subject/grade level: algebra/6th...

English Language Arts Curriculum Map

Grade Level: English 2 Title: Julius Caesar Does Power Corrupt? History, Drama and Contemporary SocietyTime Frame: 4 weeks

Enduring Understanding: Power can corrupt.

Essential Questions: 1. If a friend asks you to do something, should you do it?2. Do people who think they are better than others deserve to be taught a lesson?3. Do politicians always tell the truth?4. In choosing friends or country, should our loyalty always be with our country?5. If everyone in the group agrees, is it the right path?6. Is it better to die than to become a prisoner?7. Is it possible to murder out of love?

Concept/Topic Indicators Vocabulary Development

Assessment Strategies

Instructional Activities/Extension Activities

Resources

Understanding and Using Literary Texts

E2-1.1 Compare/contrast ideas within and across literary texts to make inferences.

Inferences Using the text as source, infer Shakespeare’s stance on the ability of the masses to make political decision.

The Tragedy of Julius Caesar

Understanding and Using Literary TextsOmit

E2-1.2 Analyze the impact of point of view on literary texts.


E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

Figurative languagePunExtended metaphorOxymoron

Teacher will distribute examples of puns and oxymorons to teach the concept. Students will focus on the puns in Act I, Scene i.


English 2 – Unit 4 – Julius Caesar April 2011 300 South Catawba Street, Lancaster SC 29720

1





Resources


E2-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text.

Character Protagonist Antagonist Static/dynamic

characters Flat/round characters

PlotConflict

Internal/externalTheme

Use the Janet Allen Curriculum graphic organizer titled “Understanding Character Motivation” to chart character development of Brutus, Cassius, Julius Caesar, Pindarus, and Antony.

The Tragedy of Julius Caesar Janet Allen Curriculum


E2-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

ToneForeshadowingIronyAllusionSymbolism

Students will identify examples of each in teacher-made test format.

Review terms with students. The Tragedy of Julius Caesar

Understanding and Using Literary TextsOmit

E2-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).


E2-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

Genres Drama Graphic novels

Written worksOral and auditory presentationsDiscussionsMedia productions

“Shakespeare Goes to the Dogs”_____THE JANET ALLEN CURRICULUM INCLUDES THE FOLLOWING AS A TEXT SET FOR LITERATURE CIRCLES.


2





Resources

Visual and performing arts “Priscilla and the Wimps” - PeckKilling Mr. Griffin – DuncanLord of the Flies – GoldingAnimal Farm –OrwellShattering Glass –GilesBattle of Jericho –DraperShadow People –McDonaldAmandine – Griffin“The Lottery”- JacksonJulius Caesar: His Time Has Come (movie)

Understanding andUsing Literary TextsOmit

E2-1.8 Read independently for extended periods of time for pleasure.

Understanding and Using Informational TextsOmit

E2-2.1 Compare/contrast theses within and across informational texts.

Omit E2-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

Understanding and E2-2.3 Analyze informational texts for


3





Resources

Using Informational TextsOmit

author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).

Understanding and Using Informational Texts

E2-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

Students will view Julius Caesar: His Time Has ComeStudents will record significant characters and events in the movie in left column of a two column note sheet. As students read the text, they will record similarities and differences in the right column, highlighting the differences between the movie and the text. A differentiated possibility would be to research historical references for the movie’s accuracy.

Julius Caesar: His Time Has Come (movie)


E2-2.5 Analyze the impact that text elements have on the meaning of a given informational text.

Stage directionsCharacter listsDramatic monologueSoliloquyAsideActs and scenes (Roman numerals)

Using the character list at the beginning of the play, the students will create a list of characters to indicate loyalties and associations, i.e., the Triumvirs, marriage unions, etc.

Students will identify soliloquies (Brutus pondering joining the conspiracy prior to the visit by the conspirators; Antony by Caesar’s



4





Resources

corpse in the Capitol), dramatic monologues (the funeral speeches by Brutus and Antony), and asides (Cassius to Brutus as he attempts to dissuade Brutus’ allowing Antony to speak at Caesar’s funeral).

As an extension activity, students will be (re)introduced to Roman numerals to facilitate understanding references to acts and scenes within the play


E2-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

Side notesSide-by-side texts

Students will practice using the side notes by reading passages aloud, shifting to the side notes when indicated by the number in the text. The students will gain proficiency in replacing challenging text with the side note interpretation.

Using internet sources, students can read side-by-side Shakespearean/modern translations

Using the Janet Allen Curriculum, use the handout titled “Will the Real Julius Caesar Please Stand Up? to evaluate Various retellings of the Julius Caesar story.


www.nofearshakespeare.com

Janet Allen Curriculum


5

http://www.nofearshakespeare.com/





Resources


E2-2.7 Analyze propaganda techniques in informational texts.

Verbal ironyEmotional appeal

In an essay, compare Brutus’ explanation of Caesar’s assassination to Antony’s funeral speech to honor his friend. Which speech was more honest and why?

Distribute copy of Antony’s speech at Caesar’s funeral. Students will highlight the repeated use of verbal irony (“they are honourable men” among other examples. Students will highlight emotional appeals (the reading of the Caesar’s will).

Understanding and Using Informational TextsOmit

E2-2.8 Read independently for extended periods of time to gain information.

Building Vocabulary E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

Create a word wall for the play to include unfamiliar terms from the text.

Use the Janet Allen Curriculum worksheet “Living Lines” to gain understanding of Shakespearean English.


Building VocabularyOmit

E2-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)


6





Resources

Building Vocabulary E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text.

EuphemismsConnotations

Students will locate and list examples of euphemistic and connotative language in the text.

After defining euphemisms and connotations, students will compile a list of contemporary examples.

Building VocabularyOmit

E2-3.4 Spell new words using Greek and Latin roots and affixes (See Instructional Appendix: Greek and Latin Roots and Affixes.)

Developing Written Communications

E2-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

Using the plot diagram as prewriting, students will write a plot summary for each act of the play.

Students will draw a plot diagram, correlating Act I to the exposition, Act II to the rising action, Act III to the climax, Act IV to the falling action, and Act V to the resolution. As students read the play, they will record progressive plot developments on the diagram.


Developing Written CommunicationsOmit

E2-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).


E2-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

Essay: Why is the play titled The Tragedy of Julius Caesar When He Dies in the Third Act?

Student research (I-Search) or teacher-generated web-quest or lecture on tragedy to include tragic hero, tragic flaw, and tragic fall. Class discussions to discuss the characters in the play and

Use of the school’s media center’s resources to include DISCUS.


7





Resources

Why Is This Play a Tragedy?

Who is the Tragic Hero in This Play? What Is the Hero’s Tragic Flaw?

the roles they play in the tragedy.

Use the Janet Allen Curriculum activity titled “Brainstorming Activity: People with Power” and the first column of “Finding Commonalities through Comparison” for Caesar and Brutus and by teacher decision, contemporary personalities in positions of power.

Use the Janet Allen handout titled “Characteristics of Opinion Papers” and the graphic organizer “Writing an Opinion Essay” and have students write an original text-based opinion paper. Also use “Self-Assessment Rubric: Opinion Essay.”



8





Resources


E2-4.4 Use grammatical conventions of written Standard American English, including

subject-verb agreement, pronoun-antecedent

agreement, agreement of nouns and

their modifiers, verb formation, pronoun case, formation of comparative

and superlative adjectives and adverbs, and

idiomatic usage. (See Instructional Appendix: Composite

Writing Matrix.)

Essay Students will self-edit their rough drafts and then peer edit by reading the drafts

See Instructional Appendix: Composite Writing Matrix.


E2-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

Essay See Instructional Appendix: Composite Writing Matrix.


E2-4.6 Edit written pieces for the correct use of Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)

Essay See Instructional Appendix: Composite Writing Matrix.


9





Resources

Producing Written Communication in a Variety of Forms

E2-5.1 Create informational pieces (for example, resumes, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

ResumeMemoLetter of requestLetter of inquiryLetter of complaintAudience awareness

Create a resume for the character of your choice

Write a letter of request from a “citizen” urging Brutus to join the conspiracy

Write a personal letter (of complaint) from Portia to Brutus regarding his moodiness prior to his decision to become a part of the conspiracy


E2-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

HaikiParts of speech poems

After reading an Act/Scene, the student will summarize what he/she has read, using various poetry formats, i.e. in 17 syllables, summarize Act I, Scene ii.

Students will summarize a scene using one noun, two verbs, three adverb/adjective

Students will review the haiku form (or any other formulaic poetic form)

Students will review the parts of speech



10





Resources

combinations, etc.Students will complete a 10% summary of an Act/Scene.

Act II, Scene i is 336 lines in length; the summary will be 37 lines long.

**By the end of the play, the students will have created a comprehensive study guide for each scene in each act using a different format.


E2-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and vivid word choice.

Using the movie, describe the different scenes and character feelings of characters in Julius Caesar: His Time Has Come (for example the women and children of Alesia and Cleopatra’s seduction of Caesar)

Julius Caesar: His Time Has Come (movie)


E2-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts).

Lead (newspaper) Write a letter of request from a “citizen” urging Brutus to join the conspiracy

Write a newspaper article as a witness to the death of Cinna the poet

The Tragedy of Julius Caesar found in the text

Samples of letters of requests

Samples of newspaper articles

Samples of editorials


11





Resources

Write an editorial from Brutus outlining the importance of supporting one’s country

Producing Written Communication in a Variety of FormsOmit

E2-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use clear and precise language suitable for the purpose and audience.

Applying the Skills of Inquiry and Oral Communication

E2-6.1 Clarify and refine a research topic. Assign independent research on a extension topic

Reference Roger Taylor on I-searches some possibilities might include the role of the Roman senate, the role of women in Roman society, weapons, dress, religion

THE JANET ALLEN CURRICULUM INCLUDES THE FOLLOWING AS RESEARCH/READ ALOUD SELECTIONS:Mammoth Book of Eyewitness Britain – Lewis, ed.Augustus – SouthernThe Twelve Caesars – Sectonius, GravesSimplified Julius Caesar: Shakespeare Made Easy – Durband, ed.Shakespeare: The Animated Tales II – Garfield, audioTop Ten Shakespeare Stories


12





Resources

– DearyStories From Shakespeare – Chute Hear Hear Mr. Shakespeare-KoscielniakWilliam Shakespeare and the Globe – AlikiBard of Avon – StanleyShakespeare and His Work and His World – Rosen, IngpenEyewitness: Shakespeare - ChrispRoger Taylor web site or self-generated topics

Applying the Skills of Inquiry and Oral CommunicationOmit

E2-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.


E2-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

Create an annotated bibliography using MLA style on the resources available in the media center

Compile this and put it on the school’s website

Access to school library


13





Resources


E2-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.


E2-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose.


E2-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

Students, in groups, can summarize the play in artistic renderings, i.e., graphic representations; collages, time lines, etc.


E2-6.7 Use a variety of print and electronic reference materials.

This will be accomplished during the progression of the unit on The Tragedy of Julius Caesar. Differentiation will be evidenced and guided by students completing the various projects

Applying the skills of Inquiry and Oral Communication

E2-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information.

This will be accomplished during the progression of the unit on The Tragedy of Julius Caesar. Differentiation will be evidenced and guided by students completing the various projects


14

subject/grade level: algebra/6th...

Documents