STANDARDS COVERED IN ACT 3 RL.9-10.1 Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences.

Slides:



Advertisements
Similar presentations
The Tragedy of Julius Caesar Act II Digital Lesson
Advertisements

Test Taking Tips How to help yourself with multiple choice and short answer questions for reading selections A. Caldwell.
The Purpose of Point of View Brooklyn Technical High School Freshman Composition Mr. Williams Learning Objective: To identify and analyze the impact of.
Text Dependent Questions North Carolina Department of Public Instruction English Language Arts Department.
Sept. 30. Bellwork ACT THREE: Write one page (in detail) about a time when... You (or someone you observed) was on a "power trip."
Funded by the Library of Congress.
Romeo and Juliet Poster Collaboration Activity. Objective: Create and present a graphic organizer (poster )highlighting the plot, characters, themes/motifs,
Of Mice and Men Trial Presentation Project. Common Core Alignment 1. Cite strong and thorough textual evidence to support analysis of what the text says.
1.3 Reading Literature Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections.
Reading across the Curriculum. “For Want of a Nail” by Mary Robinette Kowal.
TRIGG COUNTY MIDDLE SCHOOL. 6 th Grade Reading Standard% of Students scoring 80% or higher RL 6.1 Cite textual evidence to support analysis of what the.
What to Expect on Test Day Session 1—90 minutes—1-32 questions—Literature—30% Session 2—90 minutes—33-64 questions—Informational—70% Brace yourself! The.
English II—October 19, 2015 Daily Warm-up: Think of a memorable and complex character from a book or film who advanced the plot or theme of the work. List.
ELA MS. SONI * Objective: SWBAT analyze the author’s choice for choosing different techniques in order to create specific effects as evidenced.
CHARACTER ANALYSIS GRID Mapping Plot through Character.
Florida English Language Arts Standards (LAFS)
Act Two Scene One.
8th Grade Question Stems Reading Standards for Literature LAFS
Trial Presentation Project
Julius Caesar-Act Three –Scene One
Common Core State Standards
The Tragedy of Julius Caesar
The Tragedy of Julius Caesar
CAESARBALL.
Aim: How do we find a central idea of a literary passge?
Introduction of Lesson
The Balcony Scene Close Reading Part Two
1 of 3 essays on your ap language test
Bell Work Using a clean sheet of paper, copy down Antony’s funeral speech on pages of the text. This will be your biggest extra credit assignment.
To understand character & setting in a story
Start – Up - Discussion 9/19/17
Literature Circle Presentations
Nonfiction Why was ______ described as _____________
Act Three Scene One.
“Hamlet” Act I Essay Lang and Lit
Subject Vs. Theme.
Benchmark Review 12/07/15.
Monday November 30, 2015 Agenda: Do Now: Mug #11 Mug #11 corrections
I Can…… Vocabulary 5 1 Sentence Stems Bump Up What Came Before
Know Your Reading Strategies
Team Composition Group Director: Cooperation and Time Management Group Artist: Conceptualization and Design Group Stenographer: Copying Standards Atop.
Your Standards TODAY’S FLOW MORNING: Standards & 1st Unit Curriculum
Welcome! Mrs. Simpson English 10.
RI / RI / RL / RL   Cognitive Dissonance
A reading strategy for Fiction
Theme 8th grade Language Arts.
Dr. George’s 9th Lit. Agenda
Bellringer Respond to the following:
Annotating Texts Mr. Laurich.
The Outsiders Chapter 12.
“St. Lucy’s Home for girls raised by wolves”
Dr. George’s 9th Lit. Agenda
TUESDAY, NOVEMBER 17, 2015 Scrolling text repeating until end of slide.
Act 1 Scene 2 – Cassius’s speech
Dr. George’s 9th Lit. Agenda
Unit 1 The Bonds Between Us.
Standards RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the.
I Am Nujood, Age 10 and Divorced
10th Grade English Monday 14 Oct. 2013
Bellringer Respond to the following:
DISCUSSION QUESTIONS, Literary elements questions & WRITING PROMPTS
The Tragedy of Julius Caesar
Bell Ringer Who is the most manipulative character in the book so far? Why do you think that? Name specific circumstances from the book. Who do you.
Literature: Key Ideas and Details
Bell Ringer Describe one thing Portia and Calpurnia have in common.
MONDAY, FEBRUARY 22, 2016 LITERATURE TERMS.
Test Genre The MEAP.
Responding to Characters: Types of Character and Characterization
Annotating Texts Mr. Laurich.
Interactive Notebook Pages
Presentation transcript:

STANDARDS COVERED IN ACT 3 RL Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL Determine a theme or central idea of a text and analyze in detail 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. RL Analyze how complex characters (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. RL 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. L Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on graded 9-10 reading and content, choosing flexibly from a range of strategies. L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

BEFORE WE READ… 1. At this point, do you think the conspirator are justified in their intentions? Explain your answer. 2.What mistakes and miscalculations do you think the conspirators have made in their plans so far? Consider what their errors might lead to. 3.What role have women been playing in this story? Thin about what role they might play in future events.

ACT 3, SCENE 1 Why does Decius interrupt Artemidorus’s request by presenting Caesar with a petition from someone else? Pg. 1238

ACT 3, SCENE 1 Tiered Discussion Prompts Recall How was Caesar already warned about this moment? Analyze How do the conspirators influence Caesar to disregard Artemidorus? Pg1238

ACT 3, SCENE 1 Tragic Hero How does Brutus’ behavior in this dangerous moment compare with that of Cassisus? Standard: RL 3 Background: The Roman view of suicide To the Elizabethan– mostly Christian– audience, suicide was viewed as a sin. The Romans, however, considered suicide as an act of heroism if the person committing suicide did so to avoid living a life that was contradictory to his or her morals. Cassius could not imagine living under Caesar’s rule; for him, therefore, suicide would be an honorable escape (lines 20-22). Pg. 1238

ACT 3, SCENE 1 Metellus bows down to Caesar, but Caesar is not impressed. Why is Metellus treated this way? Look at lines Pg. 1240

ACT 3, SCENE 1 Background: Each member of the conspiracy agreed to stab Caesar at least once so that they would be equally involved in the murder. Therefore, Caesar was stabbed 23 times, with Brutus inflicting the final wound. Caesar’s murder certainly must have appeared bloody and barbaric, rather than as a sacrificial “dish fit for the gods,” as Brutus described it to the other conspirators in Act 2 (Scene 1, lines ).

ACT 3, SCENE 1 Tragedy What message is Brutus trying to convey by having the conspirators go out in public smeared with Caesar’s blood? Pg RL 3/ RL 4 Can your conscience mislead you? Discuss: Based on lines , how do both Brutus and Cassius show that their consciences have been corrupted– that is, that their standards of right and wrong are now far from normal? Hint* Aftermath of cognitive dissonance

ACT 3, SCENE 1 Tiered Discussion Prompts Look at lines Connect How do you think most people would feel if something terrible happened to a good friend? How does that response help you understand Antony’s request? Analyze What does Antony’s message indicate about the cause for his absence? Evaluate In what sense might Antony’s argument and language be a warning to Brutus about Antony’s role in future events? Pg. 1244

ACT 3, SCENE 1 Tiered Discussion Prompt Refer to lines Restate What does Antony want to do? Analyze Why does Cassius not want Antony to speak at the funeral? Synthesize What does Brutus’ response reveal about his character? Pg. 1246

ACT 3, SCENE 1 Targeted Passage In this passage, Antony reveals his true feelings and intentions regarding Caesar’s assassination.  What does Antony call the conspirators? (lines 255)  What does Antony say about Caesar? How does he feel about Caesar? (lines )  Will Antony support conspirators? How can you tell? (lines , )  What future does Antony predict for Rome? (lines ) Pg. 1247