Julius Caesar Speech Prep Day

Julius Caesar Speech Prep Day

Grammar Do Now Please read over the grammar information contained in the hand-out you were given as you walked into class. Fill out worksheet to the best of your ability. Take notes as we go over the concepts. Standard Addressed: CCSS.ELA-LITERACY.L.9-10.1.B Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Learning Objective Today, we will: Continue our exploration of Julius Caesar by working on our speeches that will reflect the style of Antony s eulogy So that we can: Create an effective argument for our message Criteria for Success: Receive at least a 3 on the speech rubric Standard addressed today: CCSS.ELA-LITERACY.W.9-10.1A Introduce precise claims, distinguish from opposing claims, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SPEECH QUESTIONNAIRE, Pt. One Checklist & Questionnaire: Please take out your completed questionnaire, as well as your research sources, for my review. As I walk around and sign both documents, review your answers, and get out binder paper and answer the following questions (more on next slide). I. Introduction: Who is your audience? What is your issue? II. First Argument: What is a strong point in your favor? Why should the audience believe you? ETHOS (what device would be appropriate?) III. Counter-Argument: What is the counterargument to what you are saying? Why is it not valid? (what device would be appropriate?)

SPEECH QUESTIONNAIRE, Pt. Two IV. Second Argument: What is another detail to support your reasoning? Why is it a strong rationale? LOGOS (what device would be appropriate?) V. Second Counter-Argument: What is another counterargument to what you are saying? Why is it not valid? (what device would be appropriate?) VI. Third argument: What is the strong emotional component to your argument? Why appealing? PATHOS (what device would be appropriate?) VII. Third Counter-Argument: What is another counterargument to what you are saying? Why is it not valid? (what device would be appropriate?) VIII. Conclusion: Strong way to wrap up argument (what device would be appropriate?) Once you finish, raise your hand for my review.

ROUGH DRAFT - SPEECH First: Write your first line addressing your audience (remember IAMBIC PENTAMETER) Second- Third: Address issue. (remember IAMBIC PENTAMETER) Fourth: First argument (remember IAMBIC PENTAMETER) Fifth: Why should audience believe you? (remember IAMBIC PENTAMETER) Sixth: What is counter-argument? (remember IAMBIC PENTAMETER) Seventh: Why is your argument stronger? (remember IAMBIC PENTAMETER) Eighth: Second Argument (remember IAMBIC PENTAMETER) Ninth: Why is it rational? (remember IAMBIC PENTAMETER) Tenth: What is counter-argument? (remember IAMBIC PENTAMETER) Eleventh-Twelfth: Why is your argument stronger? (remember IAMBIC PENTAMETER) Thirteenth: Third Argument (remember IAMBIC PENTAMETER) Fourteenth: What is emotional appeal? (remember IAMBIC PENTAMETER) Fifteenth: Why should they listen to their hearts? (remember IAMBIC PENTAMETER) Sixteenth: What is counter-argument? (remember IAMBIC PENTAMETER) Seventeenth-Eighteenth: Why is your argument stronger? (remember IAMBIC PENTAMETER) Nineteenth-Twentieth: Final thought that leaves them convinced (remember IAMBIC PENTAMETER)

ROUGH DRAFT - EXPLANATION Who is your audience? Remember to explicitly state the audience you chose and why. List out all rhetorical devices you actually used in the rough draft of your speech (alliteration, aporia, rhetorical questions, etc.). Define each device. Cite the first line where you used each one. Explain why each device is effective in making your argument.

Shakespeare Group Check in Take out any preliminary notes/ outlines you have for your project, and I will walk around and check in with each group. As I do that, discuss with your group what each member s responsibilities should be. Ex: Script Editor (edit script once ALL write it, Producer (list all props/ costumes/ effects needed and who will bring them), etc.

Learning Objective Did We: Continue our exploration of Julius Caesar by working on our speeches that will reflect the style of Antony s eulogy? Could We: Create an effective argument for our message? Criteria for Success: Are we confident that we will earn at least a 3 on the rubric? How can we utilize what we learned outside of this class? Standard addressed: CCSS.ELA-LITERACY.W.9-10.1A Introduce precise claims, distinguish from opposing claims, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Exit Ticket Evaluate what was read today and write a CELEL addressing the following: What type of rhetoric do you find the easiest to write? Why? Any questions about today s content? Please note on your Ticket and I will address in the next class (no names will be used). HW: 1. Outline of speech (due Friday) 2. List of responsibilities for Relevance project (due Friday) 3. Bring materials to work on sketch of poetry project on WEDNESDAY