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Julius Caesar

Lesson Plans

Susan Anderson

Table of Contents Lesson #1 ........................................................................................................................................ 5

Introduction – Secret Messages .................................................................................................. 5 Discussion ................................................................................................................................... 5 Caesar vs. Pompey ...................................................................................................................... 5

Lesson #2 ........................................................................................................................................ 6 Reading – Act 1, Scene 1 ............................................................................................................ 6 Dramatic Terms and Devices – Pun ............................................................................................ 6 Anticipation Questions – Prophecies .......................................................................................... 6 Reading – Act 1, Scene 2 ............................................................................................................ 6 Homework................................................................................................................................... 6

Lesson #3 ........................................................................................................................................ 7 Discussion – Honor ..................................................................................................................... 7 Questions – Act 1, Scene 2 ......................................................................................................... 7 Dramatic Terms and Devices – Aside and Soliloquy ................................................................. 7 Dramatic Terms and Devices – Dramatic Irony ......................................................................... 7 Reading – Act 1, Scene 3 ............................................................................................................ 7

Lesson #4 ........................................................................................................................................ 8 Headlines – Act 1 ........................................................................................................................ 8 Film Version – Act 1................................................................................................................... 8 Character Chart ........................................................................................................................... 8

Lesson #5 ........................................................................................................................................ 9 Character Scrapbook – Act 1 ...................................................................................................... 9 Paraphrasing – Brutus’ Soliloquy in 2.1 ..................................................................................... 9 Homework................................................................................................................................... 9

Lesson #6 ...................................................................................................................................... 10 Questions – Act 2, Scene 1 ....................................................................................................... 10 Reading – Act 2, Scene 2 .......................................................................................................... 10 Discussion – The Conspirators’ Morality ................................................................................. 10 Reading – Act 2, Scenes 3 and 4............................................................................................... 10

Lesson #7 ...................................................................................................................................... 10 Film Version – Act 2................................................................................................................. 10 Headlines – Act 2 ...................................................................................................................... 10 Character Scrapbook – Act 2 .................................................................................................... 11

Lesson #8 ...................................................................................................................................... 11 Planning an Assassination......................................................................................................... 11 Dramatic Terms and Devices – Dramatic Irony ....................................................................... 11 Film Version – Act 3, Scene 1 .................................................................................................. 11 Planning an Assassination Continued ....................................................................................... 11 Questions – Act 3, Scene 1 ....................................................................................................... 11

Lesson #9 ...................................................................................................................................... 12 Film Version – Act 3, Scene 2 .................................................................................................. 12 Paraphrasing – Brutus’ Speech ................................................................................................. 12 Dramatic Terms and Devices – Rhetorical Question ................................................................ 12 Paragraph – Antony’s Speech ................................................................................................... 12

Lesson #10 .................................................................................................................................... 13 Headlines – Act 3 ...................................................................................................................... 13 Character Scrapbook – Act 3 .................................................................................................... 13 Background Notes – Octavius and Lepidus .............................................................................. 13 Reading – Act 4, Scene 1 .......................................................................................................... 13

Lesson #11 .................................................................................................................................... 14 Assassinations Research Project ............................................................................................... 14

Lesson #12 .................................................................................................................................... 14 Assassinations Research Project Continued ............................................................................. 14

Lesson #13 .................................................................................................................................... 14 Research Presentations.............................................................................................................. 14

Lesson #14 .................................................................................................................................... 14 Film Version – Act 4, Scenes 1- 3 ............................................................................................ 14 Headlines – Act 4 ...................................................................................................................... 14 Character Scrapbook – Act 4 .................................................................................................... 15

Lesson #15 .................................................................................................................................... 15 Dramatic Terms and Devices – Pathos ..................................................................................... 15 Film Version – Act 5, Scenes 1-5 ............................................................................................. 15 Headlines – Act 5 ...................................................................................................................... 15 Character Scrapbook – Act 5 .................................................................................................... 15

Lesson #16 .................................................................................................................................... 16 Theme Workshop ...................................................................................................................... 16 Themes in Julius Caesar ........................................................................................................... 16

Theme Paragraph ...................................................................................................................... 17 Lesson #17 .................................................................................................................................... 17

Review ...................................................................................................................................... 17 Jeopardy ................................................................................................................................ 17 Study Tips ............................................................................................................................. 18

Lesson #18 .................................................................................................................................... 18 Unit Test.................................................................................................................................... 18

Lesson #1

Introduction – Secret Messages Secret Caesar Messages (students communicate without words—no talking or writing)

• Split class into two groups.

• Number the students in each group so that they can find a partner with the same number in the other group.

• Then give each student a secret message to communicate to their partner.

• They can use gestures, drawings, and sounds, but no written or spoken language.

• The messages will relate to the play.

• A class set of the messages can be found in the handouts package. Just cut them into strips with one message each:

A. I feel like I am on top of the world today. I hope you and I stay best friends forever and that you never stab me. B. It’s almost the first day of spring and I feel great. I think I will go and stab my best friend in the back.

Discussion Discuss the communication process

• What techniques did you rely on?

• Which parts of the messages were most difficult to communicate?

• How do you think this might relate to watching and/or studying a Shakespearean play?

• If you are watching a play and you don’t understand all of the language being used, how do you decipher meaning? How do you read the emotions and thoughts of the characters?

Caesar vs. Pompey Shakespeare’s Julius Caesar begins when Caesar returns to Rome after defeating Pompey. To help students understand the historical context of the play, it is essential to give them some background. The following web address links to a three-part series of clips dramatizing the conflict between Caesar and Pompey. Each part is about 10 minutes long. Before showing it, tell your students that Pompey was the consular of Rome (sort of like the President), and that Caesar was an ambitious, powerful general.

http://www.youtube.com/watch?v=E_JhnUY2D74

If you do not have an LCD projector or other means of showing streaming video to your class, you will have to provide historical context in a more traditional (read: boring) format such as through notes.

Lesson #2

Reading – Act 1, Scene 1 • Assign readers for the following parts: Flavius, Marullus, Citizen 1, Citizen 2.

• Set the scene for your students – citizens are crowding the streets to watch Caesar’s triumph (like a parade celebrating his victory). Tribunes (elected officials) Flavius and Marullus are disgusted by the fickle love of the people.

• Begin reading 1.1 aloud. Stop often to clarify meaning and confirm understanding.

Dramatic Terms and Devices – Pun • Distribute the Dramatic Terms and Devices Handout

• Define “pun” – a play on words in which a word or phrase has a double meaning.

• Students are to fill in the chart with the definition and an example from the play.

Anticipation Questions – Prophecies • Write the following statements on the board. Students are to agree or disagree with each

statement and provide explanations and reasons for their position.

1. Some people can predict the future.

2. There is no such thing as destiny.

3. Superstitions are silly.

• Give your students a few minutes to write their responses to each statement (at least three sentences for each statement).

• Once students are finished writing their responses, invite them to share their thoughts and facilitate a discussion about fate, destiny, prophesies, and superstition.

Reading – Act 1, Scene 2 • Assign readers for the following parts: Caesar, Casca, Calpurnia, Antony, Brutus, and the

soothsayer.

• Read until Caesar and others exit (line 24). Stop often to clarify meaning and confirm understanding.

Homework Students are to read the rest of 1.2 for homework.

Lesson #3

Discussion – Honor • Ask your students to take two minutes to write down what they think it means to be

“honourable.”

• Invite students to share their thoughts.

• What is honor? How do we achieve it? Does the idea of honor sometimes lead to people doing things they shouldn’t? What is an “honorable death”? Has honor disappeared, or do we still care about it?

Questions – Act 1, Scene 2 Write the following questions on the board. Students are to answer them in full sentences and paragraphs (where appropriate) to be handed in.

1. What does Cassius want Brutus to realize about himself? 2. What two incidents does Cassius describe that suggest Caesar is physically weak? 3. How does Cassius feel about Caesar’s rise to power? Why? 4. According to Caesar, what makes Cassius dangerous? 5. What did Caesar refuse to accept from Antony three times? 6. What does Cassius plan to do to manipulate Brutus’ feelings?

Dramatic Terms and Devices – Aside and Soliloquy • Students are to insert the following into their charts.

• Define ‘aside’ – occurs when a character briefly speaks his/her thoughts to the audience while on stage with other characters.

• Explain that it is like in a soap opera or other cheesy show when you get to hear someone’s thoughts.

• Define ‘soliloquy’ – occurs when a character speaks his/her thoughts while alone on stage.

• Cassius’ description of his plan at the end of 1.2 is a soliloquy.

Dramatic Terms and Devices – Dramatic Irony • Students are to insert the following into their charts.

• Define ‘dramatic irony’‐ occurs when the natural and/or supernatural world echoes or responds to events in the human world.

• Tell your students that in Shakespeare’s plays, dramatic irony usually comes in the form of a tremendous storm with strange occurrences when humans conspire to commit murder.

• Students can leave the ‘example’ column blank for now – they will see an example in just a moment.

Reading – Act 1, Scene 3 • Assign readers for the following parts: Casca, Cicero, Cassius, and Cinna.

• Read 1.3, stopping often to clarify meaning and confirm understanding.

Lesson #4

Headlines – Act 1 • To review the major events of the play thus far and to ensure students understand what is going

on, students are to write headlines for each scene in Act 1.

• Students can work with a partner or individually.

• Students must write one headline for each scene.

• The headline must convey the important events of the scene.

• Students should feel free to be creative and funny, just as long as they fulfill the requirements of the assignment – to show they know what happened in each scene.

Headline Example for Scene 1:

Two Player Haters Try to Spoil Caesar’s Parade

Film Version – Act 1 Shakespeare’s Julius Caesar is a play and it is meant to be seen and heard, not simply read. To this end it is essential that you supplement your reading of the play with a film version. There are several film versions to choose from. The most famous one stars Marlon Brando as Antony.

• Watch to the end of Act 1.

Character Chart • Distribute the Character Chart handout.

• Explain to the students that a character trait is a distinguishing feature of his/her personality that the character possesses. Traits must be backed up by a quote or passage from the text and can be determined based on the following: What a character says; What a character does; What other characters say about the character.

• Students should fill out charts based on the characters of Cassius, Brutus, Caesar, Calphurnia, and Antony.

Lesson #5

Character Scrapbook – Act 1 The Character Scrapbook is an ongoing assignment, which students will contribute to at the end of each act.

• Distribute the Character Scrapbook Assignment handout.

• Explain to students that they must choose a single character to follow through the course of the play. Note: If their character dies before the end of the play, they will continue to write diary entries as though from the watchful spirit of the character.

• Students are to write their first diary entry – about one page long – and should refer to Caesar’s apparent weaknesses and the possibility of a conspiracy forming against him.

• To accompany this first diary entry, students should choose one trait belonging to their character and find two images that represent or symbolize that trait.

• Students should hand in their diary entries and pictures to the teacher for review, but they won’t be graded until the entire package is handed in at the end of the unit.

Paraphrasing – Brutus’ Soliloquy in 2.1 This activity will be challenging for students, especially if it is their first try at paraphrasing Shakespeare. The objective is for them to put the soliloquy into their own words. Essentially, they have to translate it into modern English.

• Describe what paraphrasing entails – Putting a piece of text into your own words.

• Tell the students they are to read Brutus’ soliloquy at the beginning of 2.1 (lines 9 – 33), and translate his words into their own modern English.

• To make this more fun, they can give Brutus a new, modern persona and use slang. They can be funny, but they must still fulfill the requirements of the assignment – to show they understand what is being said.

• This assignment will require you to circulate and assist with comprehension and translation.

Homework Students are to finish reading Act 2, Scene 1 for homework.

Lesson #6


1. Name the conspirators who visit Brutus. 2. Who does Cassius think they should kill in addition to Caesar? 3. Why does Brutus refuse this second killing? 4. How will Decius get Caesar to come to the Capitol?

Reading – Act 2, Scene 2 • Assign readers for the following roles: Caesar, servant, Calpurnia, Decius, Publius, Brutus,

Antony, and Trebonius.

• Remind your students to read with emotion.

• Read 2.2 aloud, stopping often to check for understanding and clarify meaning.

Discussion – The Conspirators’ Morality • Discuss the assassination plot with your class.

• Are Brutus and the others doing the right thing? Do they believe this is necessary for the greater good, or are they simply ambitious? Who might gain from this plot? Who might lose?

Reading – Act 2, Scenes 3 and 4 • Assign readers for the following roles: Artemidorus, Portia, Lucius, and the soothsayer.

• Read 2.3 and 2.4 aloud, stopping often to check for understanding and clarify meaning.

Lesson #7

Film Version – Act 2 • Watch to the end of Act 2.







Headline Example for Scene 1:

Brutus and the Conspirators Conspire Inconspicuously

Character Scrapbook – Act 2 Act 2 is dedicated to the revelation that Caesar’s tragic flaw is his overconfidence and that Cassius and Brutus are power hungry. Based on these ideas, the students should dedicate their diary entries to contemplation of this idea.

• Explain to the students that a tragic flaw is a flaw in the character’s personality that leads to his or her eventual downfall.

• Discuss Caesar’s tragic flaw – his inflated ego and overconfidence. List examples.

• Reinforce the idea that Cassius is hungry for power and that Brutus feels conflicted about what the honorable thing to do is.

• Tell students to make sure they touch upon all of these ideas in their diary entries.

• Students should choose one character trait for their character and search for one or two pictures that best describe the personality of their character or the way their character is currently feeling.

• Students should hand in their diary entries and pictures to the teacher for review.

Lesson #8

Planning an Assassination • Distribute the Planning an Assassination handout.

• Students fill in the first two sections: What do you know? How do you predict?

• The final box will be filled in after watching Act 3, Scene 1.

Dramatic Terms and Devices – Dramatic Irony • Define ‘dramatic irony’ – occurs when the audience knows something a character does not.

• What do we know that Caesar does not?

Film Version – Act 3, Scene 1 • Watch 3.1 (Caesar’s assassination).

Planning an Assassination Continued • Students fill in the final box: Describe the Scene.


1. Why isn’t Artemidorus successful in his attempt to warn Caesar? 2. Who stabs Caesar first? Last? 3. Why does Cassius think it is a bad idea to let Antony speak at Caesar’s funeral? Do you agree

with him? Explain.

Lesson #9

Film Version – Act 3, Scene 2 Caesar’s funeral is a key point in the play and is dominated by long speeches by Brutus and Antony. Because the speeches are long and challenging, it is a scene best watched on film instead of simply read aloud in class. After watching it, students will return to the speeches and examine them in more detail.

• Watch 3.2 (Caesar’s funeral).

Paraphrasing – Brutus’ Speech Students will paraphrase Brutus’ speech at Caesar’s funeral. In this speech, Brutus explains why he had to kill Caesar. He quickly convinces the people that he did the right and honorable thing.

• Read Brutus’ speech aloud to the class.

• Discuss the main ideas that Brutus tries to convey.

• Students are then to paraphrase the speech (put it into their own words).

• Explain that they will be graded for the accuracy and thoroughness of their translations.

• Circulate and assist.

Dramatic Terms and Devices – Rhetorical Question • Define ‘rhetorical question’ – a figure of speech in the form of a question posed for its

persuasive effect without the expectation of a reply.

• Students are to find three examples of rhetorical questions in Antony’s speech in Act 3, Scene 2.

Paragraph – Antony’s Speech In this assignment, students will explain what makes Marc Antony’s speech so effective.

• Read through Antony’s speech (from line 72‐137).

• Discuss Antony’s persuasive techniques – repetition, rhetorical question, etc.

• How does he gain the support of the people?

• Students are to write a fully‐developed paragraph comparing Antony’s and Brutus’ speeches and explaining why Antony’s speech is more effective.

• Paragraphs should be at least 12‐sentences long and should include at least two direct quotes.

• If students struggle at the beginning, help them get started by giving them a first sentence similar to the following example: At Caesar’s funeral the people are moved by Brutus’ speech, but they find Antony far more convincing.

Lesson #10







Character Scrapbook – Act 3 The major ideas in Act 3 revolve around the assassination and the aftermath, most importantly including Antony’s speech. Students should be familiar with the rhetoric that Antony uses to convince the people that the conspirators did not act in their best interest by killing Caesar.

• Instruct students to retell the assassination from the point of view of their character to include in the diary entry.

• Students should include their character’s emotional and rational reactions to the assassination. How did it make them feel? What does it mean for them?



Background Notes – Octavius and Lepidus Lepidus was among Julius Caesar's greatest supporters. After Caesar's murder, Lepidus, despite assuring the senate of his loyalty, allied himself with Mark Antony in a joint bid for power. But Caesar had left an heir: Gaius Julius Caesar Octavian, his great nephew and adopted son in Caesar's will. Octavian, Antony and Lepidus met on an island in a river near Mutina (modern Modena), their armies lined along opposite banks,[6] and formed the Second Triumvirate, legalized with the name of Triumvirs for the Organization of the People by the Lex Titia of 43 BC.

Reading – Act 4, Scene 1 • Assign readers for the following roles: Antony, Octavius, and Lepidus

• Read Act 4, Scene 1.

Lesson #11

Assassinations Research Project This assignment will require students to conduct research in small groups, and to present their research to the class. Give your students two classes in which to conduct their research and prepare their presentations. Then it is time to present. Please consult the Assassinations Research Project handout for more details.

• Distribute the Assassinations Research Project handout.

• Read through the handout with your class.

• Post the sign‐up sheet at the front of the room and call student up randomly or by whatever system you wish to sign up for one of the topics.

• Students then follow the instructions on the handout.

Lesson #12

Assassinations Research Project Continued This will be the final class for students to finish their research and prepare their presentations. All groups should be ready to present tomorrow.

Lesson #13

Research Presentations This class will be dedicated to group presentations. Each presentation should take approximately 10 minutes. Use the Presentation Evaluation template to assess each group.

Lesson #14

Film Version – Act 4, Scenes 1 3 • Watch all of Act 4.







Character Scrapbook – Act 4 This act focuses on the idea of revenge and questions whether the characters are acting in an honorable fashion. Students should be able to understand the differences between Antony and Brutus and who is a stronger character. (Antony is aware of his greed, while Brutus is struggling to understand himself).

• Ask students to find examples of greed in this act. List them on the board. Ask students if Antony is honorable in his revenge or if his greed has negated his original nobility. Instruct them to include their thoughts in the diary entry from the perspective of their character.

• Ask students to find examples of Brutus’s weakness (he is affected by the death of his wife. Perhaps?) How does his greed cause him to betray (or try to betray) his friend Cassius? Students should also include these ideas in their entries.



Lesson #15

Dramatic Terms and Devices – Pathos • Define ‘pathos’ – a feeling of sympathy or pity evoked by a tragedy.

• Are there any characters for whom you feel pathos?

• Revisit this question after finishing the play.

Film Version – Act 5, Scenes 15 • Watch the rest of Julius Caesar.







Character Scrapbook – Act 5 Because many characters die during the final act, students may wish to write the entry as a ghost. The focus of this act is the tragic flaws of Cassius and Brutus.

• Ask students to recall what a tragic flaw is. Ask them what they think were the tragic flaws of Cassius and Brutus. Tell them to refer to this in their diary entries.

• Ask students if they think that Brutus is a hero. Refer to the final speech of Antony. Do they feel that Antony thinks of Brutus as a hero? Why? They should also refer to this in their diary entry.


The complete scrapbook is due next class. It must include the following:

• Cover Page

• Five diary entries

• At least five images

• Explanations for at least five of the images

Students may enhance their scrapbooks beyond this for bonus points.

Lesson #16

Theme Workshop • Define theme – Theme is a central message or idea in a text, which says something about life.

• A theme must be more than just a one‐word topic. It is more than just a topic; it is what the text says about that topic.

• To help them get it straight, give them the following formula:

• To come up with a theme, you have to identify what insight the text adds to a topic.

Themes in Julius Caesar • Ask your students to identify topics in Julius Caesar.

• Make a master list on the board – which your students should of course copy into their notes.

• Your students should come up with things like ambition, honor, deceit, justice, etc.

• Once you have a good list of topics, ask your students what Shakespeare’s Julius Caesar says about each topic?

• After discussing, your students should each draft three theme statements (they are not allowed to do one on courage as that was done in a previous lesson) using the following format:

William Shakespeare’s Julius Caesar shows that...

Theme Paragraph • Students are to write a paragraph discussing a major theme from Animal Farm.

• Tell them to start with a theme statement such as the ones they have already written. Then simply explain how Orwell communicates this theme and provide examples from the text to back you up.

Paragraphs should be at least 8-12 sentences long.

Lesson #17

Review

Jeopardy • Divide your class into three equal groups (usually just according to where people sit – left,

middle, right).

• Each group is to choose an animal noise that they will use to “buzz in”. The noise should be loud and distinctive.

• Write the Category headings on the board with dollar amounts under them – just like on the show jeopardy.

• Start by randomly selecting a group to choose a category and amount, and ask the corresponding question.

• Groups make their noise to buzz in.

• Any group and any group member may answer any question.

• When someone gets a question right, they get to choose the next category and amount.

• Record their points on the board.

Jeopardy Questions Characters Events Terms Misc.

1. Who is most loyal to Caesar?

1. What celebration is going on in 1.1?

1. A feeling of pity. 1. How many acts does the play have?

2. Who plants the first seed of rebellion in Brutus’ mind?

2. What is Caesar warned to “beware” of?

2. Word or phrase with a double meaning.

2. What are Caesar’s final words?

3. Who kills herself by swallowing hot coals?

3. Who stabs Caesar last?

3. Leads to a character’s downfall.

3. When the natural world echoes events in the human world.

4. Name the members of the second triumvirate.

4. How does Cassius make Caesar think the people want him to rule?

4. A speech from a character alone on stage.

4. Who did Caesar defeat to take control of Rome?

5. Who writes a letter to warn Caesar of the assassination plot?

5. How does Brutus die?

5. When the audience knows something a character doesn’t.

5. Name three conspirators not named Brutus.

Jeopardy Answers Characters Events Terms Misc.

1. Antony 1. Caesar’s triumph 1. Pathos 1. Five 2. Cassius 2. The ides of March 2. Pun 2. “Et tu Brute?” 3. Portia 3. Brutus 3. Tragic Flaw 3. Pathetic Fallacy 4. Antony, Octavius, Lepidus

4. By sending flattering letters addressed from citizens

4. Soliloquy 4. Pompey

5. Artemidorus 5. Kills himself by running on a sword

5. Dramatic Irony 5. Cassius, Casca, Decius, Cinna, Metellus Cimber, Trebonius

Study Tips Students should study the following:

• Characters and events: What are the important events in the play and who are the important characters?

• Important quotes: Study the important speeches and soliloquies (ex. Antony’s funeral speech, Brutus’ soliloquy before the conspirators arrive at his house, the first conversation between Brutus and Cassius).

• Dramatic Terms and Devices: Study your chart. Know the definitions and be able to identify examples.

• Themes: Be prepared to discuss the main themes in Julius Caesar.

Lesson #18

Unit Test • Administer the unit test.

You Are Finished☺

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Julius Caesar

Handouts

Susan Anderson

Dramatic Terms and Devices

Term Definition Example

Dramatic Terms and Devices

Teacher Copy

Term Definition Example

Pun

A pun is a play on words in which a word or phrase has a double meaning.

Soliloquy

A soliloquy occurs when a character speaks their thoughts in an extended speech while alone on stage.

Aside

An aside occurs when a character briefly speaks their thoughts to the audience while there are other characters on stage.

Metaphor

A metaphor is a direct comparison.

Pathetic Fallacy

When the natural and/or supernatural world echoes events in the human world.

Tragic Hero

The tragic hero is the protagonist who experiences a rise in fortune followed by a sudden downfall that results in death.

Tragic Flaw

A tragic flaw is the lack or excess of a character trait that leads to the protagonist’s downfall.

Dramatic Irony

Dramatic irony occurs when the audience knows something a character does not.

Pathos

Pathos is a feeling of sympathy or sadness evoked by a play.

Character Chart

Character Description Quote

Character Scrapbook Assignment You will put together a diary/scrapbook for one character in Julius Caesar. It will contain the following:

a) A diary entry for each act. b) Pictures from magazines that illustrate the character’s personality. c) A letter from your character to another character. d) A letter from another character to your character.

After each act is completed, you will write a diary entry for that act. The letters will be homework assignments and will be completed when assigned. You should be cutting out pictures as we read the play. They will be used to decorate your scrapbook. The scrapbook will be worked on in class, but you must have all the components before we start.

1. Each diary entry should be at least one page typed (double spaced). It should include references to the major events in the act. If your character was not present for the events, you should think of a way the character had learned of the events. For example, Antony may suspect that Cassius is up to something in Act 1 because of Caesar’s suspicion.

2. The pictures you cut out should be selected in reference to the character trait charts you are filling out throughout the play. You will be required to reference them in your scrapbook. Look for pictures that tell a story. For example, Brutus’s personality in Act 1 shows his indecision. A picture of someone thinking would fit.

3. The letters should be at least one page typed (double spaced) and should show some necessity for as its purpose. Why was it necessary to write a letter or receive this letter that is saved in the scrapbook?

You will decorate the cover of the scrapbook in class so come prepared with ideas.

Planning an Assassination: Julius Caesar

What do you KNOW? About the conspirators? How they want to appear?

How do you PREDICT they will assassinate Caesar? AFTER you read: In your own words, describe the scene of the assassination.

Assassinations Research Project

Objectives Students will…

• Practice research skills.

• Learn about famous assassinations.

• Prepare a presentation.

• Work on public speaking skills.

Assignment Students are to work in small groups (no more than four) to conduct research about famous assassinations. Each group will present their findings to the class. Presentations will each be approximately 10 minutes long and must include all group members.

Assassinations Students will research the following assassinations:

• Malcolm X

• Robert Kennedy

• Martin Luther King

• Abraham Lincoln

• Franz Ferdinand

• John F. Kennedy

• Benazir Bhutto

Tasks 1. Join a group by signing up for one of the assassinations. 2. Determine how the research will be divided among the group – you will be far more efficient if

you divide the research in to sections (ex. biographical information, the assassination, the killer(s), motives and effects).

3. Conduct your research using books from the library and the internet. Take notes – remember, you must put things in your own words.

4. Prepare a presentation for the class. Your presentation should provide background information about the person assassinated, describe the assassination, provide information about the killer(s), discuss possible motives for the assassination, and discuss the effects and/or impacts of the assassination.

Your presentation should be engaging and informative. Make sure everyone is equally involved. Include visuals (poster, pictures, dramatic re-enactment, etc.).

Assassination Sign-up Sheet

Malcolm X

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

Robert Kennedy

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

Martin Luther King

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

Abraham Lincoln

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

Franz Ferdinand

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

John F. Kennedy

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

Benazir Bhutto

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

Presentation Evaluation

Topic: Group Members: Information (thorough, accurate, important)

/10

Delivery (volume, eye-contact, confidence)

/5

Creativity (original, entertaining, interesting)

/5

Total

/20

---------------------------------------------------------------------------------------

Presentation Evaluation

Topic: Group Members: Information (thorough, accurate, important)

/10

Delivery (volume, eye-contact, confidence)

/5

Creativity (original, entertaining, interesting)

/5

Total

/20

A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me. A. I feel like I’m on top of the world today. I hope you and I stay best friends forever and that you never stab me.

B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back. B. It’s almost the first day of spring and I feel great. I think I will go stab my best friend in the back.

Elizabethan England Trivia

1. What was the name of Shakespeare’s theatre?

2. Briefly describe the appearance of the Globe Theatre.

3. How did it burn down in 1613?

4. Where was Shakespeare born?

5. Who was Queen Elizabeth’s father?

6. How did Elizabeth’s mother die?

7. For how long did Elizabeth rule England?

8. What is a vagrant?

9. List three snack foods eaten in Elizabethan England.

10. What was the worst punishment for criminals used in Elizabethan times?

Julius Caesar Unit Test Section A – Matching 1. Dramatic Irony _____ 2. Pun _____ 3. Pathos _____ 4. Soliloquy _____ 5. Tragic Flaw _____ 6. Pathetic Fallacy _____

A. Feeling of pity or sympathy evoked by a tragedy. B. Occurs when the natural and/or supernatural world echoes events in the human world. C. Lack or excess of a trait that leads to a character’s downfall. D. Play on words in which a word or phrase has a double meaning. E. Occurs when the audience knows something a character doesn’t. F. When a character speaks his/her thoughts alone on stage.

Section B – Multiple Choice

1. In Act I Scene 1, why do Flavius and Marullus try to disrupt the festivities? A. they think the holiday disrupts the feast of Lupercal

B. they resent the defeat and murder of Pompey C. they worry that Caesar will be offended by the crowd’s smell and manners D. they feel that Caesar will be embarrassed by the festival

2. How does Caesar first enter the play?

A. in disgrace; he has been captured B. in defeat C. in triumph; he has defeated Pompey D. in disguise

3. What does Cassius first ask Brutus in Act I Scene 2?

A. what happened at the battle B. where is his wife C. why has he been so distant and thoughtful lately D. whether he wants to be king instead of Caesar

4. In Act I Scene 2, Cassius characterizes Caesar as . . . A. sincere and proud B. courteous and humble C. weak and sick D. fierce and warlike

5. What does Cassius admit to Brutus in this scene?

A. that his wife is dead B. that he and Antony have had an argument C. that he thinks the Senate is doomed D. that he fears the people want Caesar for their king

6. The three shouts from the crowd that Brutus and Cassius hear in Act I represent . . . A. Caesar asking for his throat to be cut B. Caesar turning down the crown offered by Antony C. Caesar accepting the crown offered by Antony

D. Caesar describing his victory to the crowd

7. Casca’s description of Caesar’s behavior when he is offered the crown in Act I Scene 2, suggests that Caesar owes his success most of all to . . .

A. his family connections and wealth B. his personal heroism and charm C. the support of a few noblemen D. his manipulation of the masses

8. Which of the following images is meant to convey a sense of suspicion and mistrust? A. owl in the marketplace at midday

B. Caesar offering his bared throat C. Caesar as a colossus

D. Cassius with a lean and hungry look 9. What is the main purpose of the terrible storm in Act I Scene 3?

A. it scares Casca B. it shows the courage of Cassius

C. it alerts Caesar to danger D. it gives hint or warning of the dangers to come 10. What finally convinces Brutus to join the conspirators?

A. forged letters planted by Cinna B. visits from the citizens C. his intuition D. the omens

11. In Act II, what important decision is made? A. Caesar agrees to stay home to please Calpurnia

B. Caesar resolves to banish Publius Cimber C. Brutus makes up his mind to join the conspiracy D. Decius decides to offer the crown to Caesar

12. Why does Brutus refuse to take an oath to kill Caesar?

A. his word as a Roman is good enough B. he does not want to commit himself

C. he intends to back out of the plot D. he does not trust the other conspirators 13. What is the first major mistake that Brutus makes?

A. not killing Caesar B. not killing Antony C. telling Portia his secret D. reading the letters written by Cassius

14. When Caesar appears in Scene 2, he seems to be . . .

A. bold and reckless B. timid and superstitious

C. sneaky and conspiratorial D. trusting and dignified

15. Why does Calpurnia urge Caesar to stay home rather than appear at the Senate? A. he travels too much; they have hardly seen each other lately B. he does not appear presentable enough

C. she has had nightmares about his death D. they are expecting company and she does not want to be alone

16. Why does Caesar ignore Calpurnia’s warnings?

A. he is deaf in one ear and fails to hear her correctly B. Decius convinces him that Calpurnia’s dream and the omens mean nothing bad C. he wants fresh air D. he wants to go out to meet with his friends

17. What does Artemidorus offer Caesar in the street? A. a crown

B. a new shield C. money D. a letter

18. What do the conspirators do at the Senate?

A. kneel around Caesar B. stab Caesar to death

C. proclaim “tyranny is dead” D. all of these

19. Caesar’s final words reflect which emotion? A. depression B. betrayal C. anger D. joy

20. What does Antony do when he arrives at Caesar’s body? A. he swears allegiance to Brutus

B. he weeps over Caesar’s body C. he shakes hands with the conspirators

D. all of the above 21. How are Antony’s true feelings about the conspirators first revealed? A. in dialogue with the conspirators B. in his soliloquy over Caesar’s body

C. in his funeral oration for Caesar D. in a series of asides in conversation

22. What is Brutus’ explanation for killing Caesar? A. Caesar was evil

B. Caesar was ambitious C. Caesar was weak

D. Brutus hated Caesar 23. What does Antony tell the crowd?

A. that Brutus is an honorable man B. that Caesar brought riches to Rome and turned down the crown C. that Caesar bequeathed all of the citizens a large sum of money D. A and C E. A and B F. all of these 24. What impression did Shakespeare give of the commoners in Act III?

A. they are easily manipulated B. they are men of principle C. they respect noblemen D. they do not care for politics

25. What is shown by scene 3, in which a group of commoners murders a poet?

A. the poet was a murderer B. workers hate the arts C. Romans are barbarians D. mob rule now governs

26. The Tragedy of Julius Caesar is classified as what type of play?

A. comedy B. history C. dramatic D. tragedy

27. The Tragedy of Julius Caesar is a play mainly about . . . A. Caesar’s murder B. Caesar’s military victories C. Caesar’s marriage D. Caesar’s dictatorship in Rome

28. The tragic hero of this play is . . .

A. Cassius B. Brutus C. Caesar D. Antony

29. Julius Caesar was murdered on . . .

A. March 15 B. May 14

C. April 13 D. March 16

30. Which of the following is NOT a theme found in the play?

A. language is a powerful weapon that can be used to manipulate others B. chaos results when the prescribed social order is broken C. violence and bloodshed can often have morally good results D. the best intentions of good, noble men can lead to tragedy

Julius Caesar Unit Test Answers

Section A 1. E 2. D 3. A 4. F 5. C 6. B

Section B 1. B 2. C 3. C 4. C 5. D 6. B 7. D 8. D 9. D 10. A 11. C 12. A 13. B 14. D 15. C 16. B 17. D 18. D 19. B 20. D 21. B 22. B 23. F 24. A 25. D 26. D 27. A 28. B 29. A 30. C

Common Core State Standards Alignment Grid

Grades 9-12

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. 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.9-10.3. Analyze how complex characters (e.g., 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.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. 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.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. 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).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.




RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing




W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.




W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.



W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


Range of Writing

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes




SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language









Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8



RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.


RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.


W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.


W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.



SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.


SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language


L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.


L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. 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.9-10.3. Analyze how complex characters (e.g., 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.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. 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.


RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. 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).


RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing




Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.




W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.



W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.




SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language










Documents

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