1. Tuesday April 5, 2016 Agenda: 2nd: Finish intro notes
Do Now:
A pun is a word that is used in an unconventional, often humorous way, so as to suggest multiple meanings. Though the use of puns is not generally considered a dramatic technique, Shakespeare does use such word play to define dramatic conflicts. Scan the following sentences for examples of puns.
Write down the letters of the following sentences that actually contain puns:
a. Those new police computers really help take a byte out of crime.
b. Gary almost lost his head when someone tried to cut in line.
c. I don’t know why anyone would want to see the rock band Electrified Zombies.
d. My Dad speaks cross words only when he’s doing the New York Times Sunday Puzzle.
e. A man looking very down in the mouth tried to make his way to the front of the line.
f. Because our tiny kitten liked cold-cuts, we named her Deli-cat.
g. “We broke our necks to get here on time,” Gary said.
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
2nd: Finish intro notes
Begin reading Julius Caesar
1.1 -Answer study questions

2. Act I, Sc. 1: A street in Rome
1. Near the end of Scene I, what do Flavius and Marullus plan to do?
2. What worries them about Caesar?
3. Why are Marullus and Flavius determined to destroy the celebration of Caesar’s victory over Pompey?

3. Wednesday April 6, 2016 Agenda: Julius Caesar Reading
Do Now:
Bullying Survey in Media Center
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar Reading
1.2 -Answer study questions

4. Thursday April 7, 2016 Agenda: Julius Caesar Reading
Do Now:
“Men at some time are master of their fates: The fault, dear Brutus, is not in our stars, But in ourselves, that we are underlings.” -Cassius, Julius Caesar, Act 1, Scene ii
Do you agree with the idea that people “are master of their fates?” Can human beings make of themselves whatever they wish, or are there limitations to our possibilities?
50 word count
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar Reading
Act 1 Scene 2 - Answer study questions
Julius Caesar Vocab Quiz next Wednesday!
Pages 821 and 840

5. Act I, Sc. 2: A street in Rome
1. Contrast Marc Antony and Brutus using at least three differences about the men.
2. Find and write two examples that Cassius uses to show that Caesar has a “weak character.”
3. Choose two of the following words that best describe Cassius’ tone in his conversation with Brutus:
helpful cunning deceitful shrewd humble
arrogant premeditated irrational loving manipulative
4. Despite their friendship, why doesn’t Brutus want Caesar to become king?
5. Who does Caesar characterize as having “a lean and hungry” look? Given Caesar’s superstitious nature, how would you expect him to behave in this person’s presence?
6. Who explains the shouts of the distant crowds to Brutus and Cassius? If his account is plausible, what does it say about Caesar?

6. Friday April 8, 2016 Agenda: What’s in a Name? Activity
Do Now:
Compare and contrast Brutus and Cassius
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
What’s in a Name? Activity
Due by end of class
Julius Caesar Reading
Act 1 Scene 3 - Answer study questions
Julius Caesar Vocab Quiz next Wednesday!
Pages 821 and 840

7. Monday April 11, 2016
Do Now:
Vocabulary Review
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
What’s in a Name? Activity (Turn in tomorrow if absent Friday)
Work Day
Julius Caesar Vocab Quiz this Wednesday!
Pages 821 and 840

8. Tuesday April 12, 2016 Agenda: What’s in a Name? Activity Turn in now.
Do Now:
What type of things create an ominous mood?
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
What’s in a Name? Activity Turn in now.
Julius Caesar Reading
Act 1 Scene 3 – Pg Answer study questions
Julius Caesar Vocab Quiz this Wednesday!
Pages 821 and 840

9. Act I, Sc. 3: A street in Rome
1. Why is Casca frightened as this scene opens?
2. What does Cassius think the signs mean?
3. Throughout the play so far, we have seen that Cassius doesn’t think too highly of Caesar. Write some of the words/phrases that Cassius has used that show his contempt for Caesar.
4. O, he sits high in all the people’s hearts,
And that which would appear offense in us,
His countenance, like richest alchemy
Will change to virtue and to worthiness.
Who speaks the following quote? About whom is it said? What does it mean?

10. Wednesday April 13, 2016 Agenda: Act 1 and 2 Vocabulary Quiz
Do Now:
Review Vocab
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Act 1 and 2 Vocabulary Quiz
Julius Caesar Video

11. Thursday April 14, 2016 Agenda: Julius Caesar Video Do Now: Video
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar Video
Act I
Begin Reading Act II Scene I

12. Friday April 15, 2016 Agenda: Julius Caesar Do Now: None
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar
Continue Reading Act II Scene I- Finish study questions
The Real Caesar video
m/watch?v=0556FLLkBT 0

13. Act II, Sc. I: Rome, Brutus’ garden
1. Throughout this scene, Brutus resents the sneaky way the others are going about things. Remember, he wants to kill Caesar for the good of Rome, and he believes that this noble cause shouldn’t be smeared by “criminal-like” behavior. Give an example when Brutus spoke out against the behavior of the others.
2. Who is the only one that doesn’t seem to want Cicero to be in on the plot?
3. Why do the others pacify him?
4. Why does Cassius plot to kill Mark Antony as well as Caesar?
5. How does Brutus persuade Cassius not to kill Mark Antony? This was a tactical error, and Cassius knew it, but why was he willing to make it?
6. Who volunteers to make sure Caesar goes out to the Capitol the next day?
7. At what time are they planning to meet Caesar?
8. Who is Portia?
9. What does Portia want to know?
10. What is Brutus’ answer?

14. Monday April 18, 2016 Agenda: Julius Caesar
Do Now:
Portia is a “concerned” wife and acts on that concern. What does she do? Find the line that supports your answer from the text.
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar
Reading Act II Scene II
Vocabulary Quiz Wednesday April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue

15. Act II, Sc. 2: Rome, Caesar’s house
1. Caesar does not fear death because
a. he thinks he is immortal.
b. it must come to all men.
c. the fortune tellers say all is well.
2. Why does Calphurnia object to Caesar’s going to the Capitol?
3. Using two or three sentences, describe Calphurnia’s dream.
4. How many ploys does Decius use to get Caesar to go to the Senate? Explain each one. Why do you think Caesar was more ready to believe Decius’s interpretation of the dream than Calphurnia’s interpretation?
Act II, Sc. 3 and 4: A street in Rome and at the house of Brutus
1. In Scene 3, what seems to be the one remaining hope that Caesar may yet be saved?
2. According to Artemidorus, what is it that allows others to plot assassinations?
a. trust
b. overconfidence
c. jealousy
3. In the following quote from Artemidorus, what or who does “goodness” symbolize? What or who does “jealousy’s envious fangs” symbolize?
My heart grieves that goodness cannot live out of reach of jealousy’s envious fangs.
goodness =
jealousy’s envious fangs =
4. What evidence is there that Portia is starting to lose control?
5. Brutus shows himself to be a poor judge of character. How? He also makes several key mistakes. What are they?

16. Tuesday April 19, 2016 Agenda: Vocabulary Quiz Wednesday April 27th.
Do Now:
Who do you believe is the protagonist of this play?
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Shakespeare Unlocked
Cassius sways Brutus
Character Chart
Vocabulary Quiz Wednesday April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue

17. Wednesday April 20, 2016 Agenda: Vocabulary Quiz Wednesday April 27th.
Do Now:
Write about peer pressure and persuasion. How easily are you persuaded by your friends? How easily do you persuade others? Try to give a personal example if you can. Comment on WHY and HOW kids your age talk each other into (or out of) things.
100 Word Count
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Act III Readings
Vocabulary Quiz Wednesday April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue

18. Thursday April 21, 2016 Agenda: Vocabulary Quiz Wednesday April 27th.
Do Now:
Meme Review
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Act III Readings- Scene I (finish 2nd)
Shakespeare Unlocked
Vocabulary Quiz Wednesday April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue

19. Act III, Sc. I: In front of the Capitol building in Rome
1. Who thwarts Artemidorus in his attempt to warn Caesar of the plot against him?
2. What happens to make Cassius believe that the news of their conspiracy has been discovered?
3. Does Cassius give himself half-heartedly to his conspiracy, or does he commit himself fully? Cite evidence from the text to support your claim.
4. What does Metellus Cimber do as a ploy to engage Caesar’s attention?
5. Is Caesar conceited or truly humble? Cite evidence to support your claim.
6. How do the murderers explain the death of Caesar?
7. What does Mark Antony do when he first confronts the conspirators?
8. How do we know that Mark Antony’s show of friendship for the conspirators is just an act?
9. What huge mistake do you predict Brutus makes in this act? Explain your answer.

20. Friday April 22, 2016
Do Now: Write the term and definition.
A logical fallacy is an error in reasoning that renders an argument invalid.
Create an example of a logical fallacy.
Example: Obama shouldn't go to Martha's Vineyard. Every time he does, something major happens.
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Act III Readings- Scene II-III
Page 870
Vocabulary Quiz Wednesday April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue

21. According to Brutus, what was it that caused him to kill Caesar?
Act III, Sc. 2: The Roman Forum
6. What does Antony really mean when he says Brutus and his friends are “honorable” men?
According to Brutus, what was it that caused him to
kill Caesar?
a. They are worthy of honor.
a. Caesar’s good fortune
b. They carried out the assassination in a decent and open way.
b. Caesar’s valor
c. Caesar’s ambition
c. They are not honorable men.
d. all of the above
7. “Reverse psychology” means suggesting the opposite of what you want someone to do. Find an example of reverse psychology in Antony’s speech. Describe how he used this method to skillfully manipulate the crowd.
2. Brutus implies that anyone who disagrees with the assassination 1) would rather be a slave, 2) would rather not be a Roman, and 3) a. doesn’t love his country b. doesn’t like civilization c. has done Brutus wrong
8. Antony does a good job of using pathos to stir the emotions of the crowd. He knows, however, that this alone is not enough to fully commit the crowd to his side. His final strategy is what does it. In this final strategy, Antony appeals to the crowd’s
3. Brutus suggests that rulers should be willing to...
a. give their money to the poor.
b. die if it is best for the country.
c. kill those who disagree with them.
a. pity
b. greed
4. In his speech, Antony lists three times when Caesar was NOT ambitious. List them.
c. patriotism
9. At the end of Scene 2, we learn that Brutus and Cassius have
5. Antony implies that Caesar’s will
a. fled the city in fear.
a. includes gifts for all the common people.
b. killed Octavius.
b. rewards the members of his own family.
c. burned Antony’s house.
c. includes bad news for all of Rome.

22. Monday April 25, 2016 Agenda: Shakespeare Unlocked
Do Now: Write the term and definition.
Act III, Sc. 3: A street in Rome
1. The angry mob assaults Cinna because
a. he didn’t answer quickly enough.
b. he was going to Caesar’s funeral.
c. his name was Cinna.
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Shakespeare Unlocked
Vocabulary Quiz Wednesday April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue

23. Tuesday April 26, 2016 Julius Caesar Exam Agenda:
Do Now:
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Yearbook applications
Act IV reading and study questions
Vocabulary Quiz TOMORROW April 27th.
Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue
Julius Caesar Exam
Wednesday May 4th

24. Act IV, Sc. I: Rome, at Antony’s house
4. Antony compares Lepidus to a donkey because
1. Octavius and Antony form a triumvirate with
a. he is only useful for doing the work Antony doesn’t want to do.
a. Lepidus
b. Flavius
b. he is stubborn.
c. Ligarius
c. he complains a lot about his work.
2. The triumvirate seems
d. he is lazy.
5. Antony compares Lepidus to his horse because
a. cold and ruthless.
b. anxious to preserve Roman justice.
c. a close-knit alliance.
a. Lepidus can’t do things on his own, but must be told what to do.
3. Name two things that Antony does or says that show him to be a changed man – for the worse.
b. Lepidus is a loyal and brave soldier.
c. Lepidus will eventually be “put out to pasture.”
d. Lepidus is merely good for carrying loads for others.
6. How is the triumvirate “like the bear” in a bear-baiting?
7. The comparisons that Antony and Octavius use (Lepidus to a donkey and a horse; the triumvirate to a bear) are examples of what figure of speech?

25. Wednesday April 27, 2016 Julius Caesar Exam Agenda:
Do Now:
What rhetorical device is used in this line by Brutus?
“Not that I loved Caesar less, but that I loved Rome more” (Act III Scene II).
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Yearbook applications
Act III and IV vocab Quiz
Speech analysis-Turn in by end of class for extra points- Officially due tomorrow
Vocabulary Quiz TODAY Pages 860 and 883
Additional Words:
Aside, Soliloquy, and Monologue
Julius Caesar Exam
Wednesday May 4th

26. 3. Whose death has Brutus been sorrowing over? How did she die?
Act IV, Sc. 2: A military camp near Sardis
3. Whose death has Brutus been sorrowing over? How did she die?
1. After Brutus and Cassius meet and begin to argue, Brutus suggests meeting privately in his tent instead. Why is this a good idea?
4. The quarrel between Brutus and Cassius at camp near Sardis shows
2. Cassius claims he was wronged by
a. how the conspiracy is disintegrating.
a. Lucilius
b. Brutus’ growing ability to deal with practical problems.
b. Caesar
c. Brutus
c. Cassius’ ability to manipulate Brutus.
d. all of the above
5. While speaking with Cassius, what military action does Brutus want to take? What is one reason he gives for doing this?
Act IV, Sc. 3: A military camp near Sardis, in Brutus’ tent
1. Cassius claims that Brutus
6. Cassius disagrees. What is his idea? What is one reason he gives?
a. publicly disgraced a friend of his.
b. disregarded his requests.
7. Why do you think Cassius gives in to Brutus?
c. chose the wrong time for disciplining minor offenses.
8. What reason does Caesar’s ghost give for coming to visit Brutus?
2. Who else does Brutus accuse of taking bribes?
a. the Sardians
b. Cassius
c. Antony
d. Lucius

27. Thursday April 28, 2016 Julius Caesar Exam Agenda:
Do Now: Who says this quote? Contemplate how the story would have been different if Caesar had listened.
“When beggars die there are not comets seen; the heavens themselves blaze forth the death of princes.”
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Speech analysis-Due today
Review Study questions
Act V reading- Page 901
Julius Caesar Exam
Next Wednesday May 4th

28. Friday April 29, 2016 Julius Caesar Exam Agenda: Act V Finish reading
Do Now: Background Information
Gaius Octavius-
Great nephew of Julius Caesar
Adopted as son of Caesar in
Caesar’s will
What does this mean for Rome?
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Review Study questions
Act V Finish reading
Watch film
Julius Caesar Exam
Next Wednesday May 4th

29. Act V, Sc. 2 and 3: On different parts of the battlefield
Act V, Sc. 1: Near Philippi
Act V, Sc. 2 and 3: On different parts of the battlefield
1. At the beginning of the scene, Octavius and Mark Antony clash on military strategy. What conflict of Act IV does this parallel?
1. Why does Cassius send Titinius down the hill on horseback?
a. to find out if the soldiers by his tents are friends or enemies
2. The four leaders (Octavius, Antony, Brutus, Cassius) meet on the battlefield before the fighting begins. Which statements are true about the purpose of that meeting? (Hint: More than one of these is true.)
b. to break through enemy lines in order to get help from Brutus
c. to see how the battle is going
d. to pick up a pizza for his hungry men
a. It served little strategic purpose
2. To whom does Cassius speak his last words?
b. To make bets on the outcome
c. To insult each other
a. Pindarus
d. To get “pumped up” for the battle
b. Brutus
3. The final battle takes place on
c. Titinius
d. Caesar
a. Caesar’s birthday.
3. Why does Cassius ask Pindarus to kill him?
b. the ides of March.
c. Brutus’ birthday.
4. Why does Titinius commit suicide?
d. Cassius’ birthday.
a. So he would not be taken prisoner by Antony’s men
4. As you read lines , there is a feeling that...
b. Peer pressure
a. both men think they will probably lose the battle.
c. To show how much he loved Cassius
b. Brutus is confident of victory, while Cassius is not.
d. He knew he was going to die anyway
c. Cassius is confident of victory while Brutus is not.
5. Describe how Brutus feels about Cassius’ death.
d. both men are confident of victory.

30. Act V, Sc. 4 and 5: On different parts of the
battlefield
1. What does Brutus ask of Clitus, Dardanius, and Volumnius?
2. How do each of the three men respond?
3. How does Brutus finally die?
4. In Antony’s last speech over Brutus’ body, how does Antony compare Brutus to the rest of the conspirators?
5. Who has the last lines in the play? What is significant about the fact that he has the last lines?

31. Monday May 2, 2016 Julius Caesar Exam Agenda: Julius Caesar video
Do Now: Identify the speakers of these quotes.
“When Caesar says, ‘Do this,’ it is performed.”- Marc Antony
“Hold then my sword, and turn away thy face,/While I do run upon it. Wilt thou, Strato?”- Brutus
“Let’s carve him as a dish fit for the gods/Not hew him as a carcass fit for hounds.”- Brutus
“Speak hands for me!”- Casca
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar video
Julius Caesar Exam
This Wednesday May 4th

32. Tuesday May 3, 2016 Julius Caesar Exam Agenda: Julius Caesar video
Do Now:
“This was the most unkindest cut of all; For when the noble Caesar saw him stab, ingratitude more strong than traitors’ arms, quote vanquished him.”- M. Antony
“I am as constant as the northern star, of whose true-fix’d and resting quality there is no fellow in the firmament.”- Caesar
“He had a fever when he was in Spain, and when the fit was on him, I did mark how he did shake. ‘Tis true, this god did shake.”- Cassius
“O judgement, thou are fled to brutish beasts, and men have lost their reason! Bear with me, my heart is in the coffin there with Caesar, and I must pause till it come back to me.”- Antony
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar video
Julius Caesar review
Julius Caesar Exam
TOMORROW!
FIND YOUR TEXTBOOK!

33. Wednesday May 4, 2016 Julius Caesar Exam Agenda: Do Now: None
Standards: ELAGSE9-10RL6: 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
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).
ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations
Agenda:
Julius Caesar Exam