Name of Unit: Julius Caesar Reading and Writing

Context: 10th grade ELA: 18 students

Length of Unit: 5 weeks
Objectives:

Students will answer questions to demonstrate their knowledge and understanding

of the main events and characters in Julius Caesar.

Analyze multiple versions of the play - evaluating the differences.

Students analyze the value in reading Shakespeare today.

Students will write a narrative using one of the themes in the play. They will also
develop a character that has similar traits to one of the characters in the play and
incorporate that person into their story.

CCSS:
CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one play by an American
dramatist.)
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Materials:

Textbook

Audio recording of Julius Caesar

BBCs Julius Caesar play

Recorded clips of a live performance of the play (select scenes)

Worksheets (attached)

Phase I:
Students will not begin writing their narrative until we have finished reading the play.
However, they will be complete several assignments (anticipation guide, character
motivation/characterization guide) as we read that will assist them when writing their
narrative.
Day 1: Pre-Reading

Warm-up: What do you know about Shakespeare (his life, work, anything that
you have heard). Turn and talk with a partner. (5 minutes)

Brief review of the elements of drama (handout) (10 minutes)

Anticipatory guide worksheet (pre-reading activity), to be done in groups of 3 to

4. (20 minutes)

Group discussion on select topics from the group work (10 minutes)

1. Excessive pride can lead to your own ruin.

2. Politicians are only concerned with the majority.
3. Weak people can be easily manipulated

Day 2: Background Information

Warm-up: Is there value in reading Shakespeare today? Why or why not? Class
discussion (5 minutes)

Gaining background information activity. Students will read an article on

Shakespeare or Julius Caesar. (10 minutes)

In groups of 3 or 4, students will answer questions pertaining to their article.

Next, they will organize the information on a poster and teach it to the class.
Presentations will be brief (2-3 minutes each). (30 minutes)

Closure: synopsis of articles and clarification on key facts from the articles that
are pertinent to the unit plan but that may not have been covered in student
presentations.

Day 3: Becoming Familiar with the Language

Warm-up: What information (from the presentations or the article from yesterday)
do you find interesting? (5 minutes)

Students will read Act I aloud to become familiar with the language. The focus
will be on comprehension opposed to getting through a large amount of the play.
The teacher will stop frequently to clarify and to make note of important
information. The students will also be given a character motivation guide that
they will complete throughout the play. This will help them when writing their
narrative. (20-25 minutes)

Students will complete a scene guide the will be checked off to assess
comprehension. The guide will not be collected today as its purpose is for
students to refer back to throughout the play. (5-10 minutes)

Closure: Exit ticket/comprehension check. (5 minutes)

Day 4: Act II, Scene I: Audio Recording and BBC TV movie clip
Audio recording and discussion (20 minutes)

We will listen to a recording of the play (during this time students will followalong in their book). Throughout the recording the teacher will pause to clarify
and to explain the significance of each section.

Video (15 minutes). After listening we will watch a clip of the section that was
covered.

Group discussion (10 minutes)

Guiding questions:
1. What did you learn from watching the BBC production that you might have
missed in the recording?
2. Did you notice any differences?
3. Which did you prefer?
4. Are there benefits in reading and then watching the same scene? Why or why not?

Homework: Finish reading the scene I if we run out of time in class.

Day 5: Themes and Making Connections (more practice reading aloud)

Warm-up: Homework comprehension check quiz and discussion:

(10-15 minutes)
- The first quiz will not be collected for grading. However, the rest will be. The
purpose of this quiz is for students to become familiar with the types of questions they
will be responsible for answering regarding the homework reading throughout the unit.
1. What does the soothsayer tell Caesar? What is Caesarss reaction?
2. According to Cassius, what happened to Caesar when they went swimming in the
Tiber, and why is this important?
3. Brutus and Cassius have different motives behind why they disapprove of Caesar.
What does this reveal about their character?

Reading as a class. Students will choose characters and we will practice using
Shakespearean language as well as how to look up terms/concepts that are
difficult to understand. Make note of using all of the tools that the textbook
provides. (25 minutes)

Closure: Refer back to your anticipatory guide worksheet and the warm-up
question Do you think there is value in reading Shakespeare today?

Group discussion guiding questions:

1.

Do you see evidence of any of the things we discussed in class (focus on

themes)?

2.

Where did you see this in the reading today?

3. Has your opinion changed or stayed the same? Why or why not?

Finish reading scene II. This scene is long, however we will have covered the
majority of it in class.

Phase 2: Writing the Narrative

Introduction of the Summative Assessment and Continue Reading
After the reading is complete, students will be asked to write a narrative using a theme
that was introduced in the anticipatory guide worksheet and that has been referred to
consistently through the reading, watching, and listening to the play. They will choose at
one theme to be included in their narrative. They will also be required to analyze the traits
of one character from the play and to create a character in their story that exhibits those
same qualities. This person must be a main character in their story. The narrative can take
place in any time period and as long as the above criterion is evident. After the narrative
is complete, students will self-assess how they included the theme and character traits
into their story.
Week 2, Day 1:

Warm-up: Can you think of a time when one of the themes that exists in the play
has come up in your life? If not, what about the lives of people around you? Turn
and talk (5 minutes)

Introduction of the narrative assignment. Refer back to the anticipation guide and
character worksheet and how successful completion of these assignments will
help with the story. (10 minutes)

Review the elements of a drama

Audio recording of Julius Caesar (20 minutes)

Homework and closure: finish reading scene III

Students will each be assigned a section they will be expected to be nd

expert and to teach back to the class.

Day 2:

Jig-Saw Activity (15-20 minutes)

Watch the BBCs Act II while students focus on the characters and their character
motivation/characterization worksheet. (10 minutes)

Closure: In groups of 3 to 4, discuss the themes and their development over the
course of the play. How have the characters played a role in this? How could you
use this in your own story?

Share one example with the class (5-10 minutes)

Days 3-5:

comprehension quiz (will be graded) (10-20 minutes)

1. Why is Casca eager to encourage Brutus to join the conspiracy?

1. What doubts does Cassius reveal in his soliloquy?
2. How does Cassius plan to convince Brutus that he is more noble and loved than
Caesar? (10-15 minutes)

Read/watch/listen to audio recordings of the play

Take on the role of a specific character and analyze his or her perspective.

Does this influence your opinion on that character?

Complete comprehension quizzes and continue with worksheet guides

Week 3: Finish the Play

Complete Acts 4 and 5. A larger portion of the reading will be done independently
at this time as students have experience with the language at this stage.

Complete character sheets and review themes and their development over the
course of the play.

In groups of 3 to 4, connect one theme to a modern day topic.

Can you write a story about this? Think about the elements of drama that we
reviewed earlier in the unit.

How does this relate back to Shakespeares relevance today?

Week 4: Begin the Writing Process

Day 1:

Warm-up: What are some brainstorming strategies that youve used in the past?
o

Students will be given post-it notes and be asked to share out strategies on
a classroom poster.

(They just completed an activity on the writing process in their previous

unit so they should have some examples from that) (10 minutes)

Reintroduce the narrative assignment. Review all of the materials that we used to
understand the play and discuss how they can also be used to help write the
narrative (1o minutes)

Begin brainstorming (20 minutes)

Homework: Come to class with a topic and an explanation of how you will
incorporate a theme and character with similar traits to one in the play in your
story.

Day 2:

Warm-up: What makes a good story? How to great writers capture our attention?
Turn and talk (5 minutes)

Read a sample of a narrative and point out literary elements and how they
enhanced the story. This is a review as the students have already had a unit similar
to this last semester when reading Fahrenheit 451.
o

Additional notes and printouts from the previous unit will be made for
ESL students but available to all students to pick up. (25 minutes)

Characterization activity: Write a paragraph about your character that will mirror
that of one of Shakespeares characters in Julius Caesar and submit it at the end
of class or tomorrow if not complete.

Who is this person (age, hobbies, career, family) How do they connect to the play
(character traits/themes) (15 minutes)

Day 3:

Warm-up: Telling Vs. Showing. What is the difference? Which makes for a more
exciting story? (10 minutes)
o

Share on classroom poster and discuss

With a partner, discuss your character from yesterday. (10 minutes)

What role will he/she play in your story?

What theme did you choose to include?

Explain your plot or your thoughts on it thus far.

Refer back to the brainstorming activity (20 minutes)

Decide which elements youd like to use.

Are there things youd like to add?

Closure: exit ticket: Are you prepared to begin writing? If not, what do you need
to do before youre ready?

Days 4 and 5: Work Days (individual conferences/ goal-setting)

Begin mapping out stories using the graphic organizer.

Next, begin writing a rough draft

Homework: rough drafts due for next week.

Week 5: Completing the narrative

Day 1:

Warm-up: What do you look for when peer-editing? (5 minutes)

How to edit: emphasis on useful feedback and the inclusion of the criteria for the
assignment. (10 minutes)
o

Ability based partnering/ provide extra notes for students

Peer-edit with table partners (20 minutes)

Closure: exit ticket Write 3 areas you will focus on improving when finalizing
your paper. (5 minutes)

Days 2 and 3: Individual Conferences/work day

The teacher will meet with students and discuss their plans for improvement as
well as the areas the teacher sees need to be worked on for the final piece.

Day 4:

Warm-up: How to do you self-assess? (5 minutes)

Introduction of the self-assessment questions and a final review of the narrative.

(15 minutes)

With the rubric, students self-check to see that their writing meets all of the
criteria (5 minutes)

Begin writing final draft

Day 5: Work Day

Finish writing the narratives and submit them either at the end of class or the
beginning of class on Monday.

Homework: narrative final and self-assessment