Lesson Plan #4: November 4, 2010
Name of Lesson: Utilizing the Power of Language: Understanding Antony’s Speech in Julius
Caesar and How We May Create Our Own
Grade Level: 11th Grade
Subject: 11th Grade Literature/Composition
Overview and Purpose: To have students complete in-class reading of Shakespeare’s Julius
Caesar, specifically completing reading of Act III. Students will then complete a partner activity
that asks them to focus Mark Antony’s speech (delivered at Caesar’s funeral) and how they may
create their own speech. I desire the students to understand that Antony’s speech is both
emotional and effective in moving the people of Rome to avenge Caesar’s death and that they
may craft their own using the same techniques.
Standard Addressed:
ELAWLRL2-The student identifies, analyzes, and applies knowledge of theme in a work of
world literature and provides evidence from the text to support understanding. The student:
b. Evaluates the way an author’s choice of words advances the theme or purpose of the
work.
Overview of Lesson Plan:
o Class will begin with students reviewing previous material and knowledge thus far of
Act III. Students will be handed a note card right after the start of class and I will ask
the students to write down three (3) specific aspects/events from the reading that they
remember from our previous day or past days’ readings. Student responses can vary
from terminology that was introduced and explained to specific, plot-driven events
that happened during our readings from Act III. After a few minutes, I will then ask a
few selected students to share what they wrote down-approximately 5-10 minutes
o I will then proceed with assigning character parts to pre-determined students for our
reading of Act III for the class period. We will then proceed to read a portion of Act
III (possibly the remainder of the act depending on the class’ progress) and,
throughout our reading, I will frequently stop and ask probing questions of the
students to both engage them critically in the text and make sure they understand the
basics of the play itself. Questions may vary to include what is occurring in the plot
of the play, what each character might be doing at any given point, what the
character’s motives are behind his/her actions, etc.-approximately 15-20 minutes
o After we stop our in-class reading, I will then distribute the “Are You an Orator?”
activity. I will pass out a copy of the assignment to each student and read over the
instructions, being willing to answer any questions the students may encounter.
Students will then be given time to begin completing the assignment. Since the
assignment may be a bit lengthy, I will allow the pairs time to finish the assignment
on Friday, November 5th during class time.-approximately 20 minutes
Materials Needed



Pencil/Pen
Paper (if needed for note-taking purposes while completing in-class reading)
“Are You an Orator?” Activity
Additional Notes:
 Class period lasts approximately 50 minutes. Time constraints listed above may vary
slightly, depending on students’ progress while reading in class. The overall purpose of
this lesson is to get the students to continue reading Act III of Julius Caesar and study
specifically the rhetorical strategies used in Mark Antony’s funeral speech. By them
studying his speech, I want to challenge them to create their own and see how well they
utilize the techniques Antony uses to insight fury and anger into the people of Rome.
 This class contains approximately 11 students, making this class quite smaller than other
classes I teach and quite different than the other observations that you have been a part
of. While the class is small, they are very bright and remain engaged in their work.
Additionally, this class is primarily taught by Mrs. Kristen Raymond but will be taught
by me during this observation event. Any issues, behavior or otherwise, that arise during
this class period will primarily be my responsibility. However, if an issue arises that I
cannot handle alone, Mrs. Raymond will be present to assist.
 Overall, the assessment of my own teaching will be derived from all three portions of this
particular lesson. By asking the students to complete the note card introductory activity, I
will be able to gauge what the students have retained from our previous class period(s)
and what I might need to go back over with the students at a later time. In continuing our
in-class reading of Julius Caesar, I will be able to better expand upon the literary
elements and historical elements that are so crucial when reading any work of literature.
Through reading in class, I will be able to gauge what they do or do not know/retain from
previous lessons. Finally, the “Are You an Orator?” activity will allow me to understand
how well they utilize and understand language. This will be derived from their study of
Antony’s speech and the creation of their own funeral speeches.
 As always, if a student is struggling with either the in-class reading or the assignment that
I distribute, I will address their questions and concerns accordingly.
“Are You an Orator?”
*Connective Activity to Julius Caesar-Act III*
Orator: a person who delivers an oration; a public
speaker, especially one of great eloquence.
The act of delivering a speech can be quite difficult and delicate, depending on the situation. As
we have seen in Julius Caesar, Mark Antony faces the challenge of giving a speech at Caesar’s
untimely and sudden funeral. Antony, as we know, loved Caesar dearly and was one of his most
trusted allies and friends. Delivering his speech to the people of Rome was very hard for Antony
to do. However, Antony took his grief and crafted a speech that both moved the people with
emotion and caused them to take action against their former ruler’s sudden and wrongful death.
His speech served a two-fold purpose: allow him and his fellow Romans the opportunity to
grieve the loss of Caesar and serve as a call to action for revenge on Caesar’s behalf.
Your task, along with a partner, will be quite similar to what Antony faced. Imagine that you and
your partner have suffered the loss of a leader who influences or has influenced your life (i.e. the
President, your school principal, a family member, etc.) and you wish to immortalize him/her
with a proper funeral speech. For this assignment, you must write a one (1) page speech in which
you both honor this individual and inspire others to action, whether the action be to avenge the
person’s death, live their lives like the person, etc. I encourage you to look back at Antony’s
speech and his interactions with the crowd of Romans in Act III (pg. 872-878). Look at the
strategies and language that Antony used and consider using the same appeals in your own
speech.
On the back of this page is a rubric by which you will be graded. Please read this rubric carefully
prior to turning in the assignment. The grading is quite specific, both concerning your writing
and your ability to work as a team.
“Are You an Orator?” Writing Assignment Rubric
CATEGORY
Ideas
4
3
2
1
Ideas were
expressed in a
clear and
organized fashion.
It was easy to
figure out what the
written piece was
about. It is clear
that both people
contributed ideas.
Ideas were
expressed in a
pretty clear
manner, but the
organization could
have been better. It
appears as though
both people
contributed ideas.
Ideas were
somewhat
organized, but
were not very
clear. It took more
than one reading to
figure out what the
written piece was
about It appears as
though only one
person contributed
ideas.
The written piece
seemed to be a
collection of
unrelated
sentences. It was
very difficult to
figure out what the
written piece was
about. Neither
person in the
partnership
contributed
adequate ideas.
Both people in
partnership
worked togetherworked pretty
diligently and
effectively
together.
Both people in
partnership
worked together,
but problems were
evident through inclass observation
of their progress.
Both people in
partnership did not
work well
together; could not
work diligently or
effectively
together.
All sentences are
complete and wellconstructed (no
fragments, no runons). Paragraphing
is generally done
well.
Most sentences are
complete and wellconstructed.
Paragraphing
needs some work.
Many sentence
fragments or runon sentences OR
paragraphing
needs lots of work.
Both people in
partnership
Ability to Work in worked well
together-worked
Partnership
diligently and
effectively
together.
Sentences &
Paragraphs
Grammar &
spelling
(conventions)
Sentences and
paragraphs are
complete, wellconstructed and of
varied structure.
Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
errors in grammar errors in grammar errors in grammar more than 4 errors
or spelling.
and/or spelling.
and/or spelling
in grammar and/or
spelling.
Writer makes no
errors in
Capitalization and capitalization and
punctuation.
Punctuation
Writer makes 1-2
errors in
capitalization and
punctuation.
Writer makes 3-4
errors in
capitalization and
punctuation.
Writer makes
more than 4 errors
in capitalization
and punctuation.