October 29

Honors World Literature October 31-November 4

Honors World Literature                                            


Planning Your Week: October 31—November 4

Sun. 10/31—Membean practice due.

Thurs. 11/17–LAST DAY to turn in Julius Caesar choice board assessments. No work will be accepted after Thanksgiving break.


Monday, October 31

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener— Review Act I Scene 2 Lines 25-189, p. 24-30, and from Cassius’s rhetoric identify one example each of ethos, logos, and pathos. Include a lead-in, citation, and commentary/interpretation for each quote you select.
  2. Review differences in narrative techniques between poetry and prose; summarize Hamlet’s “To be or not to be” soliloquy and view three clips to critique various interpretations of a scene
    1. https://www.youtube.com/watch?v=ei0fnP9s0KA Mel Gibson
    2. https://www.youtube.com/watch?v=SjuZq-8PUw0 Kenneth Branagh
    3. https://www.youtube.com/watch?v=muLAzfQDS3M Adrian Lester
    4. https://www.youtube.com/watch?v=5ks-NbCHUns Sir Laurence Olivier
  3. Compare film portrayals and discuss blocking techniques for staging a scene—(how to annotate a text for nuance of speech and gestures); model with 1.2.1-82.
  4. Student-Led Work Session— analyze a section of Act II, applying understanding of character, plot, and subtext to perform the scene, adding blocking, physical movement, gestures, props, and sound effects.
  5. Closer—How does the physical and vocal delivery of a monologue affect the audience’s perception of a character? Cite examples from one of the clips viewed today.

*Homework: Continue to work on JC Choice Board.


Tuesday, November 1

LG: Understand plot, character development, and dramatic irony in Julius Caesar 

  1. Opener— Rehearse with your group to review your plan to perform student adaptations of Julius Caesar
  1. Work session—student groups perform adapted scenes
  2. Closer—Consider JC Choice Board level 2 option for a monologue. Revisit JC Word Trace (handout). Review the section of Act II that you performed; select this single most important sentence that connects to a thematic topic (see the Word Trace handout for ideas). Paraphrase the line and explain how it connects to one of the thematic topics.

*Homework: Continue to work on JC Choice Board.


Wednesday, November 2

LG: Review methods of characterization and analyze character in Julius Caesar.

  1. Opener—Paraphrase 2.2.41-51, focusing on connections between the speakers.
  2. Student-led work session: Students will compete to organize the events of a scene from Act III of Julius Caesar.
    1. Roman Empire groups will receive a text summary of a scene from Act III of Julius Caesar.
    2. They will also receive a Ziploc baggy of lines cut into strips from their assigned scene.
    3. Using the summary of the act, they must paraphrase the lines in order to chronologically sequence the actors’ lines into a cohesive order that fits the action of the summary.
    4. They will assemble their lines in order on a butcher paper poster.
  3. Read/analyze Act III, focusing on Antony’s and Brutus’s actions in the immediate aftermath of Caesar’s death. Complete STEAL graphic organizer for each character.
  4. Closer—Mystery envelopes

*Homework: Continue to work on JC Choice Board.


Thursday, November 3

LG: Analyze a film director’s interpretation of Julius Caesar focusing on character and theme.

  1. Opener—Review vocabulary from Act I, II, and III.
  2. View Julius Caesar, analyzing the film director’s choices (camera angles, choice of actors, set, costumes, sound effects, music, etc.) and evaluating the effectiveness of this interpretation.

*Homework: Continue to work on JC Choice Board.


Friday, Nov. 4

LG: Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience.

  1. Opener: watch a scene from Law and Order https://www.youtube.com/watch?v=PjG2AMYiyrg where the lawyers deliver closing arguments from a murder. Critique the persuasive and rhetorical moves each lawyer makes.
  2. Review Act III of Julius Caesar, considering the question of whether the conspirators are justified in killing Caesar.
  3. Analyze evidence supporting and refuting the conspirators’ actions. For example, consider the following:
    • Caesar’s physical limitations (I ii 95-131)
    • Why should Caesar be king? (I.ii. 135-141)
    • The fate of Marullus and Flavius (I.ii. 281-287)
    • Brutus’s reasons for killing Caesar (I.i. 10-34)
    • Caesar refuses the crown (I. ii. 220-246)
    • Caesar’s will (III.ii. 240-244 and 249-254)
  4. Teams will compile text evidence in the style of persuasive “closing argument remarks” and vote if Caesar should be assassinated based on the evidence up to Caesar’s speech 3.1.58-73.
  5. Closer—Defend your vote in a short response and summarize Caesar’s good and bad qualities according to the text thus far.

Posted October 29, 2016 by Rachael Sanford in category Honors World Literature

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