Julius Caesar Peep Show Slideshow

June 3 & 5: Othello and Julius Caesar Test Corrections

June 3: Students read a prose version of Othello, answered comprehension questions, and identified character traits of characters. Students were given grade reports and instructions to turn in late work (by Friday), research paper corrections (by Monday).

June 5: Students watched a modern version of Othello. They are to fill out Venn diagrams for characters, identifying similarities and differences between characters in the prose version and movie.

Students were given the following instructions for test corrections and were offered an optional test to boost their test average next week:

JULIUS CAESAR TEST ASSESSMENT/CORRECTIONS
OPTIONAL TEST

TEST ASSESSMENT/CORRECTIONS: due Tuesday, June 9
On a separate sheet of paper, answer the following questions (assuming you studied)
– 1) How did you study vocabulary?
– 2) How did you study quotes?
– 3) How did you study characters?
– 4) How did you study for questions 1-42 on the review sheet?

On the “Part 1” handout (you were given this on Monday, June 1 and probably already stapled your scantron to it), highlight the numbers you missed (they are marked on your scantron).
You will receive ¼ of a point per point missed on Part 1 when you complete the following (A, B, C)

(A) VOCABULARY (1-25)
• Re-define the vocabulary words. (Yes, that means to look them up again and write them again. You may do this on the “Part 1” handout.)
(B) QUOTES (26-39) Answer all questions about each quote you missed.
• Who is speaking these lines?
• What do they mean? What is the speaker talking about?
• Why was the speaker saying them? To whom was the speaker talking?
(C) CHARACTER DESCRIPTIONS (40-49)
• For each character you missed, write
– his/her name
– 3 ways to describe him/her
• For example: CAESAR
1. killed by his friend
2. ambitious
3. deaf in one ear

Staple the following together, with the scantron on top:
1. scantron 2. separate sheet of paper with questions 1-4 answered 3. “Part 1” handout with test items

OPTIONAL TEST
• If your test average is low, you can try to boost it by taking an optional test after school on Monday, Tuesday, or Wednesday of next week. (June 8, 9, 10)
• You must let Mrs. Woodliff know by Monday if you plan on taking the test.

June 1 - Peep Shows Presented

Students...

1. Turned in Othello vocabulary
2. Presented Peep Shows
3. Presented Make-up Research Presentations
4. Julius Caesar Test Assessment

Make-up Presentations:
•If the presentation wasn't saved to the “Turn in Work Here” folder on the y-drive, students lost the opportunity to present their PowerPoint. Flash drives are not accepted. The assignment was to turn the presentation into the assigned folder.
•If this is the case, they need to save their PowerPoint to that folder, and Mrs. Woodliff will grade it later. They will not receive points for presenting, but you will receive points for the PowerPoint itself (which was the bulk of the grade.)

Julius Caesar Test Assessment/Correction Intructions (Graded scantrons and a handout with test items were given to students. These were due at the end of class. Students will receive 1/4 of a point per point missed for completing this assessment/correction assignment)
•On a separate sheet of paper, answer the following questions (assuming you studied)
–1) How did you study vocabulary?
–2) How did you study quotes?
–3) How did you study characters?
–4) How did you study for questions 1-42 on the review sheet?
•On the handout, highlight numbers you missed.
•Re-define the vocabulary words. (Yes, that means to look them up again and write them again.) Quotes: #26-39
•Who is speaking these lines?
•What do they mean? What is the speaker talking about?
•Why was the speaker saying them? To whom was the speaker talking?
Character Descriptions (#40-49)
•For each character you missed, write
–his/her name
–3 ways to describe him/her
EXAMPLE
•Caesar:
–1) killed by his friend
–2) ambitious
–3) deaf in one ear

28 May: Julius Caesar Test Instructions

Mrs. Woodliff was not in class today. The following instructions were given to students as a handout.
1. Turn completed KWL charts in to clear bin.
2. Put everything away.
3. Take The Tragedy of Julius Caesar Test Part 1. You may not use your book or notes on Part 1
4. Mark your answers on the scantron.
5. When you finish Part 1, turn in the test packet to its designated spot and take Part 2.
6. Part 2 is open-book, open-note.
7. Continue to mark your answers on the scantron.
8. When you finish Part 2, turn the scantron in to the clear bin (make sure your name is on it!) and Part 2 to its designated spot.
9. After you finish the test: Othello Vocabulary (These are the last vocabulary words of the year. They will be on your semester exam!)
a. Use a dictionary to define Othello vocabulary words (see back of this page)
b. Make a cinquain for 5 words. Cinquains should be original (This is not group work!) Illustrate each cinquain.
c. Complete the wordsearch for fun.
d. You are expected to work on this until the end of class. Turn in if finished. If not, it is due at the beginning of class on Monday, June 1!

Remember, your Peep Shows are due June 1.
Make-up research presentations will also be presented June 1.

Julius Caesar - REVIEW DAY, May 26

Today, students took a quiz over Act V, received graded Act III & IV quiz, took a few notes, finished the video of Julius Caesar, and received a test review.

Notes: Tragedy, Tragic Hero, Tragic Flaw
• Tragedy: a story in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances.
• Tragic Hero: According to Aristotle, a tragic hero is “Man of high standard who falls from that high because of a flaw that has affected many”
– Modern tragic hero – Anakin Skywalker
• That flaw is called a tragic flaw.

KWL Chart is due Thursday, BEFORE the test!

The Tragedy of Julius Caesar Test Review

Pre-Reading, Acts I – V Vocabulary.


Quotes from Julius Caesar: Who is the speaker? What/who is s/he talking about? What does the quote mean?
• Now let it work. Mischief, thou art afoot, Take thou what course thou wilt.
• Yond Cassius has a lean and hungry look; He thinks too much, such men are dangerous.
• Beware the Ides of March!
• The fault, dear Brutus is not in our stars, But in ourselves that we are underlings.
• This was the noblest Roman of them all.
• … You have some sick offense within your mind, Which by the right and virtue of my place I ought to know of…
• And therefore think him as a serpent’s egg Which hatched would as his kind grow mischievous, And kill him in the shell.
• Let us be sacrificers, but not butchers, Caius.
• It seems to me most strange that men should fear, Seeing that death, a necessary end, Will come when it will come.
• If thou read this, O Caesar, thou mayst live; If not, the Fates with traitors do contrive.
• When that the poor have cried, Caesar hath wept; Ambition should be made of sterner stuff.
• Et tu Brute

Characters to know for matching

• Soothsayer
• Metellus Cimber
• Cassius
• Cinna, the poet
• Decius
• Brutus
• Casca
• Calpurnia
• Antony
• Lepidus

Reading Comprehension (refer to Act questions and worksheets)

1. Tragic Hero; Tragic Flaw
2. Feast of Lupercal
3. foreshadowing
4. second triumvirate
5. Act I, Scene i – what happens and why
6. Act I, Scene ii – what troubling things have happened this day?
7. Why does Brutus join the conspiracy?
8. Why not attack Antony?
9. What is Caesar like in Act II, Scene ii?
10. Why doesn’t Calpurnia want Caesar to go to the Senate?
11. Why do the conspirators ask Caesar to pardon Publius Cimber?
12. What is Caesar’s attitude when he is at the Senate in Act III?
13. Why does Antony shake hands with the conspirators?
14. What does calling someone a “hart” (deer) mean?
15. In his funeral oration, how does Antony show that the conspirators were not honorable?
16. Act III, Scene iii – purpose?
17. Why does Antony point to Caesar’s wounds and identify the tears in his cloak?
18. What impression does Shakespeare give of the plebeians in Act III?
19. While reading Act IV, how do we know there is a change in Brutus and Cassius’s friendship?
20. How does Brutus react to Portia’s death?
21. After seeing the ghost, why does Brutus ask his servants why they cried out in their sleep?
22. What does Caesar’s ghost symbolize?
23. Before departing for battle, what do Brutus and Cassius say to each other?
24. What is Cassius’ fatal mistake?
25. How does Antony treat Brutus’ followers when they have been captured? (remember Lucilius?)
26. What is the main reason that Brutus does not want to be captured and taken back to Rome?
27. Why is this play considered a tragedy?
28. Themes (central ideas) of The Tragedy of Julius Caesar. (What can be learned about life from this play?)
29. To what does Caesar compare himself before he is assassinated? Why does he make this comparison?
30. Why does Brutus let Antony speak at Caesar’s funeral?
31. What reason does Brutus give for killing Caesar?
32. What is Antony’s true purpose in delivering his funeral oration?
33. How does Antony prove Caesar wasn’t ambitious?
34. Difference between Brutus and Antony’s funeral orations?
35. Why do Brutus and Cassius argue in Act IV? What is the real reason Brutus is so upset?
36. What happens to Portia?
37. In Act V, what ominous sign does Cassius report has caused him to fear the coming battle?
38. What does Cassius say is avenged by his death?
39. Why did Pindarus stab Cassius?
40. How does Titinius respond to Cassius’ death?
41. Why did Antony say Brutus was the “noblest Roman of them all”?
42. What is Brutus’s tragic flaw?

To view YouTube videos of the BBC's animated The Tragedy of Julius Caesar, click here.

May 21, JC Day 6

Today, students...

1. turned in paper corrections
2. took a quiz over Acts III and IV
3. read Act V.
4. answered Act V questions in packet:
   •Page 17: 76, 78, 79, 80, 81, 82, 83, 86, 88
   •Page 18: #3
   •Page 19: #1, 2, 3, 4, 5
   •Page 20: #3, 4
5. were given the "Peep Show" project assignment, had the opportunity to form groups (if they want to work in groups), drew for acts, and brainstormed the scene they will choose. Examples of Washington Post contest peep shows can be found at this link.

Students can expect a quiz over Act V next class.

May 14: JC Day 5

1. Students turned in vocabulary and Shakespeare's Legacy project


2. Students finished Act III and answered packet questions


3. Students were given Act IV-V vocabulary definitions and were instructed to find relationships between Act III-V vocabulary words (at least 5 pairs and 2 triads)


4. Students began reading Act IV


5. Research papers were returned and correction options/instructions were given.

May 12: Julius Caesar, Day 4

1. Turn in Active Reading from Friday not completed in class.
2. Act III vocabulary assignment: make a cinquain for each of the following words: 1.strife 2.oration 3.coffers 4.mantle
3. Last week's test was returned.
4. We read Act III, Scenes 1 & 2.
5. Act III - V packet was handed out. Questions for Act III, Scenes 1 & 2 should be answered.

HOMEWORK:
1) Today’s vocabulary if not finished.
2a) Find a picture and write a sentence for the rest of Act III words.
or
2b) Make a cinquain or acrostic for each word.
3) Answer Act III, Scene 1 & 2 questions in packet.
4) “Shakespeare’s Legacy”

Last minute Review & Practice

Acts I & II Additional Review -
Try answering questions on these quizzes that pertain to Acts I & II.

Gradesaver Quiz
SparkNotes Quiz
CliffsNotes Quiz

Don't forget about this video:


Here is another brief video of the conspirator's making plans at Brutus'.


Vocabulary Practice

1. The preacher made his way to the pulpit when it was time to give the sermon.


2. The people of Rome are fickle. One day they were on Pompey’s side; a few days later they were cheering for Caesar.


3. Calpurnia had a dream that Decius construed in a way get Caesar to go to the Capitol rather than stay home like Calpurnia wanted.


4. Cassius and Caesar were accoutered when they were swimming in the Tiber. Why would this make swimming difficult?


5. Calpurnia believed that her dream and the wicked occurrences of the night were portentous signs that foreshadowing something bad happening to her husband.


6. When creating a word web, all words in the web will appertain to each other.

CINQUAINS - line 1 is filled in with a vocabulary word. Line 5 should be filled in with a synonym of the vocabulary word or a word that sums up the word.
#1
cogitation
mental, thoughtful
thinking, pondering, wondering
it’s in my head
5_________________

#2
omen
scary, evil
warning, foreshadowing, threatening
sign of the future
5_________________

#3
affability
friendly, well-liked
giving, caring, understanding
he’s easy to approach
5_________________
#4
augurer
wise, psychic
interpreting, construing, knowing
we found no heart
5_________________

#5
emulation
jealous, green-eyed
coveting, wanting, desiring
wanting to be him
5_________________

#6
ambition
determined, driven
striving, motivating, obsessing
the ladder of success
5_________________

May 6: Julius Caesar Act I & II Test

Students were given the following instructions for the day.

1. Put everything away.
2. Take the vocabulary test. Mark your answers on your scantron.
3. When you finish, keep the scantron, turn in the vocabulary test, and take Acts I & II test.
4. When finished with the test, take a writing assignment. Write a rough draft. Revise and edit it. Write your final draft. Turn all drafts in.
5. When finished with the writing assignment, take “Shakespeare’s Legacy” assignment (yellow sheet) and template (picture of treasure chest). Read the instructions. See examples on the board and on the blog. DUE: May 14

Friday, May 8 Instructions

The following instructions will be given to students on Friday, May 8.

1. Vocabulary: Define Act III Vocabulary words using a dictionary. Use these definitions for base and mantle:
   --Base – adj. evil
   --Mantle – n. cloak
2. Active Reading #1 & #2:
   #1 – “Shakespeare’s Coined Words Now Common Currency” Follow the instructions on the last page. When finished, turn in and start Active Reading #2.
   #2 – “Reading Shakespeare has dramatic effect on human brain” – Follow instructions at the top of the page.
   --You should work on these assignments until the end of class. They should be neat and complete. Anything not finished when announcements comes on is homework and due at the beginning of class on Tuesday, May 12.

May 4, Julius Caesar Review Work

The following is a copy of instructions that will be given to students on Monday, May 4.

1. Check your folders if you were absent Thursday or if you want any work that might be graded. (Papers are not graded yet; you will get them back next week.)
2. Watch video of Julius Caesar Acts I & II.
3. Vocabulary Practice. Complete the cinquains and sentences, and match vocabulary words with pictures that illustrate/represent them. (Keep these and check the blog for hints or answers.)
4. Paraphrasing Practice. Work in pairs to paraphrase, in Animaniac fashion, these lines from Brutus and Cassius. Use the modern version (there are 2 copies at the back of the packet, one for each of you) when trying to write Dot’s paraphrases. See examples on the board. (and an example of one paraphrase below)
5. Act II Sequencing This is page 8 in the Act II packet (the last page). Work with your partner to put these in order and answer the questions when applicable.
6. HOMEWORK: STUDY FOR THE TEST. If you lost your review, check the “Extras 10” folder in the crate!

30 April, Julius Caesar Day 3

Today, students...

1. worked together to put events from Act I in order.
2. finished reading Act II.
3. worked together to answer Act II questions/worksheets.
4. were given a test review for the test over Acts I & II on Wednesday, May 6.
5. were given vocabulary practice (below) they should complete in order to prepare for the test.
6. were directed to BBC version of Acts I and II (below)

Vocabulary Practice Recommendations (Students should do these for the words they are most uncomfortable with.)
•A) Share word webs: –Work with a partner to create more word webs or to combine all of yours.
•B) Create a cinquain or acrostic for the words that are most difficult for you. The poem must relate to the meaning of the word! –This is an individual assignment!
•C) Find pictures that relate to the words that are most difficult for you. Write sentences explaining how the pictures relate to the words.
–This is an individual assignment!

28 April: JC Day 2, Acts I & II

Today's Agenda:

1. Vocabulary
2. Paper Corrections
3. Finish Act I, begin Act II
4. Homework: vocabulary, study questions/worksheets

Students were given the following vocabulary assignment at the beginning of class. They should be prepared to make more webs as new vocabulary words are defined. These should be kept in their binders.

Students whose papers did not contain correct parenthetical citations or a works cited page were returned. These should be corrected and returned next class, April 30.

Students finished Act I and began reading Act II. We read through Act II, scene i. We will finish Act II next class.

24 April: Julius Caesar Day 1

Late papers, folders, PowerPoint handouts, and note cards were turned in.

Students identified qualities of
- a good leader
- a bad leader
- a good friend
- a bad friend

Pre-Reading Vocabulary definitions:

1. bard – a poet. Shakespeare is known as “The Bard.”


2. ambition – n. a strong desire


3. Caesar – title of a Roman emperor (Czar)


4. pulpit – n. platform for giving sermons


5. taper – n. candle


6. ides – n. the fifteenth day of March, May, July, or October, and the thirteenth day of the other months


7. triumvirate – n. group of 3 rulers


8. fickle – adj. easily changeable; unstable

Act I Notes (students filled in blanks on a handout)

• Anachronism – historically, something is out of chronological order (ex: in the play, a clock strikes. The play is set more than 2000 years ago when clocks didn’t exist)


• Lupercalia - A fertility festival in ancient Rome, celebrated on February 15 in honor of the pastoral god Lupercus.
  - Julius Caesar begins on this day.
  - But the next day is the Ides of March. This is why we don’t read the play as a history. Shakespeare squeezes months into days.


• Themes in Julius Caesar (copied into notes)
  -Friendship
  -Leadership
  -Betrayal
  -Ambition
  -Superstition & fate

Students received handouts for Act I. These included detailed study questions for all scened and separate handouts for each scene.

• Act I, Scene i handout: read the definition of "pun" and identify which of the 7 sentences at the bottom are puns.
• Basic background for scene i:
  **The play opens as Julius Caesar is returning to Rome after defeating Pompey.
  **He used to be friends with Pompey. They used to rule together with Crassus, the first triumvirate. ***First triumvirate = Caesar, Pompey, Crassus
  **Marullus and Flavius are tribunes (police officers). They are angry with the people for cheering for Caesar.

Students read Act I, scenes 1 and 2 aloud in class. We will finish Act I and begin Act II next class.

HOMEWORK:

• Define Acts I and II vocabulary (students had time in class to use the book or a dictionary). Direct links to definitions on dictionary.com can be found here
• Worksheets pages 2 & 3 (These are individual worksheets for Act I: scene i and ii (scene 1 and 2)
• Links to copies of the play online can be found on the left-hand side of this blog.
  

22 April: Papers Due! Introducing Shakespeare

Students turned in:

• Folders (3-prong, NOT binders), these included the revised and edited rough drafts
• Note cards to clear box

Students were given the opportunity to proofread their final drafts one last time. They should have made minor corrections with a pencil or black pen. Final drafts were then turned in.

Students gave presentations. Many students did not though. Presentations were to be turned in to the 2nd period folder in the "Turn in Work Here" folder. Those who didn't must still turn in a copy of their PowerPoint by Friday. They will give their presentation at a later date. This date is yet to be determined.

INTRODUCING SHAKESPEARE

1. KWL Charts. Students created 2 KWL charts, one for "William Shakespeare" and another for "Julius Caesar." They filled in the K & W columns for each.
2. Students worked in pairs to find 20 facts on the Shakespeare Mind Map (click to view)
3. Students were given a page from the "Shakespeare Trivia Anthology" to find 4 interesting facts to add to their list.
4. Students then read and paraphrased Puck's speech from the end of A Midsummer Night's Dream. They then watched a youtube video of the Animaniacs performing the speech. (see below)
5. Students read Hamlet's "Alas, Poor Yorick" speech, paraphrased it, and watched the Animaniac's performance. (see below)
6. Scavenger Hunt: Group Project. Students were given a handout with 44 words all related somehow to The Tragedy of Julius Caesar. They should divide up the words in their groups, find images/words/phrases that relate to the words, or they can draw their own. Bring these images/words to class on Friday. Extra credit for those who bring glue sticks! They will then start working together to create a collage of the images.

HOMEWORK: Use the Internet to finish finding facts about Shakespeare (24 facts in all)

A Midsummer Night's Dream Animaniacs


Hamlet (Poor Yorick) Animaniacs

20 April: Research Day 12, Preparing the Final Draft

Today students

1. Prepared the Final Draft. Specific instructions given on a handout can be viewed here (attention: 2nd period students may not have the handout about museum curators. Don't worry about it if you can't find it! This means you should have a total of 13 handouts rather than 14.)
2. Worked on PowerPoint Presentations

Due Wednesday, April 22:

1. Final Draft
2. Folder, including all rough drafts, graded work, handouts
3. PowerPoint Presentation, including a handout of the presentation (6 slides per page)

Instructions for turning in/saving the PowerPoint:

16 April, Research Day 11: Editing

Students were to edit their revised rough draft today. The should have followed the instructions on the "editing instructions" handout. Those instructions can be found here: Editing Instructions Handout
These instructions include following more instructions for preparing a Works Cited page. Those instructions can be found here: Preparing the Works Cited Handout

After students finished editing and preparing the Works Cited page, they had the opportunity to print it and bring it to Mrs. Woodliff to be checked for accuracy.

Presentation Assignments were handed out. That handout and tips on how to make a good PowerPoint can be viewed here: Presentation Assignment

14 April: Research Day 10, Revision

Students were given the following instructions and information:

•Take 3 handouts (click on these 2 links to view these instructions: revision instructions, highlighting/finding instructions, and peer revision handout)
•Follow instructions carefully. Notice, you will be printing multiple drafts. Remember: the revised and edited drafts are a MAJOR GRADE!
•Peer Revision Handout: When revising Draft #1, if the paper only has 3 body paragraphs, skip #s 5 & 6. If it has 4 body paragraphs, skip #6

IMPORTANT DATES:
•Tuesday, April 14: Revise Rough Draft
•Thursday, April 16: Edit Rough Draft; Presentation Assigned
•Monday, April 20: Prepare Final Draft; Work on Presentation
•Wednesday, April 22: Final Draft Due; Give presentation

31 March: Research Day 9, Drafting the Paper

• Students should be finished with their note cards (these were to be finished BEFORE coming to class).
• Next, they organized the note cards into stacks according to topic. Each stack will make up much of one body paragraph. (3 stacks = 3 body paragraphs; 5 stacks = 5 body paragraphs). There should be no more than 5 body paragraphs. Information on "stray" cards may be used in the introduction or conclusion, or it might not be used at all.
• After sorting note cards, students were to open the "Drafting the Paper" PowerPoint found on the y-drive. They should follow the instructions on the PowerPoint. First: view the entire slideshow. This gives them an idea of what they will be doing/how they will be writing the rough draft.
• After viewing the PowerPoint, they should start writing their body paragraphs. After the first body paragraph was written, students were to get it checked. There should be parenthetical citations in these paragraphs.
• After getting the first body paragraph checked, they should continue drafting the body, then the conclusion and introduction.
• Students will be using this PowerPoint until the finish the rough draft.
• The rough draft should be finished before spring break!