NYS Common Core ELA & Literacy Curriculum D R A F T Grade 12 Module 2 Unit 2 Lesson 1

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn Lessn 1 Intrductin In this first lessn f the unit, students begin their explratin f William Shakespeare s Julius Caesar. Students read and analyze Act 1.1, lines 1 80 (frm Hence! Hme, yu idle creatures, get yu hme! t abve the view f men / And keep us all in servile fearfulness ). In this scene, tw Tribunes cnfrnt sme Cmmners wh are celebrating Caesar s arrival in Rme; after sclding and dismissing the Cmmners, the Tribunes discuss their cncerns abut Caesar s rise t pwer. Students cnsider hw Shakespeare develps cnflicts in this pening scene. Student learning is assessed via a Quick Write at the end f the lessn: Hw d Shakespeare s specific chices abut hw t begin the play intrduce cnflict in this scene? Fr hmewrk, students read Act 1.2, lines (frm Calphurnia. / Peace, h! Caesar speaks. / Calphurnia t start f the majestic wrld / And bear the palm alne. ), bx any unfamiliar wrds, and lk up their definitins. Students chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. In additin, students summarize the scene and develp 2 3 discussin questins fcused n hw Cassius s attitudes tward Caesar are similar t r different frm the Tribunes attitudes and prepare pssible answers t their questins fr discussin. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Standards Assessed Standard(s) RL Analyze hw an authr's chices cncerning hw t structure specific parts f a text (e.g., the chice f where t begin r end a stry, the chice t prvide a cmedic r tragic reslutin) cntribute t its verall structure and meaning as well as its aesthetic impact. Addressed Standard(s) W a L c L a Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades Reading standards t literature (e.g., Demnstrate knwledge f eighteenth-, nineteenth- and early-twentieth-century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics ). Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades reading and cntent, chsing flexibly frm a range f strategies. c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r determine r clarify its precise meaning, its part f speech, its etymlgy, r its standard usage. Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., hyperble, paradx) in cntext and analyze their rle in the text. Assessment File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d Shakespeare s specific chices abut hw t begin the play intrduce cnflict in this scene? Thrughut this unit, Quick Writes will be assessed using the Shrt Respnse Rubric. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify specific chices Shakespeare makes abut hw t begin the play (e.g., Shakespeare begins the play with an interactin between tw different grups f Rmans; Shakespeare presents Caesar thrugh the eyes f ther characters rather than thrugh Caesar s wn wrds and actins). Explain hw Shakespeare s chices intrduce cnflict (e.g., Shakespeare intrduces cnflict in Act 1.1 by pening the play nt with the appearance f the title character, but by a scene in which characters with very different pinins discuss Julius Caesar. When the Cmmners explain that they are making hliday t see Caesar and t rejice in his triumph (lines 34 35), the Tribunes accuse the Cmmners f betraying their frmer leader, Pmpey, by celebrating Caesar s arrival in Rme. Marullus addresses the Cmmners as, Yu blcks, yu stnes, yu wrse than senseless / things! / O yu hard hearts, yu cruel men f Rme (lines 39 41) and accuses them f ingratitude (line 60). Shakespeare further develps cnflict in the play by cntrasting the Cmmners welcming views f Caesar with the Tribunes suspicins that Caesar will keep us all in servile fearfulness (line 80). Shakespeare s chice t present the tw grups very different views f Caesar intrduces Caesar as the fcus fr a cnflict, which may be imprtant in the tragedy f Julius Caesar.). Vcabulary File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Vcabulary t prvide directly (will nt include extended instructin) *mechanical (n.) wrkers *cbbler (n.) persn wh mends shes; bungler; smene wh perfrms r wrks clumsily r inadequately knave (n.) unprincipled, untrustwrthy, r dishnest persn saucy (adj.) rude usually in a lively and playful way tributaries (n.) thse paying a tax exacted frm a subject by a cnquerr Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) idle (adj.) lazy sles (n.) the parts f a she, bt, etc., that tuch the grund bnds (n.) things that bind r restrain charit (n.) a carriage with tw wheels that was pulled by hrses and was raced and used in battle in ancient times ingratitude (n.) lack f appreciatin r thanks fr smething Wrds defined in the explanatry ntes are marked with an asterisk. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , W a, L c, L a Text: Julius Caesar by William Shakespeare, Act 1.1: lines 1 80 % f Lessn Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Clsing 1. 10% 2. 15% 3. 10% 4. 50% 5. 10% 6. 5% Materials Student cpies f the 12.2 Cmmn Cre Learning Standards Tl (refer t Lessn 4) (ptinal) Free audi resurce: Herbert Wise s 1979 BBC versin f Julius Caesar (00:28 05:04) (ptinal) Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) (ptinal) Timestamps frm Herbert Wise s Julius Caesar are taken frm a digital versin f the film available at (search terms: Herbert Wise, Julius Caesar, BBC), and may differ frm ther versins f the film. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Learning Sequence Hw t Use the Learning Sequence Symb l Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd.! Indicates student actin(s). " Indicates pssible student respnse(s) t teacher questins. # Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and the assessed standard fr this lessn: RL Remind students that in they read tw nnfictin texts, Benazir s Bhutt s Ideas Live On and Henry David Threau s Civil Disbedience, and cnsidered ideas such as the relatinship between the individual and the state and hw pwer is exercised in different cntexts. In , students analyze hw William Shakespeare develps these and ther central ideas in Julius Caesar. In this lessn, students analyze hw Shakespeare uses the scene t intrduce cnflicts that will develp thrughut the play. Students lk at the agenda. Differentiatin Cnsideratin: If students are using the 12.2 Cmmn Cre Learning Standards Tl, instruct them t refer t it fr this prtin f the lessn intrductin. Pst r prject standard RL Instruct students t talk in pairs abut what they think the standard means. Lead a brief discussin abut the standard. Student respnses shuld include: The standard requires students t analyze hw authrs structure texts (fr example, hw t begin r end a stry). File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 The standard requires students t analyze hw these chices affect the verall meaning f the text. The standard requires students t analyze hw these chices affect the beauty r pwer f the text. Activity 2: Hmewrk Accuntability 15% Instruct students t talk in pairs abut hw they applied a fcus standard f their chice t their Accuntable Independent Reading (AIR) texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied a fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied a fcus standard t their AIR texts frm the previus lessn s hmewrk. Instruct students t share and discuss the vcabulary wrds they identified fr hmewrk (L c). Students may identify the fllwing wrds: *mechanical, *cbbler, knave, saucy, and tributaries. Differentiatin Cnsideratin: Students may als identify the fllwing wrds: idle, sles, bnds, charit, and ingratitude. Definitins are prvided in the Vcabulary bx in this lessn. Instruct students t take ut their respnses t the previus lessn s hmewrk assignment. (Read Julius Caesar, Act 1.1, lines 1 80 and respnd briefly t the fllwing questin: Cnsider the full title f the play (The Tragedy f Julius Caesar). Based n yur previus wrk with tragedy, what expectatins des Shakespeare create by titling the play in this way?) Instruct students t discuss their respnses in pairs. Student respnses may include: By titling the play The Tragedy f Julius Caesar, Shakespeare creates the expectatin that Julius Caesar will be the main character f the play. In a tragedy, the audience expects t see a tragic her suffer a great misfrtune. Tragedy ften ends with the death f the tragic her. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Tragedy evkes pity and fear in the audience. A tragic her has a tragic flaw, an aspect f his r her character that leads t his r her dwnfall. Tragedy always includes a cnflict, which is mst ften reslved by the death r dwnfall f the tragic her. A tragic her has a mment f recgnitin in which the unreslved cnflict and/r the her s tragic flaw becmes clear. Cnsider reminding students f their previus wrk with tragedy, including The Mst Excellent and Lamentable Tragedy f Rme and Juliet in Mdule 9.1, The Tragedy f Macbeth in Mdule 10.4, and their reading f The Tragedy f Hamlet, Prince f Denmark in Mdule Activity 3: Masterful Reading 10% Have students listen t a masterful reading f Act 1.1, lines 1 80 (frm Hence! Hme, yu idle creatures, get yu hme! t abve the view f men / And keep us all in servile fearfulness ). Ask students t listen fr hw Shakespeare intrduces cnflict in this scene. Students fllw alng, reading silently. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: Hw d the characters in this scene respnd t Caesar s arrival? Fr this and ther masterful readings in , cnsider using r anther audi versin f Julius Caesar. Activity 4: Reading and Discussin 50% Instruct students t frm grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss (W a). Instruct student grups t read Act 1.1, lines 1 35 (frm Hence! Hme, yu idle creatures, get yu hme! t t see Caesar and t rejice in his triumph ) and answer the fllwing questins befre sharing ut with the class. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Hw des Shakespeare establish the relatinship between the Tribunes and the Cmmners in Act 1.1, lines 1 9? Shakespeare demnstrates thrugh the rders the Tribunes give t the Cmmners and the demanding questins they ask that the Tribunes are r perceive themselves t be in a psitin f authrity ver the Cmmners. Flavius rders the Cmmners Hence! and tells them, Speak (lines 1, 5). He asks them a series f questins but des nt give them an pprtunity t respnd. He asks, Is this a hliday? knw yu nt, / yu ught nt walk / withut the sign / Of yur prfessin? what trade art thu? (lines 2 5). Similarly, Marullus demands, Where is thy leather aprn and thy rule? / What dst thu with thy best apparel n? / Yu, sir, what trade are yu? (lines 7 9) as he asks the Carpenter why he is ut n the streets but nt in wrking clthes. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: What tne des Shakespeare create thrugh Flavius s wrds t the Cmmners? Shakespeare s wrd chices create an angry, assertive tne tward the Cmmners n the part f the Tribunes. Fr example, Flavius rders the Cmmners away, saying Hence! t send them away abruptly and insults them by calling them idle creatures (line 1). Why des Marullus ask, Where is thy leather aprn and thy rule in line 7? Marullus pints ut that if the Cmmner is a carpenter, as he reprts in line 6, he shuld nt be ut n the streets, but rather wrking with the tls f his trade ( ught nt walk / Upn a labring day withut the sign / Of yur prfessin (lines 2 5)). What is the effect f the Cbbler s use f the multiple meanings f the wrd cbbler in line 11? Student respnses may include: The Cbbler means that he is a man wh makes and mends shes, but Marullus thinks that the Cbbler uses the wrd t mean bungler, r smene wh makes many mistakes. The tw meanings f the wrd add humr t the scene. The Cbbler uses the multiple meanings f the wrd cbbler t make the Tribunes lk flish. The crwd knws that the Cbbler uses the wrd t describe his trade, but the Tribunes cntinue t misunderstand the Cbbler s respnse and think that the Cbbler means he is smene wh des a pr jb at his trade. The Tribunes cnfusin is bvius when Marullus repeats the questin, demanding, File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 But what trade art thu? (line 12) and Flavius asks, What trade, thu knave? Thu naughty knave, what / trade? (lines 16 17), until he realizes that the Cmmner is a man wh mends shes. The Cbbler s irnic respnse t the Tribunes cntributes t the tensin between the Cmmners and the Tribunes. Explain t students that the use f the wrd cbbler in these lines is an example f a pun. Define pun fr students as humrus use f a wrd r phrase s as t emphasize r suggest its different meanings r applicatins; use f wrds that are alike r nearly alike in sund but different in meaning; a play n wrds. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: Explain the pun the Cbbler makes when he calls himself a mender f bad sles. The Cbbler uses a pun when he says he hpes he practices a trade that he may use with a safe cnscience and that he is a mender f bad sles (lines 13 14). Flavius thinks the Cbbler means he practices a trade having t d with crrecting suls, but the Cbbler really means that he fixes the bttms f shes. Differentiatin Cnsideratin: Cnsider prviding the fllwing ptinal extensin questins t deepen students understanding f Shakespeare s use f verse and prse in this scene. Hw des the language f Marullus and Flavius differ frm the language f the Cbbler and the Carpenter? Marullus and Flavius usually speak in verse, r petic frm, but the Cbbler and Carpenter speak in prse, r lnger unmetered sentences. Fr example, Flavius uses verse t demand, Being mechanical, yu ught nt walk / Upn a labring day withut the sign / Of yur prfessin? Speak, what trade art thu? (line 5) while the Cbbler respnds in prse, saying, Truly, sir, in respect f a fine wrkman, I am / but, as yu wuld say, a cbbler (lines 10 11). If necessary, explain t students that Shakespeare ften uses blank verse in his plays. Blank verse is a frm f petry that uses unrhymed, iambic pentameter. Explain t students that an iamb is a metric unit in petry cnsisting f an unstressed syllable fllwed by a stressed syllable. Infrm students that penta- means five, s when there are five iambs, the line is called iambic pentameter. Fr example, Flavius speaks in blank verse when he says, What trade, thu knave? Thu naughty knave, what trade? (line 1). Prse, n the ther hand, is the language f rdinary speech and has n set rules abut syllables r rhymes. The Cbbler speaks in prse when he says, A trade, sir, that I hpe I may use with a safe / cnscience, which is indeed, sir, a mender f bad / sles (lines 13 15). File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Hw des Shakespeare s use f different speech patterns fr the characters develp his depictin f Rme? Using verse r petic frm fr the Tribunes and prse r rdinary speech fr the Cmmners emphasizes that Rman sciety is cmpsed f grups with different ways f speaking that reflect differences in scial standing, values, and attitudes. What reasn des the Cbbler give fr being n the streets instead f in his shp? The Cbbler says he and the ther Cmmners are ut t make hliday t see Caesar and t rejice in his triumph (lines 34 35), suggesting the Cmmners view Caesar s success as a psitive develpment in Rme. Lead a brief whle-class discussin f student respnses. Instruct student grups t read Act 1.1, lines (frm Wherefre rejice? What cnquest brings he hme? t abve the view f men / And keep us all in servile fearfulness ) and answer the fllwing questins befre sharing ut with the class. Hw des Marullus s criticism f the Cmmners develp his pinin f Caesar? Marullus accuses the Cmmners f being flish fr celebrating Caesar s arrival because he is cming withut cnquest and n tributaries fllw him t Rme / T grace in captive bnds his charit wheels (lines 36 38). These statements suggest Marullus believes that Caesar des nt deserve the attentin he is receiving as he enters Rme. Hw des Marullus s reference t Pmpey develp his criticism f the Cmmners? Thrugh his descriptin f the way the Cmmners used t greet Pmpey, Marullus accuses the Cmmners f being dislyal. After reminding the Cmmners f hw eagerly they used t cheer fr Pmpey, he asks, And d yu nw put n yur best attire? / And d yu nw cull ut a hliday? / And d yu nw strew flwers in his way / That cmes in triumph ver Pmpey s bld? (lines 53 56). By first describing their frmer enthusiasm fr Pmpey and then describing their current enthusiasm fr Caesar, Marullus demnstrates that the Cmmners are guilty f ingratitude (line 60) because they s quickly shifted their supprt frm ne leader t anther. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questins: What can yu infer abut Pmpey frm lines 42 56? File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Marullus says the Cmmners used t greet Pmpey as enthusiastically as they are greeting Caesar. He says Many a time and ft the Cmmners climbed up t walls and battlements and waited t see great Pmpey pass the streets f Rme (lines 42 43, 47). Accrding t Marullus, the crwd wuld make an universal shut r cheer if they even saw Pmpey s charit (line 49), making the Tiber [tremble] underneath her banks (line 50) in their enthusiasm. These references suggest that Pmpey was nce a ppular leader in Rme, similar t Caesar. Based n the ther activities that the Tribunes describe, what srt f greeting is a universal shut (line 49)? The Tribunes describe the Cmmners as waiting eagerly fr Pmpey s arrival, hlding babies t see the great man s entrance, s a universal shut must be a greeting f welcme. What can yu infer abut the relatinship between Caesar and Pmpey based n Marullus s statement that Caesar cmes in triumph ver Pmpey s bld (line 56)? Marullus s statement suggests that there was a cnflict between Caesar and Pmpey and that Caesar wn the struggle. What can yu infer frm the Tribunes relatinship t Pmpey frm the Tribunes criticism f the Cmmners? Student respnses may include: The Tribunes remain lyal t Pmpey and are angry that the Cmmners are welcming Caesar. Marullus addresses the Cmmners by saying, Yu blcks, yu stnes, yu wrse than senseless / things! / O yu hard hearts, yu cruel men f Rme, / Knew yu nt Pmpey? (lines 39 42). These wrds express Marullus s anger and surprise that the Cmmners, wh s frequently greeted Pmpey with cheers, seem t have frgtten him and are nw eagerly welcming a new leader, Caesar, wh seems t have been in cnflict with Pmpey. The Tribunes regret Pmpey s lss and remember fndly the days when he entered Rme in triumph. The Tribunes describe the Cmmners eagerness t see great Pmpey pass the streets f Rme (line 47) and criticize them fr nw ding the same fr Caesar. They ask, And d yu nw put n yur best attire? / And d yu nw cull ut a hliday? / And d yu nw strew flwers in his way / That cmes in triumph ver Pmpey s bld? (lines 53 56). The repetitin f And d yu nw in their questins t the Cmmners emphasizes the Tribunes anger in these lines. What des Flavius s use f metaphr in lines suggest abut his attitude tward Caesar? (L a) File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Flavius uses a metaphr t cmpare Caesar t a bird and Caesar s trphies (line 73) r the symbls f his victries t a bird s feathers. Flavius tells Marullus, Let n images / Be hung with Caesar s trphies (lines 73 74). Just as remving feathers frm a bird s wing will make him fly an rdinary pitch (line 78), r keep the bird frm flying t high, s remving the trphies (line 73), r signs f Caesar s success, will keep Caesar frm sar[ing] abve the view f men r abusing his pwer (line 79). Flavius s metaphr expresses his cncern that unless Caesar is stpped, Caesar will keep the peple f Rme in servile fearfulness (line 80). By describing Caesar as saring abve the view f men and as keeping thers in servile fearfulness, Flavius suggests that Caesar seeks a psitin f superirity. Lead a brief whle-class discussin f student respnses. Instruct student grups t answer the fllwing questins befre sharing ut with the class: T what extent des Act 1.1 fulfill r develp expectatins set by the play s full title, The Tragedy f Julius Caesar? Student respnses may include: Act 1.1 suggests that the play will be a tragedy by intrducing a cnflict related t a heric character, Julius Caesar. Act 1.1 develps thse expectatins by depicting sme characters that supprt Caesar and thers wh are suspicius f him. Act 1.1 des nt fulfill the expectatins set by the title because the pening scene at first seems mre humrus than tragic. Act 1.1 develps expectatins set by the title because the title suggests the drama will feature Julius Caesar, but he des nt appear in this scene. Viewers nly hear abut him frm ther characters and s they eagerly wait fr his arrival n stage. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questins: Which ther plays by Shakespeare that yu have read begin with the main character ff-stage? Student respnses may include: Rme and Juliet begins with a prlgue rather than with Rme r Juliet nstage. Macbeth begins with three witches talking abut a battle and abut meeting Macbeth n a heath rather than with Macbeth nstage. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13

14 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Hamlet begins with sldiers n the ramparts f the castle discussing the ghst f Hamlet s father rather than with Hamlet nstage. What effect des Shakespeare create by chsing t begin a play with a scene that des nt include the title character? Student respnses may include: By beginning a play with a scene that des nt include the title character, Shakespeare creates tensin as the audience waits fr his r arrival. By beginning the play with a scene that des nt include the title character, Shakespeare frces the viewer t rely n ther characters views f the main character and/r imprtant events. In Julius Caesar, Shakespeare intrduces the main character thrugh the Tribunes descriptins, which are highly critical f Caesar. Lead a brief whle-class discussin f student respnses. T supprt cmprehensin and fluency, cnsider shwing Herbert Wise s 1979 BBC versin f Julius Caesar (00:28 05:04). Activity 5: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw d Shakespeare s specific chices abut hw t begin the play intrduce cnflict in this scene? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Cnsider using the Shrt Respnse Rubric t assess students writing. Students may use the Shrt Respnse Rubric and Checklist t guide their written respnses. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 14

15 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 12 Mdule 2 Unit 2 Lessn 1 Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t read Act 1.2, lines (frm Calphurnia. / Peace, h! Caesar speaks. / Calphurnia t start f the majestic wrld / And bear the palm alne ). Direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text (L c). Instruct students t summarize the scene and develp 2 3 discussin questins fcused n hw Cassius s attitudes tward Caesar are similar t r different frm the Tribunes attitudes. Instruct students t prepare pssible answers t their questins fr discussin. Students fllw alng. Hmewrk Read Act 1.2, lines (frm Calphurnia. / Peace, h! Caesar speaks. / Calphurnia t start f the majestic wrld / And bear the palm alne ). Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. In additin, summarize the scene and develp 2 3 discussin questins fcused n hw Cassius s attitudes tward Caesar are similar t r different frm the Tribunes attitudes. Prepare pssible answers t yur questins fr discussin. File: Lessn 1 Date: 2/13/15 Classrm Use: Starting 2/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 15