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Shakespeare’s Julius Caesar

Shakespeare’s Julius Caesar . Student Learning Menu. Learning Targets & Enduring Understanding . Learning Targets: RL.9-10.4: Determine the meanings as they are used in text.

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Shakespeare’s Julius Caesar

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  1. Shakespeare’s Julius Caesar Student Learning Menu

  2. Learning Targets & Enduring Understanding Learning Targets: RL.9-10.4: Determine the meanings as they are used in text. RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text. RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says as well as inferences. W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering questions. Enduring Understandings: 1. How do complex characters advance the plot of a play? 2. How can characterization be represented orally? 3.

  3. Welcome to your Julius Caesar Learning Menu! • You have a choice & a voice in what you do! • Enjoy the freedom to choose learning activities that interest you!

  4. How does a learning menu work? It’s similar to dining out at a restaurant and choosing your meal! Your goal: Select activities to reach 20 points Choose any number of activities from each level, just remember to reach your 20 point goal. • Level 1 - “Appetizer” (2 pts each) • Level 2 - “Main Course” (4 pts each) • Level 3 - “Dessert” (8 pts each)

  5. the importance of annotating ... to understand what you read! What does it mean to annotate? To annotate is to simply make notes on the pages of texts What is the purpose of annotating? To ENGAGE IN ACTIVE READING! Plus, it’s FUN! :) By becoming more active readers, we engage in the text on a deeper level, which helps us to better understand the action of the plot as well as overall ideas and themes.

  6. Review: What do I annotate? • ANYTHING that confuses you, or you have questions about • Difficult passages • Phrases/Words/Passages that suggest themes, motifs, symbols • Examples of diction • Tone changes • Characterization • Foreshadowing • Literary Devices

  7. Before we begin... Directions: • Step 1: Read the Shakespeare Background notes and Acts I-III of Julius Caesar in class. • Step 2: Complete learning menu items to earn a total of 20 points.

  8. Learning Menu Level 1 “Appetizer” Need a quick review of Caesar Notes? If so, follow the link Caesar Notes 1. Define Shakespearean Sonnet 2. Research a Renaissance Artist and a piece of their work. Create your GoogleDoc and share with your teacher. 3. IdentifyWho’s Who in Julius Caesar by unscrambling the character names by following this link: ___/2 ___/2 ___/2 Knowledge and Comprehension

  9. Learning Menu Level 2 “Main Course” Need a quick review of Caesar Notes? If so, follow the link Caesar Notes 1. Apply your knowledge of The Soldier’s Dilemmato respond to the guided reading questions. The Soldier's Dilemma 2. By completing a venn diagram, compare and contrast two main characters in Acts I-III. 3. Discover the various battles in which Caesar dealt with conflict. Apply your findings in a written response of your research. Use the link below as a starting point to find information. Caesar Battle Info ___/4 ___/4 ___/4 Application and Analysis

  10. Learning Menu Level 3 “Dessert” You may only choose a maximum of two items from this dessert menu. Need a quick review of Caesar Notes? If so, follow the link Caesar Notes 1. Choose a given topic and construct a guided imagery reading of your own. a. How would you feel if you were the soothsayer and no one was taking you seriously? b. How would you cope with the neglect of your husband if you were in Portia’s shoes? 2. Choose either Caesar or Brutus and analyzehow the character changes throughout the play. Respond in at least three paragraphs. 3. Select one act of the play to create an alternate outcome. Would the characters be the same? Would the plot take a twist? Create an alternative script with at least 50 lines. 4. Write an editorial explaining how or why our social norms could be changed. Submit (share on GoogleDrive) your response with at least one other classmate. ___/8 ___/8 ___/8 ___/8 Synthesis and Evaluation

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