Shakespeare

2. Shakespeare Honors 10B

3. Warm up • Destiny: A predetermined course of events often held to an irresistible power or agency • What are your thoughts on destiny? Do you believe that our actions are predetermined or that our lives are ruled by randomness?

4. Essential Questions • What is the nature of destiny? • Can an immoral act ever be justified as honorable? • How can the public self and private self co-exist? What are the consequences when they do not? • Does power corrupt?

5. CA Standards • Writing 3.11: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism.

6. CA Standards • Reading 3.4: Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. • Reading 3.10: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

7. Concepts and Skills • Separate the major nouns and verbs (nouns on the left and verbs on right)

8. Major Assignments • Script 100 pts • 10 min. Film 100 pts. • Essay 1B 100 pts. • Quiz 30 pts each

9. Essay Assignment Due • Shakespeare makes use of characterization to develop the themes of “Private vs. Public Self,” and “Destiny.” Write an Academically Written 3 to 4 page essay where you connect character to theme. You must make use of 2 of the following literary techniques: • Parallelism • Character types • Figurative Language • Tone • Diction

10. Adaptation Assignment • You and your group are asked to adapt only 1 act of the play. You have your choice of act 2 or 3. You must be careful to keep to the spirit of the characters. Understand their motivations, etc. Each project must include at least one major theme discussed in class.

11. What will be evaluated in the film project? • An “A” adaptation will keep to the spirit of the characters and demonstrate how Brutus serves as a foil of Caesar or Antony. • Demonstrate the complexity of Brutus and Antony and the internal struggle of the Public and Private Self. • Demonstrate a comprehensive grasp of the material and engage with it in an imaginative manner. • PG rating. PG-13 with teacher approval

12. Character Types

13. Antagonist: The character that creates the challenges or oppositions to the protagonist • Protagonist: The main or central character of the story

14. Character Vocabulary • Foil: a character set up with the expressed purpose of emphasizing the traits and qualities of a primary character

15. Flat characters: Characters with only 1 dimension • Round Characters: Characters with multiple dimensions or sides

16. Static Characters: Characters who do not change throughout the course of the story

17. Flat characters: Characters with only 1 dimension • Round Characters: Characters with multiple dimensions or sides

18. Dynamic Characters: Characters who change or evolve throughout the story

19. Readings • Act 1 Thursday March 1st • Act 2 Monday March 5th • Act 3 Thursday March 8th • Act 4 Monday March 12th • Act 5 Thursday March 15th

20. Warm up • Chief among Shakespeare’s most beloved plays are his tragedies: Hamlet, King Lear, Othello, Julius Caesar, Romeo and Juliet, etc.) Why is it that we as human beings are attracted to or need tragedy?

21. The Nature of Shakespearean Tragedies • Catharsis: Purification or purgation of emotions (fear and pity) through art.

22. Shakespeare • 1564-1616 • Born in Stratford upon Avon • Birth and Death Celebrated on the same day April 26 • Of working class beginnings • Educated in a grammar (7-13) school taught by Oxford graduates

23. Shakespeare’s Adulthood • At 18 married to Anne Hathaway: 18 years his Senior • Hamnet and Judith • 1592 (28) he was in London and recognized as an actor and a playwright. First mentioned by Robert Green as “borrowing” from the plays of others

24. 1592-4 At the onset of the plague he moved on to poetry and was published by a boyhood friend • 1597 Purchased various properties and purchased a coat of arms with the motto “Non Sanz Drioct” • 1598 the Globe Theatre is built • 1603 King James’ “The Kings Men”

25. What form of figurative language is employed in this explanation of Shakespeare’s skill as a writer? • "Many were the wit-combats betwixt him and Ben Jonson; which two I behold like a Spanish great galleon and an English man-of-war; Master Jonson (like the former) was built far higher in learning; solid, but slow, in his performances. Shakespeare, with the English man-of-war, lesser in bulk, but lighter in sailing, could turn with all tides, tack about, and take advantage of all winds, by the quickness of his wit and invention."

26. Act 1 day 2 Agenda • Grammar Review: Double Negatives • Homework • Translating to contemporary prose • Analyzing text: Destiny • Character Descriptions • The use of Ironies

27. Employing Academic Language in an Analysis of Text (I.ii.60). • Writers use an advance academic vocabulary, topic sentences, and transitional words. • Writers do not use contractions or questions • Writers use proper punctuation for the quotations used.

28. I.ii. 30-190 • Translating to contemporary • Focus on Cassius’ argument • Rewrite the dialogue into a modern context but try to keep the spirit of the text

29. Explicate the following passage and relate to character and theme “Men at some time are masters of their fates, The fault, dear Brutus, is not in our stars, But in ourselves that we are underlings” Cassius I.i 139-142

30. 707 line 45 • What does this passage say about Cassius and his relationship to fate? • Come up with one or two adjectives to describe each of the following characters: Cassius, Casca, Brutus, Caesar, Antony

31. Prophetic Irony/ Pathetic Fallacy • The physical environment (ie. weather) reacts in such a way that it reflects an emotional tension or foreshadows an event.

32. Destiny & Fate • Extra-credit: Prepare an academically written expository report on the different interpretations of fate in various cultures and faiths (including ancient Rome).

33. Act I 1. In Scene I, what do Flavius and Marellus want the commoners to do? Why? 2. What is the Soothsayer's advice to Caesar? How does this connect to one of our themes 3. Explain the difference between the views of Caesar held by Cassius and Brutus. 4. Caesar clearly gives his thoughts about Cassius. What does he say? 5. Summarize Casca's explanation of why Caesar looked so sad. 6. At the end of Scene II in lines 312 - 326, Cassius makes plans. What plans does he make? Why? 7. Casca says, "For I believe they are portentous things/Unto the climate that they point upon." What does he mean? 8. Why does Cassius want Brutus to join the conspiracy?

34. ACT II

35. Dynamics of Blocking: An Analysis of Mankiewicz’s “Julius Caesar” Scene 2 How do the actors movements underscore the fundamental theme of the battle between the public and the private self? What visual symbols does the director employ to further develop that theme.

36. Warm up • In Act 2 Shakespeare explores one of our essential questions: Can the public self and private self co-exist? • In an academically written paragraph describe how characterization may be used to explore this dissonance. Hint: Brutus and Caesar are set up as foils.

37. Parallelism • A writer may repeat or closely mirror certain phrases to draw a reader’s attention.

38. Homo-social societies • homosociality describes same-sex relationships that are not of sexual nature. For example, a heterosexual male who prefers to socialize with men may be considered a homosocial heterosexual. • however, the notion that the boundaries between the social and the sexual are blurry, fuzzy; thus homosociality and homosexuality are connected and can never fully be disentangled.

39. Parallelism • As a rhetorical device: to give two or more parts of a grouping of phrases a similar form so as to give the whole a definite pattern. • Veni, Vidi, Vici – Julius Caesar • "The inherent vice of capitalism is the unequal sharing of blessing; the inherent virtue of socialism is the equal sharing of miseries." (Churchill)

40. Act II 1. To what decision does Brutus come in his orchard? Why? 2. What does Lucius give to Brutus in Scene I? 3. Why doesn't Brutus want to swear an oath with the conspirators? 4. For what reason does Metellus Cimber want Cicero to join the conspiracy? 5. Brutus is against including Cicero and against killing Mark Antony. Why? 6. Why did Brutus say, "Render me worthy of this noble wife!"? 7. Of what does Calpurnia try to convince Caesar? 8. Caesar yields to Calpurnia's wishes at first. Why does he change his mind and decide to go to the Senate meeting? 9. What does the note Artemidorus wants to give to Caesar say?

41. Act III

42. Destiny and Prophecy III.i.270

43. Analyzing Appeals and Rhetoric • Breaking down the Pulpit Speeches • Use a t-chart to list the different appeals and rhetorical devices each orator uses (pg 16 and 37 of the Perspectives of Multicultural Literature respectively.)

44. ANTONY Friends, Romans, countrymen, lend me your ears. I come to bury Caesar, not to praise him. The evil that men do lives after them. BRUTUS Romans, countrymen, and lovers! Hear me for my cause, and be silent Analyzing character speech for parallelism

45. Dynamics of Acting: An Analysis of Marlon Brando’s Performance of Antony • Analyzing Brando’s performance • Pay attention to his facial expressions • Analyze the tone of his voice • How do these elements help develop the idea of the public and private persona? • Why can and must Antony negotiate between the two successfully?

46. Reflection • With Caesar dead, Antony moves to the forefront of the action, thus allowing him to develop into a dynamic character. In act III he navigates between the public and private personas expertly, how does he compare to Brutus? What does this imply about their functions in this particular act?

47. 1. What is ironic about the timing of Caesar's murder (in relation to the preceding events)? 2. In the moments following Caesar's death, what do the conspirators proclaim to justify their deed? 3. Antony's servant brings a message to Brutus. What does he say? 4. Antony wants to speak at Caesar's funeral. What reaction does Brutus have? Cassius? Why would they react differently? 5. Under what conditions will Antony speak at the funeral? 6. What did Brutus say to the people at the funeral? 7. What did Antony say to the people at the funeral in his now famous "Friends, Romans, countrymen, lend me your ears" speech? 8. Why did Brutus and Cassius flee Rome? 9. What is the point of Act III Scene III? 10. Please describe the following character terms as best you can: dynamic, static, round, flat, protagonist, and antagonist. 11. Describe Cassius and his relationship to Brutus. 12. Please describe one of the many foil pairings that Shakespeare uses in the play

48. Act IV

49. Warm up: Explicate in Academic Writing • True, This! —Beneath the rule of men entirely great,The pen is mightier than the sword. BeholdThe arch-enchanters wand! — itself a nothing! —But taking sorcery from the master-handTo paralyze the Caesars, and to strikeThe loud earth breathless! — Take away the sword — States can be saved without it!

50. Act IV: The Power of the Written Word • “He shall not live; look, with a spot I damn him.” Antony • The power of the written word is of vast significance in Shakespeare’s Julius Caesar. • What other instances of writing may underscore Shakespeare’s hidden theme?