10I2 Julius Caesar

1. 10I2 Julius Caesar

2. English 10: DO NOW 4/22/14 • Written Response: have you ever read anything from William Shakespeare? If so, what? What do you know about him or his writing? What problems did students have when trying to read him? Are you excited, scared, nervous, mad etc. about us starting a Shakespeare play? Why? • If you have rewritten your essay, turn it in to the US MAIL BOX stapled to the GRADED original. If you sent me the rewrite digitally, then still turn in the graded original. • DIDN’T REWRITE? You dun gone loco! • Rewrites for partial credit can be turned in by Friday. • DIDN’T TURN IN AN ESSAY? You’re irra! • Turn one in by FRIDAY for partial credit.

3. Success Today Means 4-22-14 • You remember the four keys to understanding Shakespeare language. • Use technology to efficiently find the modern definitions of some of the more common words in Shakespeare’s writing. • Practice a couple common sayings so that you can use them in class Thursday. • Use your creativity to create at least 5 Shakespearean insults using the insult generator. • Complete the Anticipation guide as a way to start thinking about the issues that will be presented in the play. (Remember how we discussed some big ideas before we read Things Fall Apart?)

4. Keys to understanding Shakespeare • Letters, syllables or whole words were sometimes omitted (aka left out) ‘tis= it is; o’er=over: ne’er= never’ oft=often What do you think e’er or e’en means? • Syntax (word order) was more flexible. • Rewrite this sentence using the same words in five different ways: I ate the sandwich. • Shakespeare is 80% poetry, 20% prose, so most of it has to be interpreted as if we are readying a poem. (I.E. expect figurative language, puns, play on words) • Keep you list of common words with you as you read.

5. English 10 DO NOW 4-24-14 • What are the four keys to understanding Shakespeare? • Put the following sayings into your own words: • What gaulding and fooling is this? • Be of good cheer! • I care not a groat!

6. Success today means 4-24 • You use some Shakespearean words/phrases organically in conversation at some point in class. • You demonstrate your slickness with some Shakespearean insults • You share at least one thought about the issues presented in the anticipation guide (aka you talk) • You collaborate with your peers in small group to outline a skit you can present on stage tomorrow in class. This might mean taking an educational risk or at least being open enough to communicate with peers to find a fit for you in the skit.

7. English 10 DO NOW 4/25/14 • Reread the four skit options. Which one are you interested in performing? What is your second choice? • Have homework on your desk so I can give you credit. (Anticipation Guide, Tudor Talk worksheet)

8. Success Today Means 4/25 • You muster all your energy and ENJOY being a lil goofy on stage. Awards will go out to those who come out of their shell today. • You, as an audience member, show respect, love and encourage for all our awesome actors! • Elite success means you let the themes of these skits marinate in your brain. There are reasons why we acted out these situations…  • HW: Write out definitions for Act I vocab. Complete the fill in the blank worksheet

9. English 10 Do Now 5/1/13 Using the images above make a prediction about the role of Brutus in the play… Also add info you already know about Julius Caesar

10. English 10 Do Now 5-2-13 What is the difference between a “sole” and a “soul”? What is a cobbler? TEXTBOOKS TODAY and forever!

11. The Roman Empire

12. Caesar and Pompey were great friends • Pompey had married Caesar’s daughter • These 2 guys helped bring order to Rome’s weakening government • They set up what was called “The First Triumvirate” (3 man governing body) • The third guy was Crassus • Power of Rome and several provinces was not enough for these three, so Caesar left for what is now called The Gallic Wars…

13. The Gallic Wars • For 8 years, Caesar roamed through Europe, taking over parts of France, Belgium, Holland, Germany, and Switzerland. • Caesar amassed enormous sums of money, and he sent the dinare back to Rome, winning over the hearts of the people. • In 49 BC, Pompey was fed up with Caesar’s power and the people’s love for him, so he joined sides with the Senate.

14. According to his enemies, Caesar robbed the Roman public of its liberty and self-respect, since he won their favor with money • Pompey and the Senate (C’s enemies) ordered that Caesar give up his command • Caesar refused, charged into Rome and chased Pompey all the way to Egypt. • Pompey was murdered before Caesar got a chance to take revenge

15. Caesar spent time in Egypt with Cleopatra • After this, Caesar went to Spain and crushed Pompey’s son’s army. • When Caesar got back, he was absolutely invincible. He was declared dictator, and he appointed his friends to the Senate. • He grew so arrogant that he built a statue of himself titled “To the Unconquerable God.”

16. Julius Caesar And now we begin our story… Bring thy books everyday, lest thy desire detentions!

17. What role might a character like the ones to the left have in this play?

18. The Role of the Soothsayer A soothsayer is a person who claims to speak sooth: specifically, one who predicts the future or claims to know secrets or other hidden knowledge based on personal, political, spiritual or religious beliefs rather than scientific principles. They are often depicted as blind, at least in one eye, and almost always are ragged - things like fortune telling having been a common trade of the poor and disabled, and other societal outcasts.

19. Friends 1. Calphurnia, his wife 5. The people of Rome!! 3. Octavius, his nephew and adopted son 2. Mark Antony, his friend and advisor 4. Brutus, noblest of Romans

20. Foes 2. Tribunes Flavius and Marullus 1. The Roman Senate 3. Cassius, a jealous patrician and friend of Brutus 4. Other patricians we will meet who will conspire against Caesar

21. William Shakespeare (1564-1616) • By the time he wrote Julius Caesar, in 1599 he may have already completed seven comedies, nine histories, and two tragedies.

22. Julius Caesar • Though the play is a tragedy and not a history, it is one of many plays that Shakespeare based on true events from history. • The play involves a conspiracy against Caesar, his murder, and the aftermath.

23. The Play Is Set! • The play begins soon after Caesar is named dictator. • Remember, Rome is supposed to be a republic! • Some Romans were not happy with the arrangement. Roman Theatre

24. English 10: Do Now 5-3-13 • Open textbook to Act I to help with Do Now • Check your study guide question list. Which questions can we already answer? • What does Caesar’s request in lines 6-8 say about his character? • What does Antony’s words in lines 9-10 say about his character? • 6th pd: Granberry: What does the comment about flying too high mean?

25. English 10 5-3-13 • Pay Attention to the dynamic between Brutus and Cassius (aka what kind of relationship they seem to have.) We are looking for moments where we can INFER their character types. • When reading, have out textbook, modern version packet, study ?s, Character notes organizer

26. English 10 Do Now:5-6-13 First: read everything on this slide Turn in your Do Nows. Name, date, period on every sheet, stapled (5 Do Nows since we started Shakespeare) to the US MAIL BOX. Then, take out a sheet of loose leaf and a writing implement in the ready position to respond to the next slide.

28. Cassius’ character: • Why is the green eyed- monster slide relevant to Cassius? • What themes are being explored here?

29. Using your quotations: • Analyse the character of Cassius • What persuasive techniques does he use to capture Brutus’ attention? Make a list with quotations

30. Explore the way in which Shakespeare presents the conflict between Cassius’s motive for Caesar’s assassination – is it based on his political ideology or his personal envy? or

31. Caesar and Cassius • L.O. • To explore Caesar’s powers of perception and the term ‘prophetic irony’ • To explore class issues through Casca’s account

32. Prophetic Irony Foretelling events as if by divine inspiration: casual words that prove prophetic.

33. How might these images relate to the theme of political flattery? Class-Based Discussion

34. Caesar and Cassius • In what way does Caesar show his powers of perception? • In what way is he ‘blind’ to the danger Cassius poses?

35. Blank verse and Prose • L.O. • To understand the difference between the use of blank verse and prose • To explore Cassius’ response to Casca’s account of Caesar

36. p.239Blank verse • Lines written in 10 syllables with a repeated pattern of weak and strong beats (iambic and trochaic) • To change the tone and rhythm of the lines, he adjusts the pattern

37. PROSE • In some scenes, the lines are written in ordinary sentences but it tends to focus on certain characters or situations • Have a quick look at the opening of Act 1 sc.1 and Act 4 sc.3. What do you notice?

38. Write a PEEZE paragraph responding to one of the following two statements… 1) Cassius‘s response is completely understandable… 2) Cassius’s response is extreme and unnecessary…

39. Casca’s Language • in Act 1, Scene 2, in his discussion with Brutus and Cassius, suggest why he uses prose here but blank verse in Act 1, Scene 3?

40. Match the characters to the characteristics which they have demonstrated so far in the play… Brutus Caesar Cassius Casca Hated Thoughtful Self-important Respected Ambitious Honourable Claims to be brave Troubled Powerful Shrewd Physically weak Proud

41. Plebians and Patricians • L.O. • To understand the difference between blank verse and prose and its effect

42. Brutus’ language • L.O. • To look closely at Brutus’ use of figurative language

43. Brutus • Who is he? • 2 words to describe him: • Friends: • Worry:

44. Answer the following questions: • Who is Brutus? • How does he feel at the start of the play? • Who does he talk to? • What are his reasons for being unsure? • How is he persuaded? • What reasons does he create to agree with the killing? Examine Brutus’ opening speech and highlight the use of imagery and techniques. What do you notice?

45. Examine the following quotations: • He would be crown'd:  How that might change his nature, there's the question • It is the bright day that brings forth the adder; And that craves wary walking. • Crown him that, And then, I grant, we put a sting in him, That at his will he may do danger with • And therefore think him as a serpent's egg Which, hatch'd, would, as his kind, grow mischievous, And kill him in the shell.

46. The Adder and The Ladder • Does a ‘climber-upper’ seem threatening by himself? • What happens when you link him with a poisonous serpent? • What is interesting about the fact that Brutus is walking in his orchard and thinking about breaking an oath? (Consider the biblical reference). • How might a person go about recognising the potential for tyranny (a serpent’s egg) and eliminate it before it becomes dangerous? • What are the risks of such an approach?

47. Chicken or the egg? How does this relate to Brutus’ dilemma?

48. ‘The Adder and The Ladder’ : The Review 1 question I would like to ask… 2 things I have learned… 3 words I will remember are…

49. ACT 2 SCENE 1 • L.O • To explore Brutus’ use of language using PEEZE Brutus is concerned that Caesar may change if he is given the crown. He refers to Caesar’s ‘nature’ which may change after he receives the crown.

50. Create three review questions for your partner to answer based on Act 2, Scene 1, lines 162 – 183. What?Did? Which?Could? Who?Would? Where?Might? How?Does? Why ?Will?