Objective:  I can explain the real reason for Metellus Cimber’s appeal to Caesar.

Bell:  4-Step Vocabulary(860):  suit(n)–an appeal, spurn(v), enfranchisement(n), firmament(n), apprehensive(adj)

Activities:

1.  Show the word!

2.  View movie:  pages 861-864

3.  Share Out:  What is Metellus Cimber’s real reason for his petition?

4.  Independent Reading:  pages 860-865. Julius Caesar p. 860-865

Objective:  I can explain my preference for a leader after analyzing the Brutus/Portia and Caesar/Calpurnia scenes.

Activities:

1.  Share Out:  How does Caesar differ from Brutus after Calpurnia makes a request?

2.  Written Response:  Using two underlined examples and at least 7 sentences, explain your preference for a leader, Brutus or Caesar. (In-House) pages pages 848-855

3.  Analyze the motives of the Conspirators and Caesar in the death scene.(861-862)

4.  Add notes to your T-Chart.

Objective:  I can contrast the relationships of Brutus and Caesar with their respective wives.

Bell:  DLW(3:2)  Focus:  Comma Usage

Activities:

1.  Student as teacher explains the correct usage.

2.  Focus Question:  Why does Shakespeare use juxtaposition(back-to-back scenes) about Brutus with his wife, Portia, and Caesar with his wife, Calpurnia?

3.  View the movie:  Add notes to both columns of the T-Chart(see notes for 12/1 and 11/25).

Objective:  I can contrast the perspectives of those Romans for Caesar and those against.

Bell:  4-Step Process(p. 842):  extremeties(n), instigations(n), entreated(v), insurrection(n), conspiracy(n)

Activities:

1.  View movie:  Answer 1-15 for the worksheet(pages 822-844). Julius Caesar p. 822-844

2.  Make a T-Chart:  For Caesar/Against Caesar.

3.  List details in either column as they occur during the movie.

Objective:  I can identify details for whether or not Caesar should be assassinated in the first two acts of Julius Caesar.

Bell:  Make a T-Chart in your notebook with “For Caesar” on the left and “Against Caesar” on the right.  In the left column write “Brutus describes Caesar as a just leader.”  Add at least three or four items in each column.

Activities:

1.  Share Out:  Focus is to discuss details for and against Caesar’s innocence.

2.  Answer questions in the worksheet for the film that covers pages 822-24.

3.  While students are watching the movie, some are allowed to finish answering the Close and Critical Reading Assessment(20 minutes or less).

Objective:  I can use specific details to answer Questions #2, #3, and #4 for the Close and Critical Reading Assessment.

Bell:  List the first 3 details in the sample for Question #2 of Cassius’s appeal.

Activities:

1.  Share Out:  Focus discussion on the first detail.  How does it develop the topic?

2.  Review the flow chart for Questions #2, #3, and #4.

3.  Write answers to questions #2, #3, and #4.  Ensure that you use at least one simile and two metaphors along with another poetic device for Question #2. (In-House)

4.  SSR

Objective:  I can write a point-by-point summary of Brutus’s soliloquy.

Bell:  After writing the definition of “summary,” find a detail in the sample summary that is not objective.  Definition:  A summary is a short–but thorough–objective restatement of the main ideas and key points of a passage.

Activities:

1.  Share Out:  Locate possible details that are personal opinions or thoughts.

2.  Review the “Close and Critical Reading Clues” handout.

3.  Write the answer to Question #1 for Brutus’s soliloquy. (in-house)

4.  SSR:  Add notes to your SSR Log with a book that you have brought to class.

Objective:  I can explain how Shakespeare uses figurative language to suggest Brutus’s justification to assassinate Caesar.

Bell:  List the poetic devices that were defined on Nov. 10th and Nov. 11th.

Activities:

1.  Identify the simile in Brutus’s soliloquy and explain how Brutus uses it to justify the assassination of Caesar.

2.  Share Out:  Focus–“serpent’s egg”

3.  Teacher models how to summarize Chunk #3.

4.  Think Pair/Share:  Students will identify and explain how two metaphors and another poetic device is used by Brutus to justify his argument after completing the left column of the double entry journal.

Objective:  I can contrast the motives of Cassius and Brutus in the conspiracy against Caesar.

Bell:  Read Cassius’s soliloquy on p. 833.  Answer these two questions:

A.  What is the real reason why Cassius wants to assassinate Caesar?

B.  What is Cassius’s plan to fool Brutus?

Activities:

1.  Share Out:  Focus–Cassius’s Motive

2.  Teacher models annotating the first chunk in Brutus’s soliloquy.

3.  Think Pair/Share:  Students complete the left column with annotations.

4.  Share Out:  What does the text say for Chunk #2?

Objective:  I can explain how Brutus perceives incorrectly Caesar’s behavior at the Lupercal festival.

Bell:  DLW(3:1)

Activities:

1.  Make corrections with standard usage.  Focus:  Questions in Quotes

2,  Review correct answers for  the quiz.  Focus: essential and non-essential clauses, correcting run-on sentences, colons, and series.

3.  View Movie:  Does Caesar fear Cassius?  What actually happened to Caesar at the festival?  Who has the “falling sickness”?