1. Bellringer
See the new seating chart on the door and find your new seat!
Grab a new Bellringer Sheet from the stack beside the dictionaries.
3. Respond to the following:
Reflecting on how you did academically during 2017, what do you plan to do to improve yourself as a student in 2018?

2. Unit Introduction—Day 1
Julius Caesar
Unit Introduction—Day 1

3. Unit Overview
Students read William Shakespeare’s The Tragedy of Julius Caesar in its entirety. Students continue to work with central ideas such as the relationship between the individual and the state and exercise of power, as well as new central ideas of social bonds and ethics of honor. Students’ work with Julius Caesar includes exploring Shakespeare’s craft in structuring the play and developing characters, along with analyzing the impact of powerful rhetorical language, not only on the aesthetic effects play, but also on the plot.
While we will be using textbooks in class, students can find an online version of the original text paired with a modern adaptation to use at home at source/content/1/No%20Fear%20Shakespeare%20JC.pdf .

4. Essential Questions—Unit Focus
To what extent does what we experience determine what we perceive?
How does Shakespeare use rhetoric, such as figurative language and historical references of the central characters, to develop the central ideas of the relationship between the individual and the state?
How do the interactions among characters in the play contribute to the development of the central idea of exercise of power?

5. Standards Reading: Literature Writing Language Speaking and Listening
9-10.RL.KID.1, 9-10.RL.KID.2, 9-10.RL.KID.3, 9-10.RL.CS.4, 9-10.RL.CS.5, RL.CS.6
Writing
9-10.W.TTP.2, 9-10.W.PDW.4, 9-10.W.PDW.4, 9-10.W.RBPK.9
Language
9-10.L.CSE.1, 9-10.L.CSE.2, 9-10.L.VAU.4, 9-10.L.VAU.5
Speaking and Listening
9-10.SL.CC.1, 9-10.SL.PKI.6

6. Guiding Question—Daily Focus
What is the impact of historical details on the text and its message?

7. Daily Objective
Students will understand that authors use historical details to craft stories and convey messages.

8. Learning Activity
Students with Even Numbers…
Students with Odd Numbers…
Read “Preparing to Read: The Tragedy of Julius Caesar” (Textbook, page 884).
Answer the questions that relate to your text on the reading guide provided.
Read “Theater in Elizabethan England” (Textbook, page 886A).
Answer the questions that relate to your text on the reading guide provided.

9. Find the nearest person who matches you as being even or odd numbered.
Next Step
Find the nearest person who matches you as being even or odd numbered.
Discuss your findings and the answers to your reading guides with that person.
Work together to summarize the text.
You will each use your own paper with a proper MLA heading for this part of the lesson.
You should each write your own summary, but you should collaborate on the content.

10. Final Collaborative Step
Working with the people in your color group (identified by the dots on your desks), share your findings.
You should teach each other about the content from the text that you read and fill in the study guide questions that relate to the text that you did not read in the first part of the activity.

11. Use a sticky note to respond to the following:
How do you think the difficulties of producing
dramas in Elizabethan England contributed to
the quality of the work of the playwrights we
still read from that era?
Place your sticky note on the cityscape poster before you leave today.
Turn in your study guides and summaries at Mrs. Thomas’ desk as you leave class.