10 th Grade Unit #4 Julius Caesar 8 Weeks Marking Period #4 ENGAGENY Module 3 Units 1-3

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1 10 th Grade Unit #4 Julius Caesar 8 Weeks Marking Period #4 ENGAGENY Module 3 Units 1-3 Essential Questions: Does the end justify the means? How do we decide what is good or bad? How does today s political scene compare to the past? Can ambition be both good and bad? What makes literature have universal appeal? What characteristics make a good leader? How is Elizabethan language different from modern English? Common Core State Standards: RL.10.1 RI.10.1 W.10.1 SL.10.1 L.10.1 RL.10.2 RI.10.2 W.10.2 SL.10.3 L.10.2 RL.10.3 RI.10.3 W.10.4 SL.10.4 L.10.4 RL.10.4 RI.10.4 W.10.5 SL.10.6 L.10.6 RL.10.5 RI.10.5 W.10.6 RL.10.6 RI.10.8 W.10.8 RL.10.7 RI.10.9 W.10.9 RL.10.8 RI W RL.10.9

2 RL Content-Specific (Tier III) Terms: Literary (Tier II) Vocabulary: style, structure, theme, tone, mood, imagery, irony, allusion, characterization, plot, setting, soliloquy, blank verse, Elizabethan / Golden Age, aside, parallelism, tragedy, tragic hero, iambic pentameter, dramatic irony, rhetorical question, foreshadowing, pun, meter, rhyme, rhythm, personification, sonnet, folio cobbler, conspiracy, construe, feign, soothsayer, eulogy, omen, superstition, spurn, portentous, visage, emulation, puissant, malice, appeased, strife, oration, coffers, covetous, engendered prestige. patronage, modest, mythology, contradictory, unreliable, bequeathed, thrive, ascended, edict, circumnavigate, nobility, corporeal punishment, chastity, leisure conservative, liberal, partisanship, ideology, anecdotal, eulogy, duality, redemption, dichotomy untutored, subtleties, vainly, suppressed, unjust, boughs, nourished, perceive prominent, illiterate, remote, trajectory, hierarchy, delinquent, prolific, dubious, incongruities Texts and Respective Tasks Julius Caesar by William Shakespeare full text modified text video clips Shakespeare and Elizabethan England (articles) Speech on Virtue by David Brooks (speech) Sonnet 138 and 73 (poems) Declaration of Reasonable Doubt (essay) Literature Informational Informational Literature Informational 8 weeks 1 week 1 week 1 week 1 week

3 READING TASKS: Over the course of the term, students will be assigned specific acts from the play in which they will demonstrate comprehension by answering questions that will require in- depth analyses, critical thinking, and/or synthesizing the text. RL , 9-10 READING TASKS: 1 st Read Read the articles for comprehension (topic). RI nd Read Identify the central idea and structure of the text. RI rd Read Determine the meaning and main idea of text in the Cutting Speeches activity. RI READING TASKS: 1 st Read Read the speech for comprehension. 2 nd Read Identify the types of virtues presented by David Brooks. 3 rd Read Compare and contrast Brooks virtues to the Roman virtues during Julius Caesar s time. RI10.2, 5, 10 READING TASKS: 1 st Read Read for comprehension. 2 nd Read Analyze the tone the author in each poem. 3rd Read- Analyze the each poem and determine how it relates to the novel s theme and concepts. RL , 9-10 READING TASKS: 1 st Read Read for comprehension. 2 nd Read Analyze the document and determine how it relates affects the author s credibility. 3rd Read- Evaluate the arguments in the essay. RI , 9-10

4 language TASKS: Task 1: Students will gather vocabulary knowledge about words or phrases that are important to comprehension using L.10.4 RL Task 2: Students will explain the significance and purpose of most commonly used literary elements and techniques (e.g. figurative language, imagery, allegory, irony, symbolism). R.L LANGUAGE TASKS: Task 1: The teacher will provide students with a list of terms, where applicable, that are relevant to the overall comprehension of the text. RI Task 2: Students will gather vocabulary knowledge about words or phrases that are important to comprehension using L , 10.6 RI LANGUAGE TASKS: Task 1: The teacher will provide students with a list of terms, where applicable, that are relevant to the overall comprehension of the text RI.4 Task 2: Students will gather vocabulary knowledge about words or phrases that are important to comprehension using L.10.4 RI LANGUAGE TASKS: Task 1: Students will gather vocabulary knowledge about words or phrases that are important to comprehension using L.10.4 RL Task 2: Students will determine the meaning of unknown words using patterns of words and RL.10.4 LANGUAGE TASKS: Task 1: Students will gather vocabulary knowledge about words or phrases that are important to comprehension using L.10.4 RI Task 2: Students will determine the meaning of unknown words using patterns of words and RI.10.4

5 WRITING TASKS: Complete the Politics Questionnaire guide and then write a personal experience or example that supports your opinion. W.10.3 How does Anthony use irony in his funeral speech to turn the crowd against the conspirators? Cite evidence from the text to support your claim. W. 10.1, 4-9 Who does the most harm to Rome in the play? Support your claims with valid reasoning and relevant and sufficient evidence from the text. RL.10.6 W.10.1, 4-6, 9 WRITING TASKS: Compare and contrast today s society to Elizabethan society. Write a short skit involving one teen giving advice to another. Translate the skit from modern language to Elizabethan language. W.10.2, 3-5, 8-10 L WRITING TASKS: Describe some of your resume virtues and your eulogy virtues. Which virtues are you most proud of? Choose one of the characters from the play and explain whether they are virtuous or full of vice. Cite evidence from the text to support your claims. Create a political cartoon that shows the political climate in Rome during Caesar s final years. Base your work on evidence from the text. SL W , 4-5, 9-10 WRITING TASKS: Based on what you know about the life of Shakespeare who is the object of his affections in each of these poems. Do they appear to be addressed to the same person? Cite specific examples from the poem to support your position. R.L , 9 10 W , 9-10 Based on the information in Sonnet 73, draft a letter from the poet to the lover explaining why the poet must end their love affair. RI.10.2 W , 4-5, 8-10 WRITING TASKS: View the movie poster/ trailer for Anonymous. What do the details suggest about the person who wrote each of these plays? Do you agree that only someone from nobility could write such prolific work? After reading the essay, do you think that Shakespeare wrote the works which are accredited to him? Why or why not? Write a news bulletin announcing that William Shakespeare has just been proven to be a fraud. Describe the impact it will have on the world. RI.10.2, 9 W , 4-7, 9-10

6 SPEAKING AND LISTENING TASKS: SPEAKING AND LISTENING TASKS: SPEAKING AND LISTENING TASKS: SPEAKING AND LISTENING TASKS: SPEAKING AND LISTENING TASKS: Complete the Shakespearean Insults activity and have a check off with your partner. How do politicians in Caesar s time compare to modern ones? Participate in literature circle discussions after complete role sheets. Evaluate student participation in literature circles. Cite examples from the text. Who is the tragic hero in Julius Caesar and what is their tragic flaw? SL.10.1, 3, 4, 6 Deliver speeches written in Elizabethan language. Discuss the role that Queen Elizabeth played in Shakespeare s life. What do you think it says about their relationship that Shakespeare left is wife the second best bed? Was Queen Elizabeth a good leader? Were her successors good leaders? SL.10.1, 3, 4, 6 Discuss how many of the Roman virtues you think are still important today? Discuss what makes leaders of today popular. How do we expect them to act? What do we want them to do for our country? Just like any political figure, Caesar has supporters and enemies, each with a different view of him. Does this happen in politics today? Do democrats have a different view of the president? SL.10.1, 3, 4, 6 What would be an appropriate title for this sonnet? Explain. How are the views of love different in each of the sonnets? Do you believe that love can be trusted? Why does the author doubt this? What would be some of the advantages and disadvantages of being the younger person in a relationship? (R.I ) SL.10.1, 3, 4, 6 What evidence is cited to support the claim that Shakespeare could not have written each of the work attributed to him? What are the reasons that Shakespeare might have authored all of the works attributed to him? How would it feel to have your life s work questioned? RI.10.5 SL.10.1, 3, 4, 6

7 RESEARCH PROJECT (1) Novel Research Pompey s relevance to Julius Caesar and Act I of the play. What is their relationship to each other? How does this information clarify the events and dialogue in Act I of the play? W.10.2, 7-10 Informational Text 1- The story of Julius Caesar s life and assassination has been told both historically and fictionally. Historical sources focus on the facts of the assassination, while fictional works focus more on the characters and the drama of the story. Compare accounts of Caesar s personality, life and assassination in this work of historical fiction against a historical account of the events. W.10.2, 7-10 Informational Text 2- Research the virtues valued during the Elizabethan Age. Compare the virtues of Shakespeare s time to that of the Romans during Caesar s age. W.10.2, 7-10 Poem - Conduct a more detailed inquiry into Shakespeare s love life. Determine who might have been the object of his affections in each of these poems. Cite specific examples from the poem and another source to support your position. W.10.1,7-10 Informational Text 3 Research the Shakespeare authorship controversy. Present five relevant facts about Shakespeare s background, four reasons to believe Shakespeare wrote these works, three arguments cited by people who question the authorship, two of the works in question, and in one paragraph, determine which side presents the most the most credible evidence. Document your sources of information. W , 4-5, 7 10

8 NARRATIVE WRITING PROJECT (1) Novel The events of Julius Caesar are set in ancient Rome, but the themes of friendship and betrayal are relevant to this day. Think of a time you felt betrayed by a friend. What makes friend s the worst enemies? Write a narrative essay expounding upon this experience and explain which character from the play would make a good best friend for you. Cite three examples from the text to support your claims. W , 9-10 Shakespeare began his life in relatively modest surroundings and rose to fame as a writer, actor, and businessman. How can struggles early in life make you better prepared for success in the future? W , 9-10 In your opinion, who is a person who has been a good leader? (This can be the leader of a country, a school, a club, or anything). What virtues make this person good? What has he/ she done? Explain how this leader has earned your respect. W , 9-10 Poem Love is a common theme of sonnets but the authors of sonnets make various claims about love. What are your personal views about love? What is it? When is it real? Is it ever okay to betray someone you love? W , 9-10 One of the reasons cited by detractors of Shakespeare is that several members of his family may have been illiterate, not even able to read or write well enough to sign their own name. Imagine what it would be like not to be able to read. How would this affect your choices in life? W , 9-10

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