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JULIUS CAESAR!!! HOMEWORK: PARAGRAPH REVISION DUE TOMORROW!

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Presentation on theme: "JULIUS CAESAR!!! HOMEWORK: PARAGRAPH REVISION DUE TOMORROW!"— Presentation transcript:

1 JULIUS CAESAR!!! HOMEWORK: PARAGRAPH REVISION DUE TOMORROW!

2 JULIUS CAESAR HOMEWORK: A LETTER FROM CASSIUS. Oct. 14th

3 Act I, Scene I & II Spend 5 – 10 minutes reviewing with your group the answer to the Scene I focus question… Act I, Scene i focus question (Post-Its!!!!!):  Why is Marullus angry with the Roman citizens?  In your logbooks, begin a new section: “Act I Questions.”  In 1-2 sentences answer the focus question.  How do you know??? Copy 2 CDs to prove your answer. As we finish scene ii, continue annotating for: Focus Question (Remember your Post-Its!)  What are the reasons Cassius gives for turning against Caesar?  What does Caesar mean when he says, “let me have men about me that are fat” (I ii 192)?  In your logbooks (continue the “Act 1 Questions” section)...  In 1-2 sentences, answer the focus question.  How do you know??? Copy 2 CDs that prove your answer.

4 Act 1, Scene I & ii Homework (On a separate sheet of paper) Imagine you are Cassius, and are interested in convincing your friends to join your conspiracy.  Write a letter to them, explaining (in your own words) your reasons for getting rid of Caesar.  Incorporate at least 3 paraphrased reasons from Cassuis’ speech to Brutus and Casca (in your own words, of course) into your letter. Due 10/15 th !

5 AGENDA: FINISH ACT I, SCENE 2 & 3 QUIZ: A REVIEW OF SCENES 1 & 2 Tuesday, 10/15th

6 Reading Quiz A 1. A) Define the word: Idle B) Use Idle in a sentence correctly. 2. What Battle is Caesar returning from? 3. Why are the senators (Flavius and Marullus) upset about the celebration? 4. Who are the conspirators against Caesar? a) for each, explain why they are against Caesar - use one quote from the play to support your answer b) of the conspirators, who might be the Tragic Hero? explain your answer 5. List and define the 4 roman virtues.

7 Reading Quiz B 1. A) Define the word: Honor B) Use honor/honorable in a sentence correctly. 2. List and define the 4 roman virtues. 3. Who is Cassius? Why is he important to the story? What lines from the Play best describe him? 4. Compare/Contrast Brutus and (Marc) Antony - how are they the same, how do they differ? (use quotes from the play to support your answer) 5. Why are senators angry/worried about the actions of Caesar? Use a quote to support your answer.

8 Act I, Scene iii Vocabulary:  Construe, Civil, Enterprise Act I, Scene iii focus question:  How do Cassius, Casca and Cicero interpret the meaning of the violent storm during this scene? What might their interpretations imply about their temperament?  In your logbooks, add to the section: “Act I Questions.”  In 1-2 sentences answer the focus question.  How do you know??? Copy 2 CDs to prove your answer.

9 Act I, Scene iii Some say line is the most important line of the play: “But men may construe things after their fashion, / Clean from the purpose of the things themselves” (I.iii.34-35). What does Cicero mean when he says this? Do you agree with him? Why or why not? Is there a ‘modern day’ example of Cicero’s statement? (Or, if you disagree, an example that supports your opinion…)

10 Act I, Scene iii Homework ON a Separate Sheet of Paper!!!!!!!!!!! Answer the Literary Analysis questions (#1, 3, 4 & 6) found on page 713 of your Julius Caesar packet. For your answers, please write in complete sentences. (you can reflect the question if needed) Be sure to use evidence from the text (cite it, of course!), to support your answers.

11 AGENDA: BEGIN ACT II, SCENE 1 HW: FOCUS QUESTION ETHICS REVIEW: Respect Others(Care) Moral Benefit “Do No Harm” Monday, 10/21

12 Act I, Scene iii (Review) On a separate sheet of paper: Write down the 1 -2 lines that BEST represents Cassius’ reasons for betraying Caesar from Act I, Scene iii. Explain why these lines are the best. Are Cassius' reasons ETHICAL? Then predict what Brutus’ response would be to Cassius. Predict Marc Antony’s response.

13 Act II, Scene i Vocabulary:  Visage, Noble, Enterprise Act II, Scene i focus question:  Why does Brutus choose to join the conspiracy (“noble enterprise”)?  What ethical principle(s) is he following?  Start a new section in your logbook: “Act II Questions”  How do you know? Copy down 3 CDs that support your response.

14 AGENDA: FINISH ACT II, SCENE 1 “SACRIFICERS NOT BUTCHERS!” HW: Tuesday, 10/22

15 BRUTUS’S SOLILOQUY IS “RIDDLED WITH RANK FALLACY. THE FINE MAN IS A COARSE THINKER...” Paraphrase. Is Brutus being logical? Is he being ethical? How else could he have dealt with Caesar? “SACRIFICERS, BUT NOT BUTCHERS...” “Sacrificer?” “Butcher?” Why does Brutus not wish to be a “butcher”? Is his reasoning logical? Is his reasoning ethical? Why does Brutus join the conspiracy???

16 AGENDA: 1. READ: ACT II, SCENES 1-4 HOMEWORK: FINISH ACT II AT HOME UNIT PLAN CHECK ON THURSDAY! Wednesday, 10/23

17 Act II focus questions Vocab: Valiant, Contrive Act II, Scene ii focus question:  Why is Decuis more persuasive than Calpurnia?  How do you know??? Copy 2 CDs to prove your answer. Act II, Scene iii focus question:  What is the purpose of this short scene?  How do you know??? Copy 2 CDs that prove your answer. Act II, Scene iv focus question:  What is Portia’s internal conflict?  How do you know??? Copy 2 CDs that prove your answer.

18 AGENDA: 1. HAND OUT OUTSIDE READING ASSIGNMENT 2. READ: ACT III, SCENE 1 3. REVIEW: WRITING ASSIGNMENT #2 HOMEWORK: PARAGRAPH DUE MONDAY Friday, 10/19

19 Act III, Scene I (Caesar’s death!!) Annotations:  What do we learn about Antony in this scene?  Also...Look for “loaded” words. In your logbooks, (“Act 3 Questions”):  Paraphrase: “...Alas, what shall I say? / My credit now stands on such slippery ground / That one of two bad ways you must conceit me, / Either a coward or a flatterer” ( ).  Who do you think would make a better replacement for Caesar as leader of Rome: Brutus or Cassius?  Support your opinion with 2 CDs from the Text.

20 AGENDA: 1. TURN IN OUTSIDE READING PROJECT!!!! 2. READ ACT III: SCENE 1 3. INTRO TO RHETORIC AND PERSUASIVE DEVICES HOMEWORK: READ ARTICLE AND ANNOTATE. Monday, October 28 th

21 Act III, Scene I (Caesar’s death!!) Annotations:  What do we learn about Antony in this scene?  Also...Look for “loaded” words. In your logbooks, (“Act 3 Questions”):  Paraphrase: “...Alas, what shall I say? / My credit now stands on such slippery ground / That one of two bad ways you must conceit me, / Either a coward or a flatterer” ( ).  Who do you think would make a better replacement for Caesar as leader of Rome: Brutus or Cassius?  Support your opinion with 2 CDs from the Text.

22 AGENDA: 1. ETHOS/PATHOS/LOGOS 2. CREATING A COMMERCIAL HOMEWORK: ORB PROJECT DUE NEXT WEDNESDAY (10/31 ST )!! Tuesday, October 29 th

23 AGENDA: RHETORICAL DEVICES + RHETORICAL APPEALS BRUTUS’ FUNERAL ORATIONS (ACT III; SCENE 2) HOMEWORK: Wednesday, October 30 th

24 Rhetorical Devices l. Slogan: Short easy-to-remember phrase – often shows up on bumper stickers, campaign literature, etc. 2. Specific Evidence: detailed evidence and lots of it is necessary to back up any opinion. 3. Verbal Irony: words that seem to say one thing but actually mean the opposite. Antony says that Brutus is an “honorable’ man, but he means the exact opposite. How can we tell? Listen to the tone or emotion as the character speaks. 4. Loaded Words: some words are loaded with powerful connotations, or emotional overtones and associations. The associations may be either positive or negative. 5. Repetition: Advertisers know that people tend to remember and eventually believe messages that are repeated. What messages in the campaign are repeated for effect? Is it effective? When does it become less effective? 6. Parallelism: repeated grammatical structures 7. Rhetorical Questions: questions requiring no answer because the answer seems obvious. 8. Euphemisms: “Telling it like it isn’t” or substituting a pleasant term for a blunt one. 9. Hyperbole: Gross exaggerations for effect 10. Appeals to Self-Interest and Other Emotions: People can be made to care most about themselves, and everyone longs for a happier, “better” life. Consider the speeches of both Brutus and Mark Antony.

25 Ethos / Logos / Pathos Writers persuade by appealing to ETHOS, LOGOS and PATHOS. ETHOS: Credibility  Expertise & knowledge, experience, training, sincerity, etc. LOGOS: Reason  Clarity & rationality, specific details, facts, statistical data (numbers), expert testimony, etc. PATHOS: Emotion  Personal anecdotes, figurative language, “loaded” words (with strong connotations – positive or negative), vivid description, visual elements, etc.

26 Act III, Scene ii Get into the groups you’ve been given. As a group read Lines 1-63 (Brutus’s oration) Annotate text for Rhetorical/ Persuasive Devices In your logbook, create a new page titled, “Persuasive Techniques and appeals” (Ethos, Pathos, Logos).  Which rhetorical devices does Brutus use? How does he make appeals to the citizens Ethos, Pathos or Logos?  Find as many examples as you can. Copy the passages into your logbook.

27 Thursday, 10/31 st AGENDA: ANTONY’S FUNERAL ORATIONS (ACT III; SCENE 2) HOMEWORK: COMPLETE UNIT PLAN AND STUDY VOCAB FOR TEST NEXT WEEK! (UNIT PLAN IS DUE MONDAY – 11/4 TH !)

28 Act III, Scene ii On your own, read lines (Antony’s oration) Annotate text for Rhetorical/ Persuasive Devices and Appeals to Ethos, Logos, and Pathos. On a separate sheet of paper, answer the following (due at the end of class):  Which rhetorical devices does Antony use? How does he make appeals to the citizens Ethos, Pathos or Logos?  Find as many examples as you can. Copy the passages onto your sheet of paper and explain what device is being used, and what appeal is being made.  Why is Antony’s speech more convincing than Brutus’ speech? (Time permitting) In your groups, discuss Antony’s speech and turn the assignment in.

29 AGENDA: 1. VIDEO HOMEWORK: COMPLETE UNIT PLAN AND STUDY VOCAB FOR TEST NEXT WEEK! (UNIT PLAN IS DUE MONDAY – 11/4 TH !) Friday, 11/1 st

30 AGENDA: 1. JULIUS CAESAR VIDEO HOMEWORK: 1. STUDY FOR JC TEST ON TUESDAY. 2. OUTSIDE READING BOOK PROJECT DUE WEDNESDAY!!!!! Monday, 10/29

31 AGENDA: 1. JULIUS CAESAR TEST HOMEWORK: OUTSIDE READING BOOK PROJECT DUE TOMORROW!!!!! Tuesday, 10/30

32 AGENDA: 1. JULIUS CAESAR VIDEO/ EXIT TICKET QUESTIONS 2. CAMPAIGN PROJECT HOMEWORK: BRAINSTORM IDEAS FOR CAMPAIGN! Wednesday, 10/31

33 Exit Ticket Questions: Question #1 Non-Honors: If Brutus and Marc Antony were running for president, whom would you vote for? Honors: Why is Brutus considered the tragic hero of the play? Question #2 What is Shakespeare’s message about human nature? (What does the play suggest about what it means to be human?)

34 “You blocks you stones, you worse than senseless things!” (3.1.37) One of the qualities of ‘being human’ is the ability for independent thought, for new ideas, and being ‘uniquely useful.’  But: how often are we swayed into thinking ‘along with the crowd?’  How often are we either convinced, persuaded, or pressured into thinking – and acting – in ways we’d otherwise not? One of Brutus’ flaws was trust that all Romans’ were ‘noble’ and able to think for themselves. But Antony was able to change their minds. What are ways that society attempts to ‘sway us?’ Can our culture exist, if we are ‘senseless things?’ What kind of leader might we have?  Cassius said of Caesar that he was great, only because Rome was ‘rubbish and … offal’ ( ).  Brutus justifies his actions by ensuring Roman freedom: “who is here so base that would be a bondman(slave, servant)?’ ( )

35 AGENDA: 1. CAMPAIGN PROJECT HOMEWORK: BRAINSTORM IDEAS FOR CAMPAIGN! Thursday, 11/1

36 Ethos/Pathos/Logos “...as he was valiant, I honor him; but – as he was ambitious, I slew him” (III.ii.26-27). Logos (Logical) “I have the same dagger for myself when it shall please my country to need my death” (III.ii.46-48). Pathos (Emotional) “But yesterday the word of Caesar might Have stood against the world. Now lies he there, And none so poor to do him reverence” (III.ii ). Ethos (Moral/Ethical)

37 AGENDA: 1. CAMPAIGN PROJECT HOMEWORK: IF YOU WANT TO ANNOTATE YOUR OWN COPY OF LORD OF THE FLIES YOU NEED TO BUY A COPY BY NEXT TUESDAY! (YOU CAN BUY A USED COPY FOR ABOUT 2 BUCKS AT ½ PRICE BOOKS.) Monday, 11/5

38 AGENDA: 1. FINISH UP THE CAMPAIGN PROJECTS 1. Make sure your posters are ready 2. Plan out how to present the posters tomorrow! HOMEWORK: IF YOU WANT TO ANNOTATE YOUR OWN COPY OF LORD OF THE FLIES YOU NEED TO BUY A COPY BY NEXT TUESDAY! (YOU CAN BUY A USED COPY FOR ABOUT 2 BUCKS AT ½ PRICE BOOKS.) Tuesday, 11/6

39 Ethos/Pathos/Logos Persuasion can be broken down into 3 categories: 1. Ethos: Appeals to the Audience’s sense of Morals or Ethics 2. Pathos: Appeals to the Audience’s sense of Emotion 3. Logos: Appeals to the Audience’s sense of Logic


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