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Harnett County High School ELA Integrated UnitThis is an overall unit plan; it does not take the place of daily lesson

plans.

Circle OneCourse: English II Timeframe: 3 weeks Primary Text: Julius Caesar Pacing Guide Weeks: 10 - 12

Title of Unit: People, Politics, and Persuasion

Essential Questions:1. What are the qualities of a good leader?2. What are the consequences of betrayal?3. How easily are people persuaded?4. What are the personal and social effects of ambition?5. What does it say about society that history tends to repeat itself?

Circle TwoReading (Informational) Standard(s): RI 6; 7; 8; 9

Reading (Literature) Standard(s): RL 6; 7

Writing Standard(s): W 1; 9; 10

Speaking and Listening Standard(s): SL 3; 6

Language Standard(s): L 1a; 5a, b

Math Practice(s): MP 3; 6; 7

Technology Standard(s): HS.TT.1.1; 1.3 and HS.SI.1.1; 1.2; 1.3


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Circle ThreeLearning Experiences/Activities:

Julius Caesar mini biography research: students will receive 2 articles on Caesar (see resources) and construct a short research paper with citations which answer 3 basic questions given in the assignment directions (see attached pages) (RI 1; W 7 review; L 3 review)

Ancient Rome (individual or partner) research (assign for example: education, clothing, gender roles, historical figures); students research, cite, & present information; students can choose media format (ppt, flipcam, prezi) (MP 5; HS.TT.1.1; 1.3; SL 6; SL 4, 5 review)

Throughout reading use sites like Edmodo, Nicenet, Teacher webpages, etc. for students to blog and respond to Essential Questions (HS.TT.1.1; HS.SE.1.1; L 1)

Annotate, write summaries, paraphrase at teacher discretion throughout the play (RL 1; RL 2 review)

Artistic rendering analysis assignment (RL 7) (see attached artwork) Analyze character: symbolism growth chart to visually plot a character’s development

throughout the story. Use magazine clippings/drawings, etc. to symbolize the character at different stages throughout the play OR complete a cause/effect map or T chart making note of the character’s development with text evidence and what events caused the changes in character (RL 1; RL 3 review)

Graphic organizers to interpret meanings of figures of speech in context and role in text – see handout at end of unit plan (L 5)

Using the list of speeches in crucial passages, students will annotate the passage and either paraphrase or rewrite a modern translation that accurately conveys the meaning and tone of the passage (RL 4 review)

Read Plutarch’s “The Life of Julius Caesar” and compare/contrast using T chart, VENN diagram, or thinking map with Shakespeare’s Julius Caesar (RL 9 review)

Write journals responding to controversial moments/choices in play (see scene suggestions in notes); students must use textual evidence to support claims made (RL 1 review; W 9a)

Analyze Shakespeare’s sonnets looking specifically at iambic pentameter, rhyme, etc. for precision and structure (RL 5 review; MP 6; 7)

Analyze presidential inaugural speeches (compare/contrast rhetorical techniques with Brutus and Antony’s funeral speeches); see link in Instructional Resources Section; teacher should introduce concepts of logos, ethos, pathos, syntax or diction; students should be exposed to these modern speeches prior to the next two activities (RI 9; RI 3 review)

Analyze Antony and Brutus’ funeral speeches (ethos, pathos, logos; syntax, diction, overall effectiveness of persuasion); Use compare/contrast chart (see documents at end of unit plan) (SL 3; RL 1)

Using previous research assignment, students will write an argumentative essay on which speech (Brutus/Antony) was more persuasive. Students will be reminded to edit and use semicolons, colons, spelling, & capitalization properly. Time should be allotted for editing and the rubric should incorporate mechanics. Teacher should allot time to re-teach skills as needed (W 1; L 2 review; MP 3)

Think-Pair-Share (any point during the play) Possible topics: 1) Why are the Roman people so


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easily persuaded? 2) Why doesn’t Caesar listen to any of the warnings/omens? 3) What are other times in modern history where warnings were ignored? 4) What are Cassius’ true motivations? 5) Analyze the role of women in the play. (SL 1 review)

Domain Specific Vocabulary: Logos Ethos Pathos Syntax Diction Tragedy Tragic hero Tragic flaw Hamartia Stage direction Act, scene, lines (structure & citation) Anachronism Foreshadowing Imagery Internal/external conflict Character Motivation Direct/indirect characterization Static/dynamic character Simile Metaphor Personification Sonnet Iambic pentameter Rhythm Meter Feet Rhyme scheme Blank verse Exposition Rising action Conflict Falling action Resolution MLA/parenthetical/in-text citations Works Cited Point of view (first person, third person)

Academic Vocabulary:


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Republic Democracy Ambition Omniscient Teacher-selected words based on academic level of class or student (differentiated)

Instructional Resources (print materials, technology, websites, etc.): Plutarch’s “from the Life of Julius Caesar” Selected presidential or presidential nomination acceptance speeches

(http:www.presidency.ucsb.edu/nomination.php) Biographical and Renaissance Period information on Shakespeare “Shakespeare Life and Times” rubric (at end of document) “Shakespeare Mini Research Assignment” handout (at end of document) Teacher Tube video on background regarding Shakespeare with discussion prompt

Formative Assessment(s) (both pre-unit and during unit): Anticipation Guide Act quizzes Journals Passage rewrites Oral reading Annotated passages Character maps

Summative Assessment(s): Test Project Essay Trial of Brutus Story rewrite (ending or point of view) Play review or movie trailer

Notes & Additional Information: Crucial passages in the play to examine:

Act 1 sc.1 ll.32-55 Wherefore rejoice? What conquest brings he home?Act 1 sc.2 ll. 135-161 Why man, he doth bestride the narrow worldAct 2 sc.1 ll. 10-34 It must be by his death; and for my part,Act 2 sc.1 ll. 162-183 Our course will seem to bloody, Caius CassiusAct 2 sc. 2 ll. 13-26 Caesar, I never stood on ceremonies,Act 3 sc. 1 ll. 58-73 I could be well mov’d, if I were as you;Act 3 sc.1 ll. 123-137 Thus, Brutus, did my master bid me kneel;Act 3 sc. 1 ll. 183-210 I doubt not of your wisdom.Act 3 sc.2 ll. 12-32 Be patient till the last.Act 3 sc.2 ll. 71-105 Friends, Romans, countrymen, lend me your ears! ***


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Act 3 sc. 2 ll. 116-135 But yesterday the word of Caesar mightAct 3 sc.2 ll. 166-194 If you have tears, prepare to shed them now.Act 3 sc. 2 ll. 206-226 Good friends, sweet friends, let me not stir you upAct 4 sc.3 ll. 264-281 It was well done, and thou shalt sleep again;Act 5 sc.5 ll. 68-81 This was the noblest Roman of them all;


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Shakespeare Life and Times Research

Assignment: Write a 2-5 paragraph response which explains:

1. Major facts regarding Shakespeare’s personal life?2. What was his role in Elizabethan theatre and what his career was like?3. What is the Renaissance and what were major social and political influences

in the Renaissance?

1. Read each of the two sources. Highlight and annotate as you are reading.2. Brainstorm or write a rough draft.3. Use at least 2 direct quotes.4. Use parenthetical documentation.

This assignment should be typed or neatly hand written in blue or black ink using only the front of notebook paper. You must include works cited page.

Due


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Shakespeare Life and Times Research Rubric

Criteria Points possible

Points earned

Content

Major facts regarding Shakespeare’s personal life? 13.5

What was his role in Elizabethan theatre and what his career was like 13.5

What is the Renaissance and what were major social and political influences in the Renaissance

13

Research/prewriting

Annotating sources 10

Brainstorm or rough draft 5

Citations

In-text parenthetical documentation used correctly and with appropriate frequency

15

Use of at least 2 direct quotes 7

Both sources were referenced 5

Works cited page included and correct 8

Formatting

Typed (12 point, TNR, double-spaced) or written in blue or black ink; front sides only

10

Final 100


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Julius Caesar Biography Research

Assignment: Write a 2-5 paragraph response which explains:

o Who was Julius Caesar?o What was his role in Roman history?o What is his relevance today?o Read each of the two sources. Highlight and

annotate as you are reading.o Brainstorm.o Use at least 2 direct quoteso Use parenthetical documentation.

This assignment should be typed or neatly hand written in blue or black ink using only the front of notebook paper. You must include works cited page.

Due

Julius Caesar Research Rubric

Criteria Points possible

Points earned


plans.

Content

Who was Julius Caesar? 13.5

What was his role in Roman history ? 13.5

What relevance to today? 13

Research/prewriting

Annotating sources 10

Brainstorm or rough draft 5

Citations

In-text parenthetical documentation used correctly and with appropriate frequency

15

Use of at least 2 direct quotes 7

Both sources were referenced 5

Works cited page included and correct 8

Formatting

Typed (12 point, TNR, double-spaced) or written in blue or black ink; front sides only

10

Final 100

Sonnet 18: Shall I Compare Thee To A Summer’s Day?


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Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date:

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm’d;

And every fair from fair sometime declines,

By chance or nature’s changing course untrimm’d;

But thy eternal summer shall not fade

Nor lose possession of that fair thou owest;

Nor shall Death brag thou wander’st in his shade,

When in eternal lines to time thou growest:

So long as men can breathe or eyes can see,

So long lives this and this gives life to thee

Sonnet 116: Let Me Not To The Marriage Of True Minds Let me not to the marriage of true minds

Admit impediments. Love is not love

Which alters when it alteration finds,

Or bends with the remover to remove:

O, no! it is an ever-fixed mark,

That looks on tempests and is never shaken;

It is the star to every wandering bark,

Whose worth’s unknown, although his height be taken.

Love’s not Time’s fool, though rosy lips and cheeks

Within his bending sickle’s compass come;

Love alters not with his brief hours and weeks,

But bears it out even to the edge of doom.


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If this be error and upon me proved,

I never writ, nor no man ever loved.

Sonnet 130: My Mistress’ Eyes Are Nothing Like The Sun My mistress’ eyes are nothing like the sun;

Coral is far more red, than her lips red:

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

I have seen roses damasked, red and white,

But no such roses see I in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet well I know

That music hath a far more pleasing sound:

I grant I never saw a goddess go,

My mistress, when she walks, treads on the ground:

And yet by heaven, I think my love as rare,

As any she belied with false compare.

Sonnet 55: O! Not Marble, Nor The Gilded Monuments Not marble, nor the gilded monuments

Of princes, shall outlive this powerful rhyme;

But you shall shine more bright in these contents

Than unswept stone, besmear’d with sluttish time.

When wasteful war shall statues overturn,

And broils root out the work of masonry,


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Nor Mars his sword, nor war’s quick fire shall burn

The living record of your memory.

‘Gainst death, and all oblivious enmity

Shall you pace forth; your praise shall still find room

Even in the eyes of all posterity

That wear this world out to the ending doom.

So, till the judgment that yourself arise,

You live in this, and dwell in lovers’ eyes.

Shakespeare Sonnets quiz Name:________________________

Sonnet 18

1. List 2 ways the woman is better than a summer’s day:a.

b.

2. Paraphrase the couplet:

Sonnet 116

1. What are the 3 qualities of true love? (hint:There is one described in each quatrain.)a.

b.

c.

Sonnet 130

1. What does he say about her skin color/complexion?

2. What does he say about her voice?

3. What does he say about his love for her?


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Sonnet 55

1. What will statues and monuments eventually be destroyed by(2 things)?a.

b.

Sonnets

1. What is the rhyme scheme of all Shakespeare sonnets?

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

2. Label the iambic pentameter in the following line:

S h a l l I c o m p a r e t h e e t o a s u m m e r ’ s d a y ?


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Rhetorical Analysis of Brutus and Antony’s Speeches

Speech #1

1. Speaker:

2. Audience:

3. Context:

4. Overall tone:

5. Purpose:

Quote Appeal: Logos, Pathos, Ethos

Rhetorical Devices

Be patient till the last.Romans, countrymen, and lovers! Hear me for my cause; and be silent, that you may hear: believe me for mine honour, and haverespect to mine honor, that you may believe: censure me in yourwisdom; and awake your senses, that you may the better judge.

If there be any in this assembly, any dear friend of Caesar's, tohim I say that Brutus' love to Caesar was no less than his. Ifthen that friend demand why Brutus rose against Caesar, this ismy answer,--Not that I loved Caesar less, but that I loved Romemore.


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Had you rather Caesar were living, and die all slaves, thanthat Caesar were dead, to live all freemen? As Caesar loved me, Iweep for him; as he was fortunate, I rejoice at it; as he was valiant, I honour him; but, as he was ambitious, I slew him.

There is tears for his love; joy for his fortune; honour for hisvalour; and death for his ambition. Who is here so base thatwould be a bondman? If any, speak; for him have I offended. Who is here so rude that would not be a Roman? If any, speak; for him have I offended. Who is here so vile that will not love hiscountry? If any, speak; for him have I offended. I pause for areply.

Then none have I offended. I have done no more to Caesarthan you shall do to Brutus. The question of his death isenroll'd in the Capitol, his glory not extenuated, wherein hewas worthy; nor his offenses enforced, for which he suffereddeath.

How does the speaker convey his overall tone, and how does it contribute to the effectiveness of his monologue?

Speech #2

1. Speaker: 3. Context: 5. Purpose:

2. Audience: 4.Overall tone:

Quote Appeal: Logos, Rhetorical Devices


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Ethos, Pathos

Friends, Romans, countrymen, lend me your ears;I come to bury Caesar, not to praise him.The evil that men do lives after them;The good is oft interred with their bones: (80)So let it be with Caesar.

The noble BrutusHath told you Caesar was ambitious:If it were so, it was a grievous fault;And grievously hath Caesar answer'd it.Here, under leave of Brutus and the rest,-- (85)For Brutus is an honourable man;So are they all, all honorable men,--.

Come I to speak in Caesar's funeral.He was my friend, faithful and just to me:But Brutus says he was ambitious; (90)And Brutus is an honourable man.

He hath brought many captives home to Rome,Whose ransoms did the general coffers fill:Did this in Caesar seem ambitious?When that the poor have cried, Caesar hath wept: (95)Ambition should be made of sterner stuff:Yet Brutus says he was ambitious;And Brutus is an honourable man.

You all did see that on the LupercalI thrice presented him a kingly crown, Which he did thrice refuse: was this ambition?Yet Brutus says he was ambitious;And, sure, he is an honourable man.

I speak not to disprove what Brutus spoke,But here I am to speak what I do know. (105)You all did love him once,--not without cause:What cause withholds you, then, to mourn for him?-O judgment, thou art fled to brutish beasts,And men have lost their reason!--Bear with me;My heart is in the coffin there with Caesar, (110)And I must pause till it come back to me

How does the speaker convey his overall tone, and how does it contribute to the overall effectiveness of his monologue?


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Brutus or Antony

Which of these speeches is most convincing? Support your response by explaining how the use of logos, ethos and/or pathos was effective. Also, support your stance by selecting two syntax and/or diction techniques that are particularly effective.

Use at least 2 direct quotes from the speeches. Parenthetically cite your quotes like this:

( Julius Caesar 3.2. lines 34-35)

Introductory paragraph:

After the assassination of Julius Caesar both Brutus and Antony speak to the people of Rome. Brutus speaks to convince his countrymen that he and the others were justified in their actions; Caesar was a threat to their freedom and country. Antony exemplifies in his speech that Caesar was not ambitious and always had the people’s well-being in mind. Both of these speakers are effective in persuading the Romans of their cause but ___________________’s speech is most effective because…

Paragraph 2: use of logos, ethos and/or pathos

Paragraph 3: use of diction and/or syntax

Paragraph 4: SHORT (3-4 sentences) conclusion

Works Cited entry:

Author. Title. Place:publisher,year.


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Brutus or Antony Rubric

Criteria Points possible Points earned

Introduction with thesis (Antony/Brutus because…)

5

Paragraph 2 : logos, ethos, pathos: what was used & how is it effective?

20

Paragraph 3: 2 syntax or diction techniques: what was used & how is it effective?

20

Conclusion 10

2 direct quotes: proper parenthetical documentation

20

Works cited entry 20

Typed ( 12 pt TNR double spaded) or blue/black ink on fronts only

5

Total 100


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There are numerous artistic renderings of the death of Caesar, shown below are three examples. Find an artistic/visual representation that you believe is most accurate or thought-provoking. In your written response to your visual, discuss what is included in Shakespeare’s play and what is emphasized or left out of the visual rendering. (RL 7)

Guillaume Lethiere “The Death of Caesar”http://www.art-prints-on-demand.com/a/lethiere-guillaume/the-death-of-caesar-100-4.html


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Jean-Leon Gerome “The Death of Caesar”http://en.wikipedia.org/wiki/File:Gerome_Death_of_Caesar.jpg


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Vincenzo Camuccinihttp://www.shmoop.com/julius-caesar/photo-caesar-death.html


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Julius CaesarFigurative Language Graphic Organizer

FigurativeLanguage and page number

What does it say? What does it mean? What does it matter?

Simile Exact Quote from play

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