10I2 JULIUS CAESAR
ENGLISH 10 DO NOW:5-6-13
First: read everything on this slide
Turn in your Do Nows. Name, date, period on every
sheet, stapled (5 Do Nows since we started
Shakespeare) to the US MAIL BOX.
Then, take out a sheet of loose leaf and a writing
implement in the ready position to respond to the
next slide.
CASSIUS’
Why
CHARACTER:
is the green eyedmonster slide relevant to
Cassius?
What themes are being
explored here?
ENGLISH 10 DO NOW: 5/7/13
What
do we learn about
the games from Casca?
What physical problems
does Caesar have?
ENGLISH 10 5/7/13
Agenda:
 Finish Act I.

Success today looks like:
 Finding a seat in the reading room that does not
distract you.
 Staying focused so we finish the Act in class.
 Finding study guide answers as we go along.

HW: write out answers to Act I study questions.
READING CHECK QUIZ TOMORROW
ENGLISH 10 DO NOW: 5-9-13

The class average on the reading check was a 73%.
This data tells me that I am not teaching you well
enough, unless the data is corrupted.
Respond on loose leaf with full sentences:
 Did you make a note of question answers as we
discovered them together in class?
 Did you write out your answers (your homework)?
 Did you use your notes on the test/ were they
helpful?
 Did you ask any questions during the readings about
parts you did not understand?

ENGLISH 10 5-9-13
Reflective Essay Rewrite Requirements:
 Original essay with my grade on it STAPLED
to the revised essay.
 One 5-7 sentence paragraph describing the
changes you made.
 New essay in MLA format:

1 inch margins (you will need to change these in
Word)
 Times New Roman Font size 12
 Title centered not underlined or bolded or in quotes.
 Name, date, period in upper left hand corner

You can earn up to full letter grade
 DUE NEXT FRIDAY

ENGLISH 10 DO NOW: 5-10-12
Open textbooks to Act II scene 1 and read Brutus’ opening
lines
Paraphrase as many as possible. What is Brutus saying
about Caesar?
He would be crown'd: How that might change his nature,
there's the question
 It is the bright day that brings forth the adder; And that
craves wary walking.
 Crown him that, And then, I grant, we put a sting in
him, That at his will he may do danger with
 And therefore think him as a serpent's egg Which, hatch'd,
would, as his kind, grow mischievous, And kill him in the
shell.

1. Does a ‘climber-upper’ seem
threatening by himself?
2. What happens when you link him
with a poisonous serpent?
3. What is interesting about the fact
that Brutus is walking in his
orchard and thinking about
breaking an oath? (Consider the
biblical reference).
4. How might a person go about
recognising the potential for
tyranny (a serpent’s egg) and
eliminate it before it becomes
dangerous?
5. What are the risks of such an
approach?
CHICKEN OR THE
How does this
EGG?
relate to Brutus’
dilemma?
‘THE ADDER AND THE LADDER’ : THE REVIEW
1 question I
would like to
ask…
2 things I have
learned…
3 words I will
remember
are…
ACT 2 SCENE 1
 L.O
 To
explore Brutus’ use of language
using PEEZE
Brutus is concerned that Caesar
may change if he is given the
crown. He refers to Caesar’s
‘nature’ which may change after he
receives the crown.
Create three review questions
for your partner to answer based on
Act 2, Scene 1, lines 162 – 183.
What?
Which?
Who?
Where?
How?
Why ?
Did?
Could?
Would?
Might?
Does?
Will?
TASK:
Swap
books and answer your
partner’s questions as fully as
you can
Discuss
your responses as a
group and which is the most
effective response and why
Diamond Nine
In your groups discuss and rank
your ideas!
DEVELOPING MY DRAMA ROLE
L.O.
 To
understand what my
role involves and what is
expected of me during the
performance
PORTIA AND CALPURNIA
 L.O.
 To
examine the role of the women
in the play and how they add to
the dramatic impact
CAN YOU REMEMBER THE SIGNS?
1. What is Caesar’s initial reaction to
Calphurnia’s plead not to attend the
senate that day?
2. How does Calphurnia convince
Caesar to do as she wishes?
3. What does Decius say which
convinces Caesar that he must go to
the senate that day in spite of
Calphurnia’s warning? What does
this reveal about Caesar?
4. How is superstition linked to the
social and historical context of the
play? Consider the spiritual beliefs
of Romans at this time.
HOW DO THE FEMALE CHARACTERS ADD TO
THE SENSE OF FOREBODING? MAKE A LIST
OF APPROPRIATE QUOTATIONS
HOW DO THE FEMALE CHARACTERS ADD TO
THE SENSE OF FOREBODING? MAKE A LIST
OF APPROPRIATE QUOTATIONS
P
E
E
Z
E






Make a point about a female character
What is your evidence?
Add a detailed explanation discussing the effect on
the rest of the play
Zoom in on a word if possible and appropriate
See if you can develop the explanation further
THE MURDER SCENE
L.O.
 To
be able to look
at Caesar’s role
before he dies
 To explore
Caesar’s role in
the play
CAESAR’S CHARACTER



Look at the following vocabulary and make sure
you are able to define each word
Are these characteristics a true reflection of
Caesar’s character?
Do you disagree with any and can you find the
evidence?
Stubborn
Constant
Pragmatic
Changeable
Steadfast ‘…I am constant as the
northern star…’ Julius
LIGHT IMAGERY – CAESAR’S
SPEECH PAGE 113
Why
is it important that
light imagery is used by
Caesar at this point in the
play?
What
does it reveal about his
character?
LOOK AT THE FOLLOWING
PICTURES:
Explore the pictures and think about how they
have imagined the death of Caesar
 Do you notice any patterns?

VIDEO:



http://www.youtube.com/watch?v=7FvgP5hO99o
http://www.youtube.com/watch?v=Je0gTnheVe4&featur
e=related
http://www.youtube.com/watch?v=9H-Kztt6WpM
PLENARY:
What
role has Julius Caesar
played in the play so far?
What
surprises you about his
early death considering the
play is called ‘Julius Caesar’?
ANTONY’S REACTION
L.O.
 To
be able to examine
Antony’s role in the play
and his immediate reaction
 To take part in a drama
task to explore Caesar’s
assassination
ANTONY’S
REACTION
ANTONY’S SPEECH


Work in small groups to read out Antony’s speech
to show his anger at what has happened
What words would you focus on?
‘And dreadful objects so
familiar, That mothers
shall but smile when
they behold Their
infants quartered with
the hands of war; all
‘Domestic fury, and fierce
pity choked…’
civil strife shall cumber all
the parts of Italy…’
‘…And Caesar’s spirit
ranging for revenge, With
Ate by his side come hot
from hell…’
‘I am meek and gentle with these butchers…’
PEEZE
Select one quotation and
write a PEEZE
paragraph to explore
how Antony may feel at
the death of his friend
1. Why is it important for the conspirators
to get Antony out of the way?
2. What do Caesar’s last words tell us
about his feelings for Brutus?
3. How is the action of lines 105-107
connected with Calphurnia?
4. Through which character does
Shakespeare warn the audience that
Antony could mean trouble for the
conspirators?
5. What does Antony really think of the
conspirators?
6. Do you think Octavius’ arrival signals
good news or bad news of the
conspirators? Why?
Elizabethan
Audience’s
Reaction to
Antony’s
soliloquy?
Modern
Audience’s
Response to
Antony’s
soliloquy?
Rhetorical
Questions
…
Emotive
Language
…
‘Who is here ‘…I loved
so base, that Rome
would be a more…’
bondman…?
’
Opposites
…
‘Had you
rather
Caesar were
living, and
die all
slaves…’
Repetition
…
‘…Who is
here so
base?’
‘…Who is
here so
rude?’
Rhetorical
Questions
…
Emotive
Language
…
Opposites
…
Repetition
…
‘Did this in ‘My heart is
Caesar seem in the coffin
ambitious?’ there with
Caesar…’
‘The evil
that men do
lives after
them, The
good is oft
interred
with their
bones…’
‘And Brutus
is an
honourable
man…’
Get Thinking . . .
Summarise last lesson in 18 words
OR
Unscramble the following anagrams they are key words for
today’ s lesson and will help you think about our learning
objectives:
niimabto
launhoorbe
shapto
Venn Diagram: Brutus and Antony’s Speeches
1.How does Mark Antony feel about Caesar’s
assassination?
2.What words does he use to express his
feelings?
3.How do you think he would have delivered
his speech? Consider his tone of voice,
mood and attitude.
4.Note the order of the speech – do you think
he might at any point: whisper, cry or yell?
5.What impact does the speech have on the
crowd?
A still image is a freeze-frame of a particularly
dramatic moment in a performance. Using levels,
posture, facial expressions and body language the
actors can communicate a great deal to the
audience about what has taken place without
having to move or speak. See the example in this
short clip.
http://www.bbc.co.uk/schools/gcsebitesize/drama/activities/still_image/still_imag
e.shtml
CROSS-CUTTING

is an dramatic technique most often used to
establish action occurring at the same time
in two different locations. In a cross-cut, the
audience’s focus will move away from one
action to another action, which can suggest
the simultaneity of these two actions.
Suspense may be added by cross-cutting. It
is built through the expectations that it
creates and in the hopes that it will be
explained with time. Cross-cutting also
forms parallels; it illustrates a narrative
action that happens in several places at
approximately the same time.
1. Read lines 9-12. What is Brutus accusing Cassius of?
2. Read lines 18-28. What does this speech reveal to
you about Brutus’s character and his motive for
killing Caesar? (PEE)
3. Read lines 42-49. Put yourself in Cassius’s shoes.
How might Brutus’s words here make you even
more angry? (Think of a time when you were really
angry and someone laughed at you for it. How did it
make you feel?)
4. Read lines 65-83. Which famous fictional character
can you compare Brutus to based upon this speech?
Give reasons for your choice.
5. Read lines 100-107. Compare the ways in which an
Elizabethan and a modern audience might react to
this speech.
•Cassius’ past behaviour
•Cassius’ present attitude
•Portia’s death
•Cassius’ accusations
•the poet’s interruption
•news of the death of 100
senators
•news of the approaching
armies
•Caesar’s ghost
• a feeling of evil
to come
• an
unfavourable
omen
• fateful:
ominously
prophetic
A balloon debate is a debate in
which a number of speakers
attempt to win the approval of
an audience.
The audience is invited to
imagine that the speakers are
flying in a hot-air balloon
which is sinking and that
someone must be thrown out if
everyone is not to die.
Each speaker has to make the
case why they should not be
thrown out of the balloon to
save the remainder.
Who should go
overboard:
•Antony?
•Cassius?
•Brutus?
Using the ‘plot at
a glance’
reference on
page 228,
complete a
tension graph
for the plot of
‘Julius Caesar’.