The Tragedy of Julius Caesar
Act II Digital Lesson
OBJECTIVES
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RL 1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
RL 2 Determine the theme or central idea of a text.
RL 3 Analyze how complex characters with conflicting motivations develop,
interact with others, and advance the plot or develop the theme.
RL 4 Determine the figurative and connotative meanings of words and
phrases as they are used in a text.
RL 5 Analyze how an author’s choices concerning how to structure a text
and order events within it create such effects as mystery, tension, or surprise.
RL 9 Analyze how an author draws on and transforms source material in a
specific work.
RL 10 Read and comprehend dramas.
RI 7 Analyze various accounts of a subject told in different mediums.
SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
L 1b Use various types of clauses to convey specific meanings and add
variety and interest to writing.
ACT II STUDY GUIDE NOTES
I. Vocabulary:
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Taper: candle (Brutus asks Lucius to get one)
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Tyranny: living under an absolute ruler
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Lest: for fear that
II. Literary Terms:
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Anachronism: representation of something as existing or happening out of the social
order
(Example): Storm at the beginning of Scene 1
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Complication: Conflict or something that doesn’t go as planned
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Personification: Giving inanimate objects human qualities or characteristics
(Example): he speaks to it and describes it as if it has a human face (line 80)
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Irony: Situation or saying, which is opposite of the true or literal meaning
Dramatic Irony: The audience has information that a character does not
Situational Irony: Difference between what is expected to happen and what does
Verbal Irony: Figure of speech that is the opposite of what is meant
Aside: talking to one person or oneself while ignoring others
(Example): “Caesar, I will and so near will I be, That your best friend shall wish I had been
further.”
SOME THINGS TO KNOW…
The Senate was a democratic body even though it
was run by wealthy men. Caesar wanted to take
away the power of the Senate and make it an
advisory body. Basically has the power to
influence-but not vote on matters!
 Characters who have trouble sleeping are often
said to have a bad conscience
 Anachronism-In Act II Scene ! You hear a clock-yet
there were no clocks in Caesar’s time!
 Augers or fortunetellers was widely respected!
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ACT II VOCABULARY
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Augment: to increase
Insurrection: rebellion
Affability: to be easy going
Visage: facial expression
Augurer: one who predicts
Fray: brawl
Dank: moist
Vile: evil
Constancy: never changing, a support
Chide: to scold in a kidding manner
BLOG RESPONSE
Act II:
Do you think power can corrupt someone?
Provide an example given a situation you
have been through or have witnessed.
ACTIVE READING: DECISION MAKING
In Act II, characters make decisions that affect the play’s outcome. Use the boxes
below to record four important decisions from Act 2. Briefly explain the reason for
each decision and predict its possible consequence.
The first decision has been filled in for you. Fill in the remain three.
Decision #1: The conspirators decide to spare Antony.
Decision #2: The conspirators decide not to include Cicero
Decision #3: Caesar decides to go to the Senate House despite bad omens.