Using the images above make a
prediction about the role of Brutus
in the play… Also add info you
already know about Julius Caesar
SUCCESS TODAY MEANS 4/29/14
Learning objective:
 Read and comprehend complex literature,
 Determine the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings; analyze the cumulative
impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal
tone)
 Success Criteria: You can verbally tell me the
pun from Act 1 and you get study guide questions
answered showing you comprehend the text.

Caesar and Pompey were great friends
Pompey had married Caesar’s daughter
 These 2 guys helped bring order to Rome’s
weakening government
 They set up what was called “The First
Triumvirate” (3 man governing body)



The third guy was Crassus
Power of Rome and several provinces was not
enough for these three, so Caesar left for what
is now called The Gallic Wars…
THE GALLIC WARS
For 8 years, Caesar roamed through Europe,
taking over parts of France, Belgium, Holland,
Germany, and Switzerland.
 Caesar amassed enormous sums of money, and
he sent the dinare back to Rome, winning over
the hearts of the people.
 In 49 BC, Pompey was fed up with Caesar’s
power and the people’s love for him, so he joined
sides with the Senate.

 According
to his enemies, Caesar
robbed the Roman public of its liberty
and self-respect, since he won their
favor with money
Pompey and the Senate (C’s enemies)
ordered that Caesar give up his command
 Caesar refused, charged into Rome and
chased Pompey all the way to Egypt.
 Pompey was murdered before Caesar got a
chance to take revenge

 Caesar
spent time in Egypt with
Cleopatra
 After this, Caesar went to Spain and
crushed Pompey’s son’s army.
 When Caesar got back, he was
absolutely invincible. He was declared
dictator, and he appointed his friends
to the Senate.
 He grew so arrogant that he built a
statue of himself titled “To the
Unconquerable God.”
What is the difference between a
“sole” and a “soul”? What is a
cobbler?
TEXTBOOKS TODAY and forever!
AND NOW WE BEGIN OUR STORY…
Bring thy books
everyday,
lest thy desire
detentions!
What role
might a
character
like the
ones to
the left
have in
this play?
A soothsayer is a person who
claims to speak sooth:
specifically, one who predicts
the future or claims to know
secrets or other hidden
knowledge based on personal,
political, spiritual or religious
beliefs rather than scientific
principles.
They are often depicted as blind,
at least in one eye, and almost
always are ragged - things like
fortune telling having been a
common trade of the poor and
disabled, and other societal
outcasts.
SUCCESS TODAY MEANS 4/30/14
Learning objective:
 Analyze how complex characters (Brutus/Caesar)
develop over the course of a text, interact with
other characters, and advance the plot or develop
the theme.
 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
 Success Criteria: You record your discoveries
using the study guide questions as a guide to
analyze the characters citing the play to support
this view.
FRIENDS
1. Calphurnia, his wife
5. The people of Rome!!
3. Octavius, his nephew and
adopted son
2. Mark Antony, his friend
and advisor
4. Brutus, noblest of Romans
FOES
2. Tribunes Flavius and Marullus
1. The Roman Senate
3. Cassius, a jealous patrician and
friend of Brutus
4. Other patricians we will meet who will conspire against Caesar
THE PLAY IS SET!
 The
play begins
soon after Caesar is
named dictator.
 Remember, Rome is
supposed to be a
republic!
 Some Romans were
not happy with the
arrangement.
Roman Theatre
ENG 10 DO NOW 5/1/14


In your opinion, what is Cassius’ issue with
Caesar? What are some points he brought up in
our reading yesterday? How does Brutus so far
feel about Caesar? Be specific. Use textual
evidence when available.
“Falling sickness”
SUCCESS TODAY MEANS


Students continue to note the persuasion
techniques (like ethos, pathos, logos or even more
modern terms like flattery) in the discussion
between Cassius and Brutus.
Students analyze Casca’s explanation of Caesar’
actions with a critical eye, judging characters’
motives and developments.
ENG 10 DO NOW 5-2-14



What does Casca tell us happened to Flavius and
Marullus? (What words does Casca use and what
do you think Casca is sayin?)
At the end of Scene 2 (lns 305-315), what plan
does Cassius have to try to influence Brutus?
The soothsayer is a sign of “fate.” People who
believe in fate often look for “signs” or “omens.”
Do you remember any of the good “signs” that
John from “By the Waters of Babylon” say while
traveling East? Often weather, animals, and
dreams are signs (aka omens) of an upcoming
fate
SUCCESS TODAY MEANS


Students will continue to track the character of
Cassius as he solidifies his role in the plot.
Students explore how omens build suspense and
further the theme of “fate” noting their
discoveries in their student guides.
ENGLISH 10 5-3-13


Pay Attention to the dynamic between Brutus
and Cassius (aka what kind of relationship they
seem to have.) We are looking for moments
where we can INFER their character types.
When reading, have out textbook, modern version
packet, study ?s, Character notes organizer
ENGLISH 10 DO NOW:5-6-13
First: read everything on this slide
Turn in your Do Nows. Name, date, period on every
sheet, stapled (5 Do Nows since we started
Shakespeare) to the US MAIL BOX.
Then, take out a sheet of loose leaf and a writing
implement in the ready position to respond to the
next slide.
CASSIUS’
Why
CHARACTER:
is the green eyedmonster slide relevant to
Cassius?
What themes are being
explored here?
USING YOUR QUOTATIONS:


Analyse the character of Cassius
What persuasive techniques does he use to
capture Brutus’ attention? Make a list with
quotations
Explore the way in which
Shakespeare presents the
conflict between
Cassius’s motive for
Caesar’s assassination –
is it based on his political
ideology or his personal
envy?
CAESAR AND CASSIUS
L.O.
 To
explore Caesar’s powers of
perception and the term
‘prophetic irony’
 To explore class issues through
Casca’s account
Foretelling
events as if by
divine
inspiration:
casual words
that prove
prophetic.
How might these
images relate to
the theme of
political
flattery?
Class-Based
Discussion
Caesar and Cassius
1. In what way does
Caesar show his
powers of
perception?
2. In what way is he
‘blind’ to the
danger Cassius
poses?
BLANK VERSE AND PROSE

L.O.
To understand the difference between the use of
blank verse and prose
 To explore Cassius’ response to Casca’s account of
Caesar

P.239
BLANK VERSE


Lines written in 10 syllables with a repeated
pattern of weak and strong beats (iambic and
trochaic)
To change the tone and rhythm of the lines, he
adjusts the pattern
PROSE


In some scenes, the lines are written in ordinary
sentences but it tends to focus on certain
characters or situations
Have a quick look at the opening of Act 1 sc.1 and
Act 4 sc.3. What do you notice?
Write a PEEZE paragraph
responding to one of the
following two statements…
CASCA’S LANGUAGE
in
Act 1, Scene 2, in his
discussion with Brutus
and Cassius, suggest why
he uses prose here but
blank verse in Act 1, Scene
3?
Match the characters to the characteristics
which they have demonstrated so far in the
play…
Caesar
Casca
Brutus
Cassius
Hated
Self-important
Ambitious
Claims to be brave
Powerful
Physically weak
Thoughtful
Respected
Honourable
Troubled
Shrewd
Proud
PLEBIANS AND PATRICIANS

L.O.

To understand the difference between blank verse
and prose and its effect
BRUTUS’ LANGUAGE
L.O.
 To
look closely at Brutus’
use of figurative language
BRUTUS


Who is he?
2 words to describe
him:

Friends:

Worry:
ANSWER THE FOLLOWING QUESTIONS:
1.
2.
3.
4.
5.
6.
Who is Brutus?
How does he feel at the start of the play?
Who does he talk to?
What are his reasons for being unsure?
How is he persuaded?
What reasons does he create to agree with the
killing?
Examine Brutus’ opening speech and highlight
the use of imagery and techniques. What do
you notice?
EXAMINE THE FOLLOWING QUOTATIONS:
He would be crown'd: How that might change his nature,
there's the question
 It is the bright day that brings forth the adder; And that
craves wary walking.
 Crown him that, And then, I grant, we put a sting in
him, That at his will he may do danger with
 And therefore think him as a serpent's egg Which, hatch'd,
would, as his kind, grow mischievous, And kill him in the
shell.

1. Does a ‘climber-upper’ seem
threatening by himself?
2. What happens when you link him
with a poisonous serpent?
3. What is interesting about the fact
that Brutus is walking in his
orchard and thinking about
breaking an oath? (Consider the
biblical reference).
4. How might a person go about
recognising the potential for
tyranny (a serpent’s egg) and
eliminate it before it becomes
dangerous?
5. What are the risks of such an
approach?
CHICKEN OR THE
How does this
EGG?
relate to Brutus’
dilemma?
‘THE ADDER AND THE LADDER’ : THE REVIEW
1 question I
would like to
ask…
2 things I have
learned…
3 words I will
remember
are…
ACT 2 SCENE 1
 L.O
 To
explore Brutus’ use of language
using PEEZE
Brutus is concerned that Caesar
may change if he is given the
crown. He refers to Caesar’s
‘nature’ which may change after he
receives the crown.
Create three review questions
for your partner to answer based on
Act 2, Scene 1, lines 162 – 183.
What?
Which?
Who?
Where?
How?
Why ?
Did?
Could?
Would?
Might?
Does?
Will?
TASK:
Swap
books and answer your
partner’s questions as fully as
you can
Discuss
your responses as a
group and which is the most
effective response and why
Diamond Nine
In your groups discuss and rank
your ideas!
DEVELOPING MY DRAMA ROLE
L.O.
 To
understand what my
role involves and what is
expected of me during the
performance
PORTIA AND CALPURNIA
 L.O.
 To
examine the role of the women
in the play and how they add to
the dramatic impact
CAN YOU REMEMBER THE SIGNS?
1. What is Caesar’s initial reaction to
Calphurnia’s plead not to attend the
senate that day?
2. How does Calphurnia convince
Caesar to do as she wishes?
3. What does Decius say which
convinces Caesar that he must go to
the senate that day in spite of
Calphurnia’s warning? What does
this reveal about Caesar?
4. How is superstition linked to the
social and historical context of the
play? Consider the spiritual beliefs
of Romans at this time.
HOW DO THE FEMALE CHARACTERS ADD TO
THE SENSE OF FOREBODING? MAKE A LIST
OF APPROPRIATE QUOTATIONS
HOW DO THE FEMALE CHARACTERS ADD TO
THE SENSE OF FOREBODING? MAKE A LIST
OF APPROPRIATE QUOTATIONS
P
E
E
Z
E






Make a point about a female character
What is your evidence?
Add a detailed explanation discussing the effect on
the rest of the play
Zoom in on a word if possible and appropriate
See if you can develop the explanation further
THE MURDER SCENE
L.O.
 To
be able to look
at Caesar’s role
before he dies
 To explore
Caesar’s role in
the play
CAESAR’S CHARACTER



Look at the following vocabulary and make sure
you are able to define each word
Are these characteristics a true reflection of
Caesar’s character?
Do you disagree with any and can you find the
evidence?
Stubborn
Constant
Pragmatic
Changeable
Steadfast ‘…I am constant as the
northern star…’ Julius
LIGHT IMAGERY – CAESAR’S
SPEECH PAGE 113
Why
is it important that
light imagery is used by
Caesar at this point in the
play?
What
does it reveal about his
character?
LOOK AT THE FOLLOWING
PICTURES:
Explore the pictures and think about how they
have imagined the death of Caesar
 Do you notice any patterns?

VIDEO:



http://www.youtube.com/watch?v=7FvgP5hO99o
http://www.youtube.com/watch?v=Je0gTnheVe4&featur
e=related
http://www.youtube.com/watch?v=9H-Kztt6WpM
PLENARY:
What
role has Julius Caesar
played in the play so far?
What
surprises you about his
early death considering the
play is called ‘Julius Caesar’?
ANTONY’S REACTION
L.O.
 To
be able to examine
Antony’s role in the play
and his immediate reaction
 To take part in a drama
task to explore Caesar’s
assassination
ANTONY’S
REACTION
ANTONY’S SPEECH


Work in small groups to read out Antony’s speech
to show his anger at what has happened
What words would you focus on?
‘And dreadful objects so
familiar, That mothers
shall but smile when
they behold Their
infants quartered with
the hands of war; all
‘Domestic fury, and fierce
pity choked…’
civil strife shall cumber all
the parts of Italy…’
‘…And Caesar’s spirit
ranging for revenge, With
Ate by his side come hot
from hell…’
‘I am meek and gentle with these butchers…’
PEEZE
Select one quotation and
write a PEEZE
paragraph to explore
how Antony may feel at
the death of his friend
1. Why is it important for the conspirators
to get Antony out of the way?
2. What do Caesar’s last words tell us
about his feelings for Brutus?
3. How is the action of lines 105-107
connected with Calphurnia?
4. Through which character does
Shakespeare warn the audience that
Antony could mean trouble for the
conspirators?
5. What does Antony really think of the
conspirators?
6. Do you think Octavius’ arrival signals
good news or bad news of the
conspirators? Why?
Elizabethan
Audience’s
Reaction to
Antony’s
soliloquy?
Modern
Audience’s
Response to
Antony’s
soliloquy?
Rhetorical
Questions
…
Emotive
Language
…
‘Who is here ‘…I loved
so base, that Rome
would be a more…’
bondman…?
’
Opposites
…
‘Had you
rather
Caesar were
living, and
die all
slaves…’
Repetition
…
‘…Who is
here so
base?’
‘…Who is
here so
rude?’
Rhetorical
Questions
…
Emotive
Language
…
Opposites
…
Repetition
…
‘Did this in ‘My heart is
Caesar seem in the coffin
ambitious?’ there with
Caesar…’
‘The evil
that men do
lives after
them, The
good is oft
interred
with their
bones…’
‘And Brutus
is an
honourable
man…’
Get Thinking . . .
Summarise last lesson in 18 words
OR
Unscramble the following anagrams they are key words for
today’ s lesson and will help you think about our learning
objectives:
niimabto
launhoorbe
shapto
Venn Diagram: Brutus and Antony’s Speeches
1.How does Mark Antony feel about Caesar’s
assassination?
2.What words does he use to express his
feelings?
3.How do you think he would have delivered
his speech? Consider his tone of voice,
mood and attitude.
4.Note the order of the speech – do you think
he might at any point: whisper, cry or yell?
5.What impact does the speech have on the
crowd?
A still image is a freeze-frame of a particularly
dramatic moment in a performance. Using levels,
posture, facial expressions and body language the
actors can communicate a great deal to the
audience about what has taken place without
having to move or speak. See the example in this
short clip.
http://www.bbc.co.uk/schools/gcsebitesize/drama/activities/still_image/still_imag
e.shtml
CROSS-CUTTING

is an dramatic technique most often used to
establish action occurring at the same time
in two different locations. In a cross-cut, the
audience’s focus will move away from one
action to another action, which can suggest
the simultaneity of these two actions.
Suspense may be added by cross-cutting. It
is built through the expectations that it
creates and in the hopes that it will be
explained with time. Cross-cutting also
forms parallels; it illustrates a narrative
action that happens in several places at
approximately the same time.
1. Read lines 9-12. What is Brutus accusing Cassius of?
2. Read lines 18-28. What does this speech reveal to
you about Brutus’s character and his motive for
killing Caesar? (PEE)
3. Read lines 42-49. Put yourself in Cassius’s shoes.
How might Brutus’s words here make you even
more angry? (Think of a time when you were really
angry and someone laughed at you for it. How did it
make you feel?)
4. Read lines 65-83. Which famous fictional character
can you compare Brutus to based upon this speech?
Give reasons for your choice.
5. Read lines 100-107. Compare the ways in which an
Elizabethan and a modern audience might react to
this speech.
•Cassius’ past behaviour
•Cassius’ present attitude
•Portia’s death
•Cassius’ accusations
•the poet’s interruption
•news of the death of 100
senators
•news of the approaching
armies
•Caesar’s ghost
• a feeling of evil
to come
• an
unfavourable
omen
• fateful:
ominously
prophetic
A balloon debate is a debate in
which a number of speakers
attempt to win the approval of
an audience.
The audience is invited to
imagine that the speakers are
flying in a hot-air balloon
which is sinking and that
someone must be thrown out if
everyone is not to die.
Each speaker has to make the
case why they should not be
thrown out of the balloon to
save the remainder.
Who should go
overboard:
•Antony?
•Cassius?
•Brutus?
Using the ‘plot at
a glance’
reference on
page 228,
complete a
tension graph
for the plot of
‘Julius Caesar’.