Objective:  I can compare and contrast the characters of Brutus, Cassius and Antony.

1.  Complete answers 13-20 on the worksheet for pages 869-897.
2. Share Out:  What are Brutus’s character traits?  How does his heroic nature differ from a myth-like character?  How does Cassius’s character differ from the traditional villain in a myth?
3. Reminder:  Tomorrow’s quiz will be taken mostly from the worksheet questions(869-897).  Study your notes.

Objective:  I can compare and contrast my responses to Questions #1 and #2 for Brutus’s soliloquy with the sample responses.

Bell:  DLW(3:4)

Activities:

1.  Student as teacher corrects with standard usage.
2. Answer questions in your notebook for questions on the film worksheet(p. 869-897).
3. Think Pair/Share:  Read aloud your responses to Questions #1 and #2.  Discuss similarities and differences with your neighbor.
4. On a separate paper, write a paragraph that discusses at least one specific improvement for each question with a specific example for each one.
5. Reminders:  Retakes and Make-up essays will be given after school today(1/5).  End of the Unit Quiz for Julius Caesar will be given on Wed.(1/6) or Thurs.(1/7).

Objective:  I can compare and contrast my Close and Critical reading responses for Questions #1 and #2 with my own.

Bell:  DLW(3:3)

Activities:

1.  Student as teacher corrects with standard usage.  Focus: Dash
2. Answer questions for the worksheet of Acts III, IV, and V of Julius Caesar. JC p. 869-897
3. At Promethean board, review the main points in Brutus’s soliloquy in response to Question #1:  What does the text say?
4. Reminders:  Make-up work and retakes for the argumentative essay debating the best funeral speech will be given Tues.(1/5) after school.  Also, there will be a quiz on Acts III, IV, and V on Wednesday(1/6) or Thursday(1/7).

Objective:  I can write an argumentative essay with two reasons, a counterargument and evidence to support which funeral speech is better between Antony’s and Brutus’s.

Activities:

1. Review prompt as a whole class.
2. Write the essay by following the directions in the prompt.
3. Add SSR notes to your log when complete.
4. If time allows, answer questions to the film beginning on p. 869 for acts III, IV, and V.

Objective:  I can identify 2 or 3 reasons with appropriate evidence to support my claim of who gave the better funeral speech between Brutus and Antony.

BW:  Explain how one of Aristotle’s tools of persuasion might be used to justify your claim  by using evidence(a quote) from a speech on your pre-writing assignment.

Activities:

1.  Share Out:  Random selection of students’ bell work responses.
2. Promethean Board:  Explanation of writing prompt and pre-writing worksheet.
3. Hot Seat:  Teacher will explain further questions.
4. Independent Study:  Complete the pre-writing worksheet while consulting your T-Charts, Ethos Handout, and the textbook.
5. Reminder:  Mr. Sapienza will be available after school today if any student needs more time to complete the pre-writing worksheet.  Also, remember to bring an SSR book from home as always, but especially for tomorrow’s class.  Students who will be absent tomorrow should come after school today to write the essay.

Objective:  I can complete my pre-writing assignment to establish a claim, counterargument and evidence for the essay.

BW:  Complete my T-Chart for Brutus’s speech.

Activities:

1.  Share Out:  Identify one tool/justification for each of Aristotle’s Principles of Persuasion in Brutus’s speech.
2. Think Pair/Share:  Identify one tool/justification for each principle in Antony’s speech.
3. Complete my pre-writing assignment.

Objective:  I can paraphrase Antony’s funeral speech and identify its use of Aristotle’s principles of persuasion.

BW: While viewing the funeral orations of both Brutus and Antony, identify one specific reason why you prefer one speech over the other.  i.e. use of pathos, concrete imagery, use of repetition, etc.

Activities:

1.  Think Pair/Share:  Paraphrase Antony’s funeral speech.
2. Independent Study:  Complete the T-Chart for Brutus’s speech.
3. Share Out:  Identify the use of Aristotle’s principles of persuasion in Antony’s speech.
4. Reminder:  Today is your last chance to make-up or retake the Close and Critical Reading assessment. Mr. Sapienza will be available after-school on Wednesday until 3 pm for tutoring.  HW:  Complete the left column of Mark Antony’s speech, all 3 sides.  You may use No Fear Shakespeare or other outside references.

Objective:  I can identify the three tools of persuasion(Ethos, Pathos, and Logos) in Brutus’s speech.

BW:  Student as teacher will explain how the tools of persuasion were applied to the ad examples given for Friday’s assignment.

Activities:

1.  Complete all seven advertising examples by identifying one tool of persuasion and a justification with textual evidence.
2. Think Pair/Share:  Complete your translation of Brutus’s speech in the left column and list textual connections with appropriate tools of persuasion in the right column.  Provide a justification for each match.
3. Share Out:  Random selection of students share matches/justifications.
4. Reminders:  Tomorrow after school is your last chance to retake or make up your CCR assessments for Brutus’s soliloquy.  Today’s HW:  Complete identifying the ads with the persuasive tools and justifications.

Objective:  I can contrast these rhetorical devices: Ethos, Pathos, and Logos.

Activities:

1. Share Out:  Read aloud the definitions and examples for Ethos, Pathos, and Logos.
2. For examples #2 and #3 on the back of the worksheet, identify the appropriate rhetorical device and provide a short justification.
3. View Brutus and Antony’s funeral speeches.  Complete this sentence stem:  I prefer __________’s funeral speech because…
4. Share Out:  Random selection for the completed sentence stems.
5. Think Pair/Share:  Translate Brutus’s funeral speech.
6. Reminder:  Students who would like to retake their CCR assessment should come after school on Tues(Dec. 15).  If you would like to discuss the score, come after school today(Fri. Dec 11).

Objective:  I can contrast the characters of Brutus and Caesar by using evidence from Act II, Scenes 1 and 2.

BW:  As a review of yesterday’s lesson, answer questions 1-3 in today’s worksheet. JC Acts II and III(850-865).

Activities:

1.  Review the bellwork.
2. As you view the video, answer questions 1-18 on the worksheet.
3. Write an explanation:  Who is the better husband?  Why?  Use evidence to justify your position.
4. Share Out:  How might Caesar appear to a fellow Roman with some of his comments in Act III?  What does the text mean when Metellus Cimber makes his appeal to Caesar?
5. Reminder:  Retakes for the Close and Critical Reading assessments will take place after school in B-5 on Tues(Dec. 15). Discussion about your grade for the assessment will occur on Fri.(Dec. 11) after school.