Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Circle One
Course: English II
Timeframe: 3 weeks
Pacing Guide Weeks: 10 - 12
Primary Text: Julius Caesar
Title of Unit: People, Politics, and Persuasion
Essential Questions:
1. What are the qualities of a good leader?
2. What are the consequences of betrayal?
3. How easily are people persuaded?
4. What are the personal and social effects of ambition?
5. What does it say about society that history tends to repeat itself?
Circle Two
Reading (Informational) Standard(s): RI 6; 7; 8; 9
Reading (Literature) Standard(s): RL 6; 7
Writing Standard(s): W 1; 9; 10
Speaking and Listening Standard(s): SL 3; 6
Language Standard(s): L 1a; 5a, b
Math Practice(s): MP 3; 6; 7
Technology Standard(s): HS.TT.1.1; 1.3 and HS.SI.1.1; 1.2; 1.3
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Circle Three
Learning Experiences/Activities:
 Julius Caesar mini biography research: students will receive 2 articles on Caesar (see resources)
and construct a short research paper with citations which answer 3 basic questions given in the
assignment directions (see attached pages) (RI 1; W 7 review; L 3 review)
 Ancient Rome (individual or partner) research (assign for example: education, clothing, gender
roles, historical figures); students research, cite, & present information; students can choose
media format (ppt, flipcam, prezi) (MP 5; HS.TT.1.1; 1.3; SL 6; SL 4, 5 review)
 Throughout reading use sites like Edmodo, Nicenet, Teacher webpages, etc. for students to blog
and respond to Essential Questions (HS.TT.1.1; HS.SE.1.1; L 1)
 Annotate, write summaries, paraphrase at teacher discretion throughout the play (RL 1; RL 2
review)
 Artistic rendering analysis assignment (RL 7) (see attached artwork)
 Analyze character: symbolism growth chart to visually plot a character’s development
throughout the story. Use magazine clippings/drawings, etc. to symbolize the character at
different stages throughout the play OR complete a cause/effect map or T chart making note of
the character’s development with text evidence and what events caused the changes in
character (RL 1; RL 3 review)
 Graphic organizers to interpret meanings of figures of speech in context and role in text – see
handout at end of unit plan (L 5)
 Using the list of speeches in crucial passages, students will annotate the passage and either
paraphrase or rewrite a modern translation that accurately conveys the meaning and tone of
the passage (RL 4 review)
 Read Plutarch’s “The Life of Julius Caesar” and compare/contrast using T chart, VENN diagram,
or thinking map with Shakespeare’s Julius Caesar (RL 9 review)
 Write journals responding to controversial moments/choices in play (see scene suggestions in
notes); students must use textual evidence to support claims made (RL 1 review; W 9a)
 Analyze Shakespeare’s sonnets looking specifically at iambic pentameter, rhyme, etc. for
precision and structure (RL 5 review; MP 6; 7)
 Analyze presidential inaugural speeches (compare/contrast rhetorical techniques with Brutus
and Antony’s funeral speeches); see link in Instructional Resources Section; teacher should
introduce concepts of logos, ethos, pathos, syntax or diction; students should be exposed to
these modern speeches prior to the next two activities (RI 9; RI 3 review)
 Analyze Antony and Brutus’ funeral speeches (ethos, pathos, logos; syntax, diction, overall
effectiveness of persuasion); Use compare/contrast chart (see documents at end of unit plan)
(SL 3; RL 1)
 Using previous research assignment, students will write an argumentative essay on which
speech (Brutus/Antony) was more persuasive. Students will be reminded to edit and use
semicolons, colons, spelling, & capitalization properly. Time should be allotted for editing and
the rubric should incorporate mechanics. Teacher should allot time to re-teach skills as needed
(W 1; L 2 review; MP 3)
 Think-Pair-Share (any point during the play) Possible topics: 1) Why are the Roman people so
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
easily persuaded? 2) Why doesn’t Caesar listen to any of the warnings/omens? 3) What are
other times in modern history where warnings were ignored? 4) What are Cassius’ true
motivations? 5) Analyze the role of women in the play. (SL 1 review)
Domain Specific Vocabulary:
 Logos
 Ethos
 Pathos
 Syntax
 Diction
 Tragedy
 Tragic hero
 Tragic flaw
 Hamartia
 Stage direction
 Act, scene, lines (structure & citation)
 Anachronism
 Foreshadowing
 Imagery
 Internal/external conflict
 Character
 Motivation
 Direct/indirect characterization
 Static/dynamic character
 Simile
 Metaphor
 Personification
 Sonnet
 Iambic pentameter
 Rhythm
 Meter
 Feet
 Rhyme scheme
 Blank verse
 Exposition
 Rising action
 Conflict
 Falling action
 Resolution
 MLA/parenthetical/in-text citations
 Works Cited
 Point of view (first person, third person)
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Academic Vocabulary:
 Republic
 Democracy
 Ambition
 Omniscient
 Teacher-selected words based on academic level of class or student (differentiated)
Instructional Resources (print materials, technology, websites, etc.):
 Plutarch’s “from the Life of Julius Caesar”
 Selected presidential or presidential nomination acceptance speeches
(http:www.presidency.ucsb.edu/nomination.php)
 Biographical and Renaissance Period information on Shakespeare
 “Shakespeare Life and Times” rubric (at end of document)
 “Shakespeare Mini Research Assignment” handout (at end of document)
 Teacher Tube video on background regarding Shakespeare with discussion prompt
Formative Assessment(s) (both pre-unit and during unit):
 Anticipation Guide
 Act quizzes
 Journals
 Passage rewrites
 Oral reading
 Annotated passages
 Character maps
Summative Assessment(s):
 Test
 Project
 Essay
 Trial of Brutus
 Story rewrite (ending or point of view)
 Play review or movie trailer
Notes & Additional Information:
 Crucial passages in the play to examine:
Act 1 sc.1 ll.32-55
Wherefore rejoice? What conquest brings he home?
Act 1 sc.2 ll. 135-161 Why man, he doth bestride the narrow world
Act 2 sc.1 ll. 10-34
It must be by his death; and for my part,
Act 2 sc.1 ll. 162-183 Our course will seem to bloody, Caius Cassius
Act 2 sc. 2 ll. 13-26
Caesar, I never stood on ceremonies,
Act 3 sc. 1 ll. 58-73
I could be well mov’d, if I were as you;
Act 3 sc.1 ll. 123-137
Thus, Brutus, did my master bid me kneel;
Act 3 sc. 1 ll. 183-210 I doubt not of your wisdom.
Act 3 sc.2 ll. 12-32
Be patient till the last.
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Act 3 sc.2 ll. 71-105
Act 3 sc. 2 ll. 116-135
Act 3 sc.2 ll. 166-194
Act 3 sc. 2 ll. 206-226
Act 4 sc.3 ll. 264-281
Act 5 sc.5 ll. 68-81
Friends, Romans, countrymen, lend me your ears! ***
But yesterday the word of Caesar might
If you have tears, prepare to shed them now.
Good friends, sweet friends, let me not stir you up
It was well done, and thou shalt sleep again;
This was the noblest Roman of them all;
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Shakespeare Life and Times Research
Assignment: Write a 2-5 paragraph response which explains:
1. Major facts regarding Shakespeare’s personal life?
2. What was his role in Elizabethan theatre and what his career was like?
3. What is the Renaissance and what were major social and political influences
in the Renaissance?
1.
2.
3.
4.
Read each of the two sources. Highlight and annotate as you are reading.
Brainstorm or write a rough draft.
Use at least 2 direct quotes.
Use parenthetical documentation.
This assignment should be typed or neatly hand written in blue or black ink using
only the front of notebook paper. You must include works cited page.
Due
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Shakespeare Life and Times Research Rubric
Criteria
Points
possible
Content
Major facts regarding Shakespeare’s personal life?
13.5
What was his role in Elizabethan theatre and what his career was like
13.5
What is the Renaissance and what were major social and political
influences in the Renaissance
13
Research/prewriting
Annotating sources
10
Brainstorm or rough draft
5
Citations
In-text parenthetical documentation used correctly and with
appropriate frequency
15
Use of at least 2 direct quotes
7
Both sources were referenced
5
Works cited page included and correct
8
Formatting
Typed (12 point, TNR, double-spaced) or written in blue or black ink;
front sides only
10
Final
100
Points earned
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Julius Caesar Biography Research
Assignment:
Write a 2-5 paragraph response which
explains:
o Who was Julius Caesar?
o What was his role in Roman history?
o What is his relevance today?
o Read each of the two sources. Highlight and
annotate as you are reading.
o Brainstorm.
o Use at least 2 direct quotes
o Use parenthetical documentation.
This assignment should be typed or neatly hand
written in blue or black ink using only the front of
notebook paper. You must include works cited page.
Due
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Julius Caesar Research Rubric
Criteria
Points
possible
Content
Who was Julius Caesar?
13.5
What was his role in Roman history ?
13.5
What relevance to today?
13
Research/prewriting
Annotating sources
10
Brainstorm or rough draft
5
Citations
In-text parenthetical documentation used correctly and with
appropriate frequency
15
Use of at least 2 direct quotes
7
Both sources were referenced
5
Works cited page included and correct
8
Formatting
Typed (12 point, TNR, double-spaced) or written in blue or black ink;
front sides only
10
Final
100
Points earned
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
plans.
Sonnet 18: Shall I Compare Thee To A
Summer’s Day?
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm’d;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm’d;
But thy eternal summer shall not fade
Nor lose possession of that fair thou owest;
Nor shall Death brag thou wander’st in his shade,
When in eternal lines to time thou growest:
So long as men can breathe or eyes can see,
So long lives this and this gives life to thee
Sonnet 116: Let Me Not To The Marriage Of True
Minds
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O, no! it is an ever-fixed mark,
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth’s unknown, although his height be taken.
Love’s not Time’s fool, though rosy lips and cheeks
Within his bending sickle’s compass come;
Love alters not with his brief hours and weeks,
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But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
Sonnet 130: My Mistress’ Eyes Are Nothing Like The
Sun
My mistress’ eyes are nothing like the sun;
Coral is far more red, than her lips red:
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound:
I grant I never saw a goddess go,
My mistress, when she walks, treads on the ground:
And yet by heaven, I think my love as rare,
As any she belied with false compare.
Sonnet 55: O! Not Marble, Nor The Gilded
Monuments
Not marble, nor the gilded monuments
Of princes, shall outlive this powerful rhyme;
But you shall shine more bright in these contents
Than unswept stone, besmear’d with sluttish time.
When wasteful war shall statues overturn,
And broils root out the work of masonry,
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Nor Mars his sword, nor war’s quick fire shall burn
The living record of your memory.
‘Gainst death, and all oblivious enmity
Shall you pace forth; your praise shall still find room
Even in the eyes of all posterity
That wear this world out to the ending doom.
So, till the judgment that yourself arise,
You live in this, and dwell in lovers’ eyes.
Shakespeare Sonnets quiz
Name:________________________
Sonnet 18
1.
List 2 ways the woman is better than a summer’s day:
a.
b.
2. Paraphrase the couplet:
Sonnet 116
1.
What are the 3 qualities of true love? (hint:There is one described in each quatrain.)
a.
b.
c.
Sonnet 130
1. What does he say about her skin color/complexion?
2. What does he say about her voice?
3. What does he say about his love for her?
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Sonnet 55
1.
What will statues and monuments eventually be destroyed by(2 things)?
a.
b.
Sonnets
1.
What is the rhyme scheme of all Shakespeare sonnets?
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
2.
Label the iambic pentameter in the following line:
Shall I compare thee to a summer’s day?
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Rhetorical Analysis of Brutus and Antony’s Speeches
Speech #1
1. Speaker:
2. Audience:
3. Context:
4. Overall tone:
5. Purpose:
Quote
Be patient till the last.
Romans, countrymen, and lovers! Hear me for my cause; and
be
silent, that you may hear: believe me for mine honour, and
have
respect to mine honor, that you may believe: censure me in
your
wisdom; and awake your senses, that you may the better
judge.
If there be any in this assembly, any dear friend of Caesar's, to
him I say that Brutus' love to Caesar was no less than his. If
then that friend demand why Brutus rose against Caesar, this
is
my answer,--Not that I loved Caesar less, but that I loved
Rome
more.
Had you rather Caesar were living, and die all slaves, than
that Caesar were dead, to live all freemen? As Caesar loved
me, I
weep for him; as he was fortunate, I rejoice at it; as he was
Appeal: Logos,
Pathos, Ethos
Rhetorical Devices
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valiant, I honour him; but, as he was ambitious, I slew him.
There is tears for his love; joy for his fortune; honour for his
valour; and death for his ambition. Who is here so base that
would be a bondman? If any, speak; for him have I offended.
Who is here so rude that would not be a Roman? If any, speak;
for him have I offended. Who is here so vile that will not love
his
country? If any, speak; for him have I offended. I pause for a
reply.
Then none have I offended. I have done no more to Caesar
than you shall do to Brutus. The question of his death is
enroll'd in the Capitol, his glory not extenuated, wherein he
was worthy; nor his offenses enforced, for which he suffered
death.
How does the speaker convey his overall tone, and how does it contribute to the effectiveness of his
monologue?
Speech #2
1. Speaker:
3. Context:
2. Audience:
4.Overall tone:
Quote
Friends, Romans, countrymen, lend me your ears;
I come to bury Caesar, not to praise him.
The evil that men do lives after them;
The good is oft interred with their bones: (80)
So let it be with Caesar.
The noble Brutus
Hath told you Caesar was ambitious:
If it were so, it was a grievous fault;
And grievously hath Caesar answer'd it.
Here, under leave of Brutus and the rest,-- (85)
For Brutus is an honourable man;
5. Purpose:
Appeal: Logos,
Ethos, Pathos
Rhetorical Devices
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So are they all, all honorable men,--.
Come I to speak in Caesar's funeral.
He was my friend, faithful and just to me:
But Brutus says he was ambitious; (90)
And Brutus is an honourable man.
He hath brought many captives home to Rome,
Whose ransoms did the general coffers fill:
Did this in Caesar seem ambitious?
When that the poor have cried, Caesar hath wept: (95)
Ambition should be made of sterner stuff:
Yet Brutus says he was ambitious;
And Brutus is an honourable man.
You all did see that on the Lupercal
I thrice presented him a kingly crown,
Which he did thrice refuse: was this ambition?
Yet Brutus says he was ambitious;
And, sure, he is an honourable man.
I speak not to disprove what Brutus spoke,
But here I am to speak what I do know. (105)
You all did love him once,--not without cause:
What cause withholds you, then, to mourn for him?O judgment, thou art fled to brutish beasts,
And men have lost their reason!--Bear with me;
My heart is in the coffin there with Caesar, (110)
And I must pause till it come back to me
How does the speaker convey his overall tone, and how does it contribute to the overall effectiveness of
his monologue?
Brutus or Antony
Which of these speeches is most convincing? Support your response by explaining how the
use of logos, ethos and/or pathos was effective. Also, support your stance by selecting
two syntax and/or diction techniques that are particularly effective.
Use at least 2 direct quotes from the speeches. Parenthetically cite your quotes like this:
( Julius Caesar 3.2. lines 34-35)
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Introductory paragraph:
After the assassination of Julius Caesar both Brutus and Antony speak to the
people of Rome. Brutus speaks to convince his countrymen that he and the others were
justified in their actions; Caesar was a threat to their freedom and country. Antony
exemplifies in his speech that Caesar was not ambitious and always had the people’s wellbeing in mind. Both of these speakers are effective in persuading the Romans of their
cause but ___________________’s speech is most effective because…
Paragraph 2: use of logos, ethos and/or pathos
Paragraph 3: use of diction and/or syntax
Paragraph 4: SHORT (3-4 sentences) conclusion
Works Cited entry:
Author. Title. Place:publisher,year.
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Brutus or Antony Rubric
Criteria
Points possible
Introduction with thesis
5
(Antony/Brutus because…)
Paragraph 2 : logos, ethos,
20
pathos: what was used & how
is it effective?
Paragraph 3: 2 syntax or
20
diction techniques: what was
used & how is it effective?
Conclusion
10
2 direct quotes: proper
20
parenthetical documentation
Works cited entry
20
Typed ( 12 pt TNR double
5
spaded) or blue/black ink on
fronts only
Total
100
Points earned
Harnett County High School ELA Integrated Unit
This is an overall unit plan; it does not take the place of daily lesson
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There are numerous artistic renderings of the death of Caesar, shown below are three examples. Find
an artistic/visual representation that you believe is most accurate or thought-provoking. In your written
response to your visual, discuss what is included in Shakespeare’s play and what is emphasized or left
out of the visual rendering. (RL 7)
Guillaume Lethiere “The Death of Caesar”
http://www.art-prints-on-demand.com/a/lethiere-guillaume/the-death-of-caesar-100-4.html
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Jean-Leon Gerome “The Death of Caesar”
http://en.wikipedia.org/wiki/File:Gerome_Death_of_Caesar.jpg
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Vincenzo Camuccini
http://www.shmoop.com/julius-caesar/photo-caesar-death.html
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Julius Caesar
Figurative Language Graphic Organizer
Figurative
Language
and page
number
Simile
What does it say?
Exact Quote from play
What does it mean?
What does it matter?