Intel® Teach Program
Thinking with Technology Course
Unit Plan Template
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Unit Author
First and Last Name
Oretha Ferguson
School District
Fort Smith Public Schools
School Name
Southside High School
School City, State
Fort Smith, Arkansas
Unit Overview
Unit Title
Julius Caesar: Friend or Enemy?
Unit Summary
Students research the historical background of Julius Caesar and the background of Shakespeare before
reading The Tragedy of Julius Caesar. While reading the play, students identify, analyze, and relate actions,
themes, and social issues of the play to issues that are relevant today. Students analyze the relationships
among the characters in The Tragedy of Julius Caesar and complete individual projects and team
culminating projects to determine the quality of friendship in the 21st Century and to answer the question,
“What is a friend?
Subject Area
English and History
Grade Level
10th Grade
Approximate Time Needed
15 50-minute class periods
Unit Foundation
Habits of Learning Taxonomy
Problem Solving
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Intel® Teach Program
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Evaluating
Analyzing
Synthesizing
Targeted Content Standards and Benchmarks
Reading
R 9.10.1 Examine author’s purpose by connecting own background knowledge, including personal
experience and perspectives shaped by age, gender, or national origin.
R 9.10.2 Interpret specific ways an author accomplishes purpose, including organization, narrative and
persuasive techniques, style, literary forms or genre, portrayal of themes, tone, and intended
audience.
R 9.10.3 Apply appropriate strategies to aid comprehension, including skimming, scanning, note taking,
questioning, creating graphic organizers, and annotating.
R 9.10.5 Draw inferences from a passage (including conclusions, generalizations, and predictions) and
support them with text evidence.
R.9.10.6 Identify bias in a variety of texts.
R 10.10.11 Read a variety of dramatic selections, including a classical tragedy.
R 10.10.13 Read and discuss an author’s use of dramatic conventions.
R 10.10.14 Identify the functions of dialogues, scene designs, soliloquies, asides, and character foils in
dramatic literature.
R 10.10.15 Explain the use of asides, soliloquies, and monologues in the development of a single character.
R 10.10.16 Read and examine the elements of classical tragedy.
R 10.10.17 Define and identify the characteristics of a tragic hero.
R 10.10.22 Use literary terms to discuss a work.
R 10.10.24 Identify and explain literary elements such as setting, plot, theme, characterization, and narration
in a work.
R 10.10.25 Analyze the use of irony in a text.
R 11.10.1 Demonstrate appropriate vocabulary usage.
R.11.10.4 Communicate the connotative power of words
Writing
W 4.10.1 Apply appropriate prewriting strategies to address purpose and audience with emphasis on
description.
W 4.10.2 Communicate clearly the purpose of the writing.
W 4.10.3 Write clear and varied sentences.
W 4.10.4 Elaborate ideas clearly and accurately through word choice, vivid descriptions, and selected
information.
W 4.10.5 Adapt content vocabulary, voice and tone to audience, purpose, and situation.
W 4.10.6 Arrange paragraphs into a logical progression with appropriate transition.
W 4.10.9 Revise sentence formation in writing for completeness, coordination, subordination, standard word
order, and absence of fused sentences.
W 4.10.10 Apply grammatical conventions to edit for standard inflections, agreement, word meaning, and
conventions.
W 4.10.11 Apply grammatical conventions for capitalization, punctuation, formatting, and spelling
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W 4.10.12 Refine selected pieces frequently to publish for intended audiences and purposes.
W 4.10.14 Use available technology for all aspects of the writing process.
W 5.10.1 Adjust levels of formality, style, and tone when composing for different audiences.
W 5.10.5 Write a variety of work related documents such as memos, emails, and correspondence, that
 Follow a customary format, including proper salutation, closing, and signature and create
predictable structures through the use of headings, white space, and graphics.
 Use appropriate strategies, such as providing facts and details, describing and analyzing
the
subject, and explaining benefits or limitations
 Follow a conventional format.
 Address the intended audience.
 Provide clear, purposeful information.
 Use appropriate vocabulary, tone, and style.
W 5.10.7 Recognize conflicts (character dilemmas) as revealed by characters’ motivations and behaviors.
W 5.10.9 Write across the curriculum.
W 6.10.4 Apply conventional spelling to all pieces.
W 6.10.5 Apply conventional rules of capitalization in writing.
W 6.10.6 Apply the punctuation rules appropriately in writing.
W 7.10.2 Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.
W 7.10.3 Use such elements of discourse as purpose, speaker, audience, and form when completing
narrative,
expository, or descriptive writing assignments.
W 7.10.4 Demonstrate organization, unity, and coherence by using embedded transitions and sequencing.
W 7.10.7 Use precise word choices that convey specific meaning.
W 7.10.8 Personalize writing to convey voice in formal and informal pieces.
Oral/Visual Communication
OV 1.10.1 Create, present, and adjust oral language to audience and appropriately apply the rules of standard
English.
OV 1.10.2 Prepare and participate in informal discussions and activities, such as presentations, group
discussions/work teams, and debates that:
o Exhibit a logical structure appropriate to the audience, context, and purpose
o Maintain focus
o Include transitions
o Provide coherent conclusions
o Employ proper eye contact, speaking rate, and gestures
o Emphasize volume, enunciation, and inflection to communicate ideas effectively
o Build on the ideas of others by contributing relevant information in group discussions
OV 1.10.4 Participate in a variety of such speaking activities as scenes from a play, oral book reports,
monologues, memorization of lines, character analysis
OV 2.10.1 Interpret oral readings from literary and informational texts.
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Inquiring/Research
IR 12.10.4 Use key words to search a database to find specific information.
IR 12.10.6 Use criteria to compare ways to verify the accuracy and usefulness of information
IR 12.10.7 Skim sources to evaluate their usefulness and accuracy.
IR 12.10.11 Summarize, paraphrase, and/or quote relevant information.
Student Objectives/Learning Outcomes
Students will be able to:
 Conduct research relevant to understanding background information for the play
 Understand and interpret the use and purpose of dialogues, scene designs, soliloquies, asides, and
character foils in The Tragedy of Julius Caesar
 Analyze the actions, themes, and social issues of the play in order to identify issues that are still
relevant today
 Analyze how the downfall of the tragic hero affects the plot and other characters in The Tragedy of
Julius Caesar.
 Analyze the relationships among the characters of The Tragedy of Julius Caesar and how their
interactions affect the plot
 Synthesize information to make connections between themes in Shakespeare and current day issues
Curriculum-Framing Questions
Essential
What is a friend?
Question
Unit
Can reading Shakespeare define friendship in the 21st Century?
Questions
What are the functions of dialogues, scene designs, soliloquies, monologues,
asides, and character foils in dramatic literature?
What is a tragic hero?
Content
Questions
What is a tragic flaw?
What are the elements of a tragic flaw?
What is irony?
How is irony important in The Tragedy of Julius Caesar?
Assessment Plan
Assessment Timeline
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Before project work begins
 K-W-H-L
Chart
 Venn Diagram
 Blogs and
Forums
 Blog entry
rubric
Students work on projects
and complete tasks
 Reading
Response
Journal
 Regular
Reading
Response
Journal Rubric
 Pre-AP
Reading
Response
Journal Rubric
 Letter Writing
 Letter Writing
Rubric
After project work is
completed
 Analyzing and
Evaluating
Speeches
 Quality of
Friendship
Essay
 Submit Reading
Response
Journals
 Analyzing and
 Quality of
Friendship
Essay rubric
 Regular Reading
Response
Journal Rubric
Evaluating
Speeches
Rubric
 Newspaper
Project
 Newspaper
Project Rubric
 Pre-AP Reading
Response
Journal Rubric
 Summative
Assessment
 Collaborative
Work Skills
Rubric
Assessment Summary
The Venn diagram and K-W-H-L chart will determine students’ prior knowledge about Shakespeare and
Julius Caesar.
Blogs and forums will engage students in connecting actions, themes, and social issues of the play with
issues that are relevant today. Student responses will begin class discussions and will be reviewed
periodically to assess students’ understanding as well as to redirect teaching as necessary.
While reading The Tragedy of Julius Caesar, students will work on projects and complete the tasks of
reading response journals, letter writing, writing to analyze and evaluate speeches, and a newspaper
project to understand, analyze, interpret and engage in the actions of the play that will meet the unit
objectives and answer the essential, content and unit questions. Students will use a rubric to create
these presentations. The rubrics will also be used to assess student achievement.
Blog Entry Rubric
Letter Writing Rubric
Newspaper Project Rubric
Essay Rubric
Teacher and peer conferences will be held to provide feedback before the final submission of projects
and before final presentations are completed.
A project scoring guide will be used to assess the culminating projects. Adjustments to individual
efforts and contributions will be made as necessary.
After reading the play, students will write an essay about the quality of friendship in the 21 st century.
In the essay, students will reference characters, lines, and scenes from the play to support their
statements.
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Intel® Teach Program
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A summative assessment will be given at the conclusion of the reading of the play and the submission
of all projects.
Visual Ranking Elements (Complete this section if this tool will be used in the unit)
Visual Ranking Project Name (For the Visual Ranking workspace)
The Quality of Friendship
Project Description (For the Visual Ranking workspace)
The friendship between Brutus and Caesar remains questionable and complex. Mark Antony states in
Act III, Scene ii, line 181, “For Brutus, as you know, was Caesar’s angel.” Yet, Brutus was one of the
conspirators who stabbed Caesar. Mark Antony describes the stab wound that Brutus inflicted on
Caesar as, “The most unkindest cut of all.” (Act III, Scene ii, line 184) Does the friendship between
Brutus and Caesar represent and define friendships in the 21st Century?
http://educate.intel.com/workspace/student/login.aspx?LID=en
Prompt (For the Visual Ranking workspace)
Rank the following list in order of importance to determine the quality of friendship in the 21st Century.
Sorting List (For the Visual Ranking workspace)
Loyal
Trustworthy
Respectful
Dependable
Honest
Compassionate
Popular
Fun
Practice Ranking (For your future quick reference)
Teacher ID: oferguso@fortsmithschools.org
Password: **********
Practice Team ID 1: Practice Caesar
Password: Friendship
Practice Team ID 2: Practice Brutus
Password: Friendship
Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seeing Reason workspace)
What is the relation?
Project Description (For the Seeing Reason workspace)
Julius Caesar considered Brutus and the conspirators his friends. Before Caesar was persuaded by
Decius to proceed to the capital to receive the crown, he spoke to Brutus and the conspirators and said,
“Good friends, go in and taste some wine with me,/And we, like friends will straightway go together.”
(Act II, scene iii, line 126-127) Friendships have different layers, and the depth of a friendship
determines the quality of the friendship. Caesar’s friends were the death of him. Can analyzing the
quality of friendship in Julius Caesar improve relationships in the 21st Century?
Research Question (For the Seeing Reason workspace)
How strong are the connections between the characteristics of a friend?
Practice Map (For your future quick reference)
Practice Team ID: Example
Password: Friendship
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Showing Evidence Elements (Complete this section if this tool will be used in the unit)
Showing Evidence Project Name (For the Showing Evidence workspace)
Julius Caesar: Friend or Foe?
Project Description (For the Showing Evidence workspace)
In his will, Caesar left every man 75 drachmas, all his walks, his private arbors, and new-planted
orchards for the common pleasure of the people to walk abroad and enjoy. (Act III, scene iii, line 247252) Caesar’s will is evidence that he did love Rome.
Brutus, however, said in his famous speech, “…that as Caesar was ambitious, I slew him.” (Act IIII,
Scene ii, lines 21 – 25) Brutus also said in his speech, “…Had you rather Caesar were living, and die all
slaves, than that Caesar were dead, to live all free men?” (Act III, Scene ii, lines 21 -25) Brutus raises
the suspicion that Caesar was not a friend of Rome making the conspiracy necessary to the future of
Rome. Caesar did slay Pompey at the beginning of the play. Analyze the evidence from the play to
determine if Julius Caesar was indeed a friend or enemy of Rome.
Prompt (For the Showing Evidence workspace)
Was Julius Caesar a friend of Rome?
Practice Case (For your future quick reference)
Practice Team ID: Example
Password: Friendship
Reviewing Team ID:
Password:
Claims
Group A: Julius Caesar was a true friend of Rome.
Group B: Julius Caesar was not a true friend
of Rome.
Evidence
Evidence will not be pre-populated in the bins.
Unit Details
Prerequisite Skills
Students should have a general knowledge of how to read Shakespeare since Romeo and Juliet is
traditionally taught in the 9th grade.
Students should have typing skills and understand how to search the internet and respond to blogs.
Instructional Procedures
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Intel® Teach Program
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Beginning the Unit
Introduce and discuss the essential question that will be used throughout the reading and study of The
Tragedy of Julius Caesar, What is a friend? Present how the study of Julius Caesar will help the class
answer the essential question.
In teams, students will analyze the similarities and differences between classic and contemporary
literature by completing the Venn Diagram A class discussion about why students should read classic
literature will follow the completion of the Venn Diagram.
Reading The Tragedy of Julius Caesar
To access students’ prior knowledge and possible misconceptions, the class as a group will complete
the K-W-H-L chart. Assign teams within the class to research answers to the questions on the K-W-H-L
chart. Explain that students will be completing projects throughout the reading of Julius Caesar where
they will analyze the issues within the play to address the essential question and apply the essential
question to friendships in the 21st Century.
Introduce the Reading Response Journals. In the journals, students will interpret famous quotes from
Caesar and enter their responses to the reading. Introduce the anticipation guide and show students
how to access the statements on the classroom Gaggle blog. Use some statements for blog responses
and other statements for a live talk back forum on Gaggle. Assign blog and forum statements
throughout the reading as the statements apply to the development of the play. Assign and discuss the
Caesar newspaper project to be due at the conclusion of the play.
Show the Reading Shakespeare PowerNotes that discuss strategies for understanding and interpreting
the language in Elizabethan drama. Show Drama PowerNotes that introduce drama literary terms.
Students take notes throughout both PowerNotes presentations.
Throughout the play, ask students to discuss the Essential Question What is a friend? as the question
relates to the unfolding action in the play.
To incorporate different learning styles of students throughout the reading of the play, alternate the
reading of the play to incorporate whole class reading, individual silent reading, audio recording, and
small group oral reading. Show parts of the video to review specific scenes as the play progresses.
After reading the scene where the conspirators kill Caesar in Act III, assign the letter writing activity.
Students will write a letter to a friend detailing the events surrounding the assassination of Caesar. Students
will write the letter in the form of an e-mail to be sent through student Gaggle accounts to the teacher for
evaluation.
After the reading of the speeches of Brutus (Act III, scene ii, lines 12 – 33) and Mark Antony (Act III, scene
ii, lines 73 - 105, students will complete the analyzing and evaluating speeches activity.
To prepare for the culminating projects, students will discuss the relationships of the characters in Caesar in
the context of the essential question. Students will brainstorm characteristics that they feel are important in
a true friend.
Culminating Project
Review the list of the brainstormed characteristics of a true friend and assign students to use the visual
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ranking tool to rank and prioritize the characteristics by their order of importance.
their ideas with the ideas of other teams in the class.
http://educate.intel.com/workspace/student/Login.aspx
Teams will compare
Using the same characteristics of a true friend, students will use the Seeing Reason tool to analyze the
connections between the characteristics of a true friend.
http://educate.intel.com/workspace/student/Login.aspx
After the list has been prioritized using the Visual Ranking Tool and the relationship between the
characteristics are determined using the Seeing Reason Tool, students will use the Showing Evidence Tool to
answer the question “Was Julius Caesar a friend of Rome?”
After completing the activities for the visual ranking tool, the seeing reason tool, and the showing evidence
tool, students will write an essay entitled, “The Quality of Friendship” based on Portia’s “The Quality of
Mercy” speech in Shakespeare’s The Merchant of Venice. This essay should reflect that students have
analyzed and made the connection of the unit questions to the characters and events in the play. Students
will also submit the Reading Response Journal and Caesar Newspaper project for assessment.
A summative test The Tragedy of Julius Caesar will conclude the unit.
Accommodations for Differentiated Instruction
Resource
Student
Resource students will be provided with sample models for the assigned projects.
Requirements for projects will be adjusted to include a simplified version of the project
with less content, and resource students will have extended time to complete all
projects. Resource students will be paired with strong group leaders.
Example: Resource students will complete a condensed version of the Reading
Response Journals and only the front page for the Caesar Newspaper Project.
Nonnative
English
Speaker
Nonnative English speaking students will be allowed to include some content for
projects in the student’s first language. The same accommodations for the Nonnative
English Speaking student will be implemented as for the resource student as
appropriate.
Gifted students will tutor struggling students.
The gifted student will be encouraged to go beyond the expected to implement
creative solutions.
Gifted
Student
The Gifted student will be required to complete the full version of the Reading
Response Journal and the complete Caesar newspaper. The gifted student will also
view, study, and critique online famous speeches in history in connection with the
speech of Brutus and Mark Antony. Gifted Students will also memorize and perform
famous scenes from the play.
Materials and Resources Required For Unit
Printed
Materials
Holt Elements of Literature, Fourth Course
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Holt Elements of Literature, Fourth Course PowerNotes
Supplies
Audio of The Tragedy of Julius Caesar
DVD of The Tragedy of Julius Caesar
Technology Hardware
Technology Software



Computers for conducting research
Internet connection for conducting research
Projection system for presentations

Desktop Publishing to create newsletters

Internet browser for conducting research

Gaggle e-mail accounts for e-mail letter writing

Word processing program

The Merchant of Venice
http://www.phrases.org.uk/meanings/297200.html

Shakespeare’s Grammar and Resource Center
http://www.bardweb.net/grammar/04gloss.html

Internet
Resources
Shakespeare Help: Information about The Tragedy of Julius Caesar
http://www.shakespearehelp.com/julius/main.htm

William Shakespeare Site Map
http://www.william-shakespeare.info/shakespeare-play-julius-caesar.htm

United Streaming Video Segment
Shakespeare: Module 2, What is Tragedy?
http://player.discoveryeducation.com/index.cfm?guidAssetId=2EF6DBB7-53594FC4-A3C6-18E33A223A71
Other
Resources
None
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Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.
*Other names and brands may be claimed as the property of others.
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