Monday

1. Monday You need: do now sheets, blue computer paper, writing utensil, textbooks (grab one from the shelf!)

2. Projects • Turn in your mini essays for character + symbol • Turn in your salmon + blue papers • Put your books ON MY DESK!

3. Vocabulary 6.4 • He appears to be aloof, but his detachment comes from shyness, not conceit. • Because of apathy, no one cared enough to collect money to help the earthquake victims. • She is detached from class activities. She sits passively and never participates in discussions. • Jake’s impassive nature contrasts with Jenny’s innate enthusiasm. • Vickie is an indifferent student. She doesn’t study much and doesn’t care about her mediocre grades.

4. Graphic Organizers—fold in 1/4ths, write small and neat! • Setting • Act 1, Scene 1 • Act 1, Scene 2 • Act 1, Scene 3 • Act 2, Scene 1 • Act 2, Scene 2 • Act 2, Scene 3 +4

5. Shakespeare’s Setting • Ancient Rome, 44 B.C.

6. Lupercalia • Cleansing ceremony to ward against evil and purify the people • Version of the Greek festival of Lukaia • Ceremony, followed by sacrificial feast • Luperci (men donned in the skins of the sacrificial animals) ran around the city, whipping those who came near

7. Historical and Cultural Context—answer questions on your graphic organizers under Act 1, Scene 1 • Why are the tribunes Flavius and Marullus so upset at the opening of the play? • What holiday are the Roman masses celebrating at the time of Caesar's return? • How would you describe the social interaction between Flavius & Marullus (patricians) and the commoners (plebians)?

8. Historical and Cultural Context—answer questions on your graphic organizers under Act 1, Scene 2 • What can we infer from this quote: “Forget not in your speed, Antonius,/To touch Calpurnia; for our elders say/The barren, touched in this holy chase,/Shake off their sterile curse”? (HINT: look up unfamiliar words in the dictionary) • What is the purpose of the soothsayers words, “Beware the ides of March”?

9. DOL: 4 Complete Sentences • Given the setting of the play, what do you think will happen to Julius Caesar? Why? What gives you reason to believe in your prediction? (HINT: does anything foreshadow future events?) • When you are finished, continue reading Act 1, Scene 2 in preparation for tomorrow’s activity.

10. Tuesday You need: blue organizers, blue handouts from the front, textbook, DO NOW SHEET, writing utensil

11. Problem: Logical Progression • Rule: Make sure the information in your paragraphs makes sense and flows together. • Which sentences should be moved to make the paragraph more logical? • (1) Homework is a double edged sword. (2) In one way, it can help prepare the students for class the next day. (3) When students take photography class at a studio, they learn about discipline, creativity, and how to use a camera, which homework can’t do. (4) On the other hand, it can take away from important after school activities. (5) Sometimes activities after school can benefit a student’s learning more than homework.

12. Act I, Scene 2 • After Caesar leaves with his followers, Cassius and Brutus are left alone. Cassius begins to speak to Brutus about Caesar, saying that Caesar should not be the ruler of Rome.

13. Rhetorical Devices Review • Logos: appeal to logic, facts, reason • Ethos: appeal to ethics, morals, values; use of character to endorse an idea or product • Pathos: appeal to emotions of audience • As you read Cassius’ appeal to Brutus, be sure to do the following: • Paraphrase after every end punctuation • Note whenever Cassius uses a rhetorical device to persuade Brutus • Logos? Ethos? Pathos? • How can you tell? • What’s the purpose of using this rhetorical device?

14. DOL: SAR—APEE • Read Act I, Scene 2, line 119-131 • What is one rhetorical device Cassius uses to appeal to Brutus? What is Cassius persuading Brutus to do/believe? Use text evidence for support. • One rhetorical device Cassius uses is _________. We know this when he says __________. This is showing Brutus that Caesar ____________.

15. Wednesday You need: white (do now), green (class set), yellow and pink (homework) handouts from the front, if you have your BLUE GRAPHIC ORGANIZERS, and a writing utensil

16. Vocabulary 6.4 • She made a listless effort to enter the conversation, but she soon gave up. • He appears to be nonchalant on the court, but he’s really trying very hard. • Andrea is too phlegmatic to scream and shout about anything. • He became increasingly remote after his parents’ divorce. He stopped socializing in school, and never returned phone calls. • Carrie accepted her fate in stolid silence. Whatever emotions she felt remained hidden.

17. Act 1, Scene 3—Take notes in graphic organizers • At the beginning of the scene, Cicero and Casca are walking together. It is nighttime, and there is thunder and lightning. • What significance does the setting have in this scene? • Casca sees many strange things: a man’s hand caught fire but did not burn; he saw a lion in the Capitol; hundreds of women claimed they saw men on fire, walking up and down the street; a “bird of night” (owl) was seen at noon in the street. • How do you interpret these images? Positive? Negative? • Cicero: “This disturb’d sky/Is not to walk in” • What does this quote mean?

18. Act 1, Scene 3 • Lines 57-78, 80-84: How does Cassius respond to Casca’s fears? • What can we infer about Cassius’ character?

19. Act II, Scene 1 • Brutus is in his garden, awaiting the arrival of the other senators. • Soliloquy: when a character speaks out loud, thus revealing his/her inner thoughts or emotions. What does Brutus’ soliloquy reveal? • Lucius, his servant, arrives with letters from the people of Rome. What affect do these letters have on Brutus?

20. Homework: Read Act II, Scene 1. Fill in the FIRST THREE BOXES of your yellow quote analysis chart.

21. Thursday You need the YELLOW quote analysis charts (homework from yesterday), BLUE organizers, do now sheets, textbooks, YELLOW readings for TONIGHT, writing utensil.

22. Problem: Paragraph Focus • Rule: Be sure that your paragraphs are focused on one topic and do not stray. • Which sentence should be removed in order to keep the focus of the paragraph? • (1) An elementary school principal and 4 teachers have been arrested in connection with a test cheating scheme in the Philadelphia School District. (2) Suspended principal Evelyn Cortez and teachers were booked overnight at Philadelphia Police Headquarters in Center City. (3) Testing in schools can be a great way to measure student progress. (4) The arrest came after all five turned themselves Thursday to face charges resulting from a grand jury investigation.

23. Act II, Scene 2—write info on your BLUE organizers (10 min) • Pg. 1231 in textbook • Look at summary in italics at the beginning of scene 2—summarize in your own words. • On your YELLOW papers, analyze the final two boxes for Act II: Quote Analysis

24. Read Act II, Scene 3-4, pg. 1234 (8 min) • Italics/Setting: • Scene 3: • Artemidorus • Scene 4: • Portia • Lucius • Soothsayer

25. Act 2, Scene 3 + 4—fill out graphic organizers! (7 min) • What is Artemidorus saying in Act II, Scene 3, l. 6-8? What is his warning? • What does Portia seem to have learned from Brutus since their last scene together? • What purposes do these two brief scenes serve?

26. Analyzing Soliloquys & Asides (15 min) • Each group member will analyze one section of the text, filling out the boxes on the chart. • Red, pg 1220 • Blue pg 1222 • White pg 1223 • Yellow pg 1234 • Individual pg 1236 • After the allotted time, each group member will take time to teach the other group members about their respective section.

27. DOL • If you completed ALL 5 BOXES on the Quote Analysis side, turn in your YELLOW PAPER. • Homework: Read Act III, Scene 1. On the space provided on the front, paraphrase the scene—MAKE SURE YOU ALSO TAKE NOTES/TRANSLATE/PARAPHRASE THROUGHOUT THE SCENE!

28. Friday

29. Vocab Quiz • Turn in: • Vocab (Do Now Sheets)—stapled, name on them! • Yellow charts from yesterday (LATE) • BLUE organizers for Act I and Act II • The Pearl Projects

30. Vocab Quiz-Pick the best word for each question. 6. (nonchalant, listless, impassive) 7. (impassive, aloof, listless) 8. (listless, stolid, impassive) 9. (remote, impassive, apathetic) 10. (listless, detached, stolid) 1. (stolid, remote, aloof) 2. (detached, listless, stolid) 3. (remote, indifferent, listless) 4. (nonchalant, phlegmatic, apathetic) 5. (nonchalant, phlegmatic, aloof)

31. Test Practice • Read the excerpt from Act III, Scene 1. Paraphrase each characters’ speaking role (every time there is a change in dialogue) • In groups, students will work on multiple choice: annotate questions, cite lines or provide an explanation to support answers.

32. Double check answers • Write the letter of the correct answer on whiteboards. • If your answer is INCORRECT, mark it wrong. You will need to do this for the DOL.

33. DOL • Pick one incorrect answer, write it on your half sheet. • What answer did you choose? What was the correct answer? • Go back and see why you may have gotten it wrong. Did you misinterpret something? Did you read the question incorrectly? State a reason on your half sheet. • Homework: If you haven’t finished Act III, Scene 1, FINISH READING IT!!