May 29 - Julius Caesar Test Instructions

The following instructions were given to students at the beginning of class.
1. Turn completed KWL charts in to clear bin.
2. Put everything away.
3. Take The Tragedy of Julius Caesar Test Part 1. You may not use your book or notes on Part 1
4. Mark your answers on the scantron.
5. When you finish Part 1, turn in the test packet to its designated spot and take Part 2.
6. Part 2 is open-book, open-note.
7. Continue to mark your answers on the scantron.
8. When you finish Part 2, turn the scantron in to the clear bin (make sure your name is on it!) and Part 2 to its designated spot.
9. After you finish the test: Othello Vocabulary (These are the last vocabulary words of the year. They will be on your semester exam!)
a. Use a dictionary to define Othello vocabulary words (see back of this page)
b. Make a cinquain for 5 words. Cinquains should be original (This is not group work!) Illustrate each cinquain.
c. Complete the wordsearch for fun.
d. You are expected to work on this until the end of class. Turn in if finished. If not, it is due at the beginning of class on Tuesday, June 2!

Remember, your Peep Shows are due June 2!
Make-up research presentations will also be presented June 2!

Julius Caesar - REVIEW DAY, May 27

Today, students took a quiz over Act V, received graded Act III & IV quiz, took a few notes, finished the video of Julius Caesar, and received a test review.

Notes: Tragedy, Tragic Hero, Tragic Flaw
• Tragedy: a story in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances.
• Tragic Hero: According to Aristotle, a tragic hero is “Man of high standard who falls from that high because of a flaw that has affected many”
– Modern tragic hero – Anakin Skywalker
• That flaw is called a tragic flaw.

KWL Chart is due Friday, BEFORE the test!

The Tragedy of Julius Caesar Test Review

Pre-Reading, Acts I – V Vocabulary.


Quotes from Julius Caesar: Who is the speaker? What/who is s/he talking about? What does the quote mean?
• Now let it work. Mischief, thou art afoot, Take thou what course thou wilt.
• Yond Cassius has a lean and hungry look; He thinks too much, such men are dangerous.
• Beware the Ides of March!
• The fault, dear Brutus is not in our stars, But in ourselves that we are underlings.
• This was the noblest Roman of them all.
• … You have some sick offense within your mind, Which by the right and virtue of my place I ought to know of…
• And therefore think him as a serpent’s egg Which hatched would as his kind grow mischievous, And kill him in the shell.
• Let us be sacrificers, but not butchers, Caius.
• It seems to me most strange that men should fear, Seeing that death, a necessary end, Will come when it will come.
• If thou read this, O Caesar, thou mayst live; If not, the Fates with traitors do contrive.
• When that the poor have cried, Caesar hath wept; Ambition should be made of sterner stuff.
• Et tu Brute

Characters to know for matching

• Soothsayer
• Metellus Cimber
• Cassius
• Cinna, the poet
• Decius
• Brutus
• Casca
• Calpurnia
• Antony
• Lepidus

Reading Comprehension (refer to Act questions and worksheets)

1. Tragic Hero; Tragic Flaw
2. Feast of Lupercal
3. foreshadowing
4. second triumvirate
5. Act I, Scene i – what happens and why
6. Act I, Scene ii – what troubling things have happened this day?
7. Why does Brutus join the conspiracy?
8. Why not attack Antony?
9. What is Caesar like in Act II, Scene ii?
10. Why doesn’t Calpurnia want Caesar to go to the Senate?
11. Why do the conspirators ask Caesar to pardon Publius Cimber?
12. What is Caesar’s attitude when he is at the Senate in Act III?
13. Why does Antony shake hands with the conspirators?
14. What does calling someone a “hart” (deer) mean?
15. In his funeral oration, how does Antony show that the conspirators were not honorable?
16. Act III, Scene iii – purpose?
17. Why does Antony point to Caesar’s wounds and identify the tears in his cloak?
18. What impression does Shakespeare give of the plebeians in Act III?
19. While reading Act IV, how do we know there is a change in Brutus and Cassius’s friendship?
20. How does Brutus react to Portia’s death?
21. After seeing the ghost, why does Brutus ask his servants why they cried out in their sleep?
22. What does Caesar’s ghost symbolize?
23. Before departing for battle, what do Brutus and Cassius say to each other?
24. What is Cassius’ fatal mistake?
25. How does Antony treat Brutus’ followers when they have been captured? (remember Lucilius?)
26. What is the main reason that Brutus does not want to be captured and taken back to Rome?
27. Why is this play considered a tragedy?
28. Themes (central ideas) of The Tragedy of Julius Caesar. (What can be learned about life from this play?)
29. To what does Caesar compare himself before he is assassinated? Why does he make this comparison?
30. Why does Brutus let Antony speak at Caesar’s funeral?
31. What reason does Brutus give for killing Caesar?
32. What is Antony’s true purpose in delivering his funeral oration?
33. How does Antony prove Caesar wasn’t ambitious?
34. Difference between Brutus and Antony’s funeral orations?
35. Why do Brutus and Cassius argue in Act IV? What is the real reason Brutus is so upset?
36. What happens to Portia?
37. In Act V, what ominous sign does Cassius report has caused him to fear the coming battle?
38. What does Cassius say is avenged by his death?
39. Why did Pindarus stab Cassius?
40. How does Titinius respond to Cassius’ death?
41. Why did Antony say Brutus was the “noblest Roman of them all”?
42. What is Brutus’s tragic flaw?

To view YouTube videos of the BBC's animated The Tragedy of Julius Caesar, click here.

May 22: Julius Caesar Day 7

Today, students...

1. Turned in paper corrections and late "Shakespeare's Legacy" projects
2. Read over Act V questions
3. Read Act V
4. Answered Act V questions
5. were given a major project assignment: The Tragedy of Julius Caesar: A Peep Show, Due June 2

Students should prepare for a quiz over Act V and Acts IV & V vocabulary on Wednesday, May 27.

Examples of "Peep Shows" can be found at this link.

May 15: JC Day 6

Students

1. turned in "Shakespeare's Legacy" project
2. took a quiz over Act III
3. read Act IV
4. answered packet questions over Act IV. These were due at the end of class.

Grade reports were handed out.

Remember: Paper corrections are due Friday, May 22!

May 13, JC Day 5

Students turned in vocabulary homework.

Finish Act III - Scene 3. Instructions:

• With a person sitting next to you, paraphrase this scene in modern language.
• Do this on a separate sheet of paper.
• Add an illustration and turn in.

Act III Questions in blue packet. Answer the following:

• Page 10: #6, 7, 8, 9
• Page 11
• Pages 12 & 13. All questions
  #4 – pages 394-396 in the book
  #5 – page 397 in the book
• Page 15: #1

Research Paper Corrections:

• Corrections due next Friday!
• See Mrs. Woodliff after school for any specific questions.
• Turnitin.com. Until you submit your paper, you will have an incomplete for the 4th quarter! You can turn it in to the “turnitin” folder in the Woodliff “Turn in Work Here” folder, or you can submit it yourself.

HOMEWORK:

• Shakespeare's Legacy is due Friday
• Finish vocabulary and Act III worksheets.
• Be prepared for a quiz over Act III and Act III vocabulary.
  

May 11: Julius Caesar, Day 4

Vocabulary. Due today:
Make a cinquain for each of these words
1.strife
2.oration
3.coffers
4.mantle

Tests were returned

Act III-V packet with study questions was handed out.

Act III, Scenes i & ii - read in class.

HOMEWORK:

• Find a picture and write a sentence for the rest of Act III words.
  or
• Make a cinquain or acrostic for each word.
• Answer Act III, Scene 1 & 2 questions in packet.
• “Shakespeare’s Legacy” project due

Papers will be returned next class with options for corrections.

Last minute Review & Practice

Acts I & II Additional Review -
Try answering questions on these quizzes that pertain to Acts I & II.

Gradesaver Quiz
SparkNotes Quiz
CliffsNotes Quiz

Don't forget about this video:


Here is another brief video of the conspirator's making plans at Brutus'.


Vocabulary Practice

1. The preacher made his way to the pulpit when it was time to give the sermon.


2. The people of Rome are fickle. One day they were on Pompey’s side; a few days later they were cheering for Caesar.


3. Calpurnia had a dream that Decius construed in a way get Caesar to go to the Capitol rather than stay home like Calpurnia wanted.


4. Cassius and Caesar were accoutered when they were swimming in the Tiber. Why would this make swimming difficult?


5. Calpurnia believed that her dream and the wicked occurrences of the night were portentous signs that foreshadowing something bad happening to her husband.


6. When creating a word web, all words in the web will appertain to each other.

CINQUAINS - line 1 is filled in with a vocabulary word. Line 5 should be filled in with a synonym of the vocabulary word or a word that sums up the word.
#1
cogitation
mental, thoughtful
thinking, pondering, wondering
it’s in my head
5_________________

#2
omen
scary, evil
warning, foreshadowing, threatening
sign of the future
5_________________

#3
affability
friendly, well-liked
giving, caring, understanding
he’s easy to approach
5_________________
#4
augurer
wise, psychic
interpreting, construing, knowing
we found no heart
5_________________

#5
emulation
jealous, green-eyed
coveting, wanting, desiring
wanting to be him
5_________________

#6
ambition
determined, driven
striving, motivating, obsessing
the ladder of success
5_________________

May 7: Julius Caesar Act I & II Test

Students were given the following instructions in class today:

1. Put everything away.


2. Take the vocabulary test. Mark your answers on your scantron.


3. When you finish, keep the scantron, turn in the vocabulary test, and take Acts I & II test.


4. When finished with the test, take
   a. “Shakespeare’s Legacy” assignment (yellow sheet) and template (picture of treasure chest). Read the instructions. See examples on the board and on the blog. DUE: May 15
   b. Act III-V Vocabulary handout. Define Act III words for homework

May 5, Julius Caesar Review Work

The following is a copy of instructions that will be given to students on Tuesday, May 5.

1. Check your folders if you were absent Friday or if you want any work that might be graded. (Papers are not graded yet; you will get them back next week.)


2. Watch video of Julius Caesar Acts I & II.


3. Vocabulary Practice. Complete the cinquains and sentences, and match vocabulary words with pictures that illustrate/represent them. (Keep these and check the blog for hints or answers.)


4. Paraphrasing Practice. Work in pairs to paraphrase, in Animaniac fashion, these lines from Brutus and Cassius. Use the modern version (there are 2 copies at the back of the packet, one for each of you) when trying to write Dot’s paraphrases. See your examples from last class on the board.


5. Act II Sequencing - This is page 8 in the Act II packet (the last page). Work with your partner to put these in order and answer the questions when applicable.


6. Vocabulary: Define Act III words and bring to class on Monday, May 11


7. HOMEWORK: STUDY FOR THE TEST. If you lost your review, check the “Extras 10” folder in the crate!

May 1, Julius Caesar Day 3

Today, students...

1. worked together to put events from Act I in order.
2. finished reading Act II.
3. worked together to answer Act II questions/worksheets.
4. were given a test review for the test over Acts I & II on Thursday, May 7. This review directs students to a BBC version of Acts I and II (see below)
5. practiced paraphrasing lines from Shakespeare in the style of the Animaniacs
6. were given vocabulary practice recommendations (this is NOT homework to turn in, but ways students can study for the test).

Vocabulary Practice Recommendations (Students should do these for the words they are most uncomfortable with.)
•A) Share word webs: –Work with a partner to create more word webs or to combine all of yours.
•B) Create a cinquain or acrostic for the words that are most difficult for you. The poem must relate to the meaning of the word! –This is an individual assignment!
•C) Find pictures that relate to the words that are most difficult for you. Write sentences explaining how the pictures relate to the words.
–This is an individual assignment!