Casca relate to Brutus and Cassius? What does Casca tell us by the personal remarks he adds to the story?
  13. How did the people react to Caesar’s fit? What does this tell us about their feelings for Caesar?
  14. What information does Casca give about Marullus and Flavius?
  15. At the end of the scene, what plans does Cassius make to sway Brutus to his cause?



  1. What wonderous things has Casca seen on this night?
  2. What reason does Cassius give for the terrible storm?
  3. What important news does Casca give Cassius about the Senate’s plan?
  4. What does Casius mean by the following statement? “He were no lion, were not Romans hinds.”(106)
  5. What instructions does Cassius give Cinna that will help sway Brutus to their cause?
  6. What reason does Casca give for wanting Brutus to join their cause?



  1. What question is Brutus pondering at the opening of the scene?
  2. For what information does Brutus want Lucius to look at a calendar? What is the significance of what Lucius finds?
  3. Why do the conspirators want Cicero to join them?
  4. Why does Brutus reject Cicero? What is Cassius’s reaction and what does this show about his and Brutus’s relationship?
  5. What do the conspirators plan to do the next day?
  6. How does Decius say he will make sure that Caesar will come to the Capitol?
  7. What has Portia done to show Brutus that she is worthy of knowing his secrets?



  1. What strange and horrible things does Calphurnia report to Caesar that have been seen that night?
  2. What does Calphurnia mean by the following statement?

“When beggars die, there are no comets seen;/The heavens themselves blaze forth the death of princes.”(30-31)

  1. How does Decius convince Caesar to go to the Capitol?



  1. What is Artemidorus’s plan?



  1. Why is Portia so nervous and upset? On what errand does she send Lucius?



  1. In regard to Artemidorus’s request, how does Caesar’s nobility doom him?
  2. What is Metellus Cimber’s petition to Caesar? What is Caesar’s response and why does he give this response?
  3. What does Brutus instruct the conspirators to do before they go before the public? Why does he instruct them to do this?
  4. What request does Antony’s servant bring to Brutus? What is Brutus’s response?
  5. Why does Cassius object to letting Antony speak at Caesar’s funeral? What reassurance does Brutus give him?
  6. What promise does Antony give Brutus about his funeral speech?
  7. After being left alone with Caesar’s body, what does Antony promise to do?



  1. What reason does Brutus give for murdering Caesar? What is the crowd’s reaction?
  2. What final mistake does Brutus make in letting Antony speak?
  3. Why does Antony read Caesar’s will to the people?
  4. At the end of the scene, what are the fates of Brutus and Cassius?



  1. What is the significance of this scene?


  1. What are Antony, Octavius, and Lepidus doing at the opening of the scene?
  2. Why do they want Caesar’s will? What is ironic about this?
  3. What is Antony’s plan for Lepidus? What is his reason?



  1. What does Brutus tell Lucilius about dying love?
  2. What practical instructions does Brutus give Cassius about their disagreement? What is unusual about this?



  1. What wrong does Cassius say Brutus has done him?
  2. In response, what does Brutus condemn Cassius for doing?
  3. What does Cassius threaten to do if Brutus continues to “urge” him?
  4. According to Brutus, how has Cassius wronged him? What is ironic about Brutus’s accusation?
  5. To prove that he has been wronged, what does Cassius tell Brutus to do to him?
  6. What is the real reason for Brutus’s ill temper? Give all of the details.
  7. Messala brings what ill news of the triumvirate’s actions in Rome?
  8. What reasons does Cassius give for not going directly to Philippi?
  9. What reasons does Brutus give for going directly to Philippi? Who prevails?
  10. What happens to make Brutus speed up his plans to go to Philippi?



  1. What hope of Octavius and Antony is answered? What does this say about Brutus?
  2. What does Cassius mean by the following statement?

“Flatterers! Now, Brutus, thank yourself;/This tongue had not offended so today,/If Cassius might have ruled.”(45-47)

  1. What ominous sign has Cassius seen that causes him to fear the coming battle?
  2. What does Brutus say he will do if they lose the battle? Why is he reluctant to do this?




  1. What horrible mistake does Cassius make? What is the outcome of this mistake?
  2. What is Titinius’s reaction to Cassius’s actions?
  3. What is Brutus’s response to Cassius’s and Titinius’s actions?



  1. What role does Lucilius take upon himself? What was Antony’s response to his masquerade?



  1. What request does Brutus make of Clitus? What is his response?
  2. What does Brutus ask Volumnius to do? What reasons does he give? What is Volumnius’s response?
  3. What does Strato do for Brutus? What does Strato ask Brutus to do first? Why?
  4. What overture of peace does Octavius make to Brutus’s men?
  5. How do Antony and Octavius honor Brutus?

Then Fall, Friday!


  • 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 read the end of Act III of Julius Caesar and then work on a deeper understanding of Antony’s famous “Friends, Romans, countrymen” speech.


Welcome to FRIDAY!!!!

Today we are going to finish reading Act III, which contains the most famous scenes in the entire play, the funeral speeches!! We’re also going to see act III scene III, which is kind of entertaining and is intended as comic relief.

After we finish that, we’re going to work on a translation of Antony’s famous speech to modern English. You can use any slang or informal language you like, so long as you keep the meaning from the original intact.

That’s today, y’all! Hope you have a fabulous weekend!!

Assessment: Speech translations will be graded

Differentiation: Varied reading part lengths based on readiness and interest.