PTSD LESSON PLAN FORM
Week of
April 20-24
TEACHER:
M
O
N
D
A
Y
Spada
SUBJECT: English
April 20
Objective(s):
The students will act out their modern Julius Caesar translations.
Activity(ies):
The students will act out their modern Julius Caesar translations.
Informal/Formal Assessment:
Summative-Rubric
Homework
Read Act 2
April 21
T
U
E
S
D
A
Y
Objective(s):
The students will
 be guided through the process of comparing two characters in Act 2 of Julius
Caesar;
 understand characters' traits, motivations, and changes.
Activity(ies):
1) Select two characters and brainstorm the points for comparison and contrast. For
example,
i) What are each character's key traits? ( Examine the character's speeches, e.g.,
monologues and soliloquies, comments, thoughts, and feelings). For example, what
different side of Brutus and of Caesar are revealed in the following speeches?
Brutus
I am not gamesome: I do ask some part/ of that quick spirit that is in Antony. / Let
me not hinder, Cassius, your desire; / I'll leave you. (Act I, Scene ii, lines 28-31)
Let's carve him as a dish fit for the gods. (Act II, Scene I, lines 173)
That every like is not the same, O Caesar,/ The heart of Brutus earns to think
upon.(Act II Scene ii, line 128-129)
Caesar
Yond Cassius has a lean and hungry look; /He thinks too much: such men are
dangerous…/Would he were fatter! But I fear him not.(Act I, Scene ii, lines 194195)
And you are come in very happy time/ To bear my greeting to the senators,/And tell
them that I will not come today./Cannot, is false; and that I dare not, falser:/ I will
not come today.(Act III, Scene ii, lines 60-64)
Good friends, go in and taste some wine with me,/ And we will straightway go
together.(Act II , Scene ii, lines126-127)
ii) What is each character's underlying motivations (the basic reason that he or she
acts in a certain way) or goal?
iii) Does each character act the same way from the beginning of the play to the end,
or does he or she change? In what way?
2) Prepare a chart on which to record the main personality traits of the characters
selected.
3) Start to prepare an outline for the essay and discuss the structure of the essay and
what should be included in each paragraph.
4) Write the introductory paragraph: begin the essay with a thesis statement. The
thesis statement should address the main points of the essay question and should
clearly indicate whether you intend to compare and contrast two characters from the
same play Julius Caesar or two characters from two different works of literature. Be
sure to state in a general way that the characters are like and how they are different.
5) Write the body of the essay: there are three different ways to organize your ideas Option A: 1) Describe one character 2) Describe the other character 3) Discuss the
similarities and differences based on the preceding paragraphs
Option B: 1)Note the similarities between the two characters 2) Note the differences
between the two characters
Option C: 1)Note the similarities and differences in the characters' key traits 2) Note
the similarities and differences in the characters' goals 3) Note the similarities and
differences in the characters' tendencies to change
6) Write the concluding paragraph: use different words to remind readers of your
thesis. Focus on whether the two characters are more like or more different. You
might end by noting whether one character seemed more admirable or appealing on
the basis of the traits and experiences you have already discussed
Informal/Formal Assessment:
Summative-Rubric
Homework
Be prepared to discuss the best leader in Julius Caesar based on the analysis on each
major character; they will also discuss who is the tragic hero in the play.
W
April 22
E Objective:
D
 The students will create their own questions about Act 1 and Act 2 of Julius
N
Caesar.
E
 The students will learn to distinguish a good question from a poor question.
D
A
Y Process:
Before Reading
Introduce Lesson
Explain that in this lesson students will generate questions to help them understand
Acts 1 and 2.
Pass out printed copies of the acts.
Teacher Direct Instruction
Explain that generating questions improves understanding.
Briefly discuss the acts.
Teacher Modeling Suggest two or three questions you would like to ask about the act. Write them on
the board.
• Ask at least one question that is literal. (Who? What? When?) • Ask at least one question that requires drawing a conclusion or making an
inference. (Why? How?) • Explain why each of your questions is a good question.
• Ask students to generate their own questions.
Ask questions that require drawing a conclusion or making an inference. (Why?
How?) Evaluate whether the question is a good question.
• Write student questions on the board.
After Reading
Teacher Direct Instruction
Review the answers to the questions.
Point out that some of the questions were not answered by the text. Teacher
Modeling
• Select one of the questions without an answer.
Evaluate whether it is a question in
which you are still interested.
• Suggest other sources where you might find the answer.
Student Practice
Ask students to do the following:
 Evaluate the remaining questions without answers.
 Suggest other sources where they might find the answer.
 Suggest new questions that have arisen as a result of reading the text along

with suggested sources for the answer.
Tell how generating their own questions helped them understand the text.
Assessment: Formative-Teacher Observation
Homework: Ask students to bring a text to class that answers one or more of the
unanswered questions. They will share these texts tomorrow.
April 23
T
H
U
R
S
D
A
Y
Objective(s):
The students will take a quiz on act 1 and act 2 of Julius Caesar.
Activity(ies):
The students will take a quiz on act 1 and act 2 of Julius Caesar.
Informal/Formal Assessment:
Summative -Exam
Homework
Read Act 3
April 24
F
R
I
D
A
Y
Objective(s):
The students will
review the main events and ideas from Act II.
preview the study questions for Act III
familiarize themselves with the vocabulary in Act III
Activity(ies):
Activity #1
Give students a few minutes to formulate answers for the study guide questions
forAct II and then discuss the answers to the questions in detail. Write the
answers on the board so students can have the correct answers for study
purposes.
Activity #2
Assign the speaking parts for students to read in Act III of Julius
Caesar.
Activity #3
Give students the remainder of the class time to preview the study
questions for Act III of Julius Caesar to do the related vocabulary work and to
practice their speaking parts.
Informal/Formal Assessment:
Formative-Teacher Observation
Homework:
Read Act 4