JC: Summative “mini” Essay

Julius Caesar: Summative Essay

Directions: Write a short essay based on the passage and question below. DUE MONDAY!

SECTIONS A, C, D

To the very End, Brutus remains rigidly devoted to the concepts of honor, integrity, justice and truth. Can such a person succeed in a modern world? Why or why not?

Create a thesis, make TWO supporting claims, back up EACH claim with ONE piece of evidence from Julius Caesar.

• You need an brief introduction
• Create a thesis STATEMENT (remember, you are making a point about pessimism. Be sure to be clear and concise).
• Then, you must support your statement with TWO supporting claims, each claim must be supported by evidence from the play.
• In total, you should have THREE paragraphs.
• Quiz Grade for TERM 5!!!
• You don’t have to type it, but BE LEGIBLE!!!

 

SECTIONS E and F:

How can pessimism affect performance? Pessimists often claim that they are realists. Do you or do you not believe this and why?  Create a thesis, make TWO supporting claims, back up EACH claim with ONE piece of evidence from Julius Caesar.

• You need an brief introduction
• Create a thesis STATEMENT (remember, you are making a point about pessimism. Be sure to be clear and concise).
• Then, you must support your statement with TWO supporting claims, each claim must be supported by evidence from the play.
• In total, you should have THREE paragraphs.
• Quiz Grade for TERM 5!!!
• You don’t have to type it, but BE LEGIBLE!!!

 

 

JC: Act V questions

Act V, scenes 1 and 2

Do now: Explore the issues of the human experience. Many ancient Romans believed that suicide was morally defensible when a man of honor was faced with slavery or shame. Do you agree? Is it a cowardly or brave act? Why. Explain and give (make up) an example to support your claim.  (use the back if you need)

1. What additional interpretation might there be for Octavius’s statement in line 21 besides an army maneuver for those who know of the future crossing of Octavius’s and Antony’s paths?

2. What does this scene reveal about Antony (especially in line 38). How does he twist the metaphor about the bees to his own advantage?

3. To what extent is Brutus’s saecasm at Antony’s expense justified (lines 39 – 41)?

4. In the exchange of insults, How does Antony have a slight advantage in your analysis of lines 42 – 47?

5. What action is indicated for Octavius in line 54?

6. What does this scene reveal about Brutus? Think about Octavius’s speech (lines 51-58) and what is Brutus’s meaning in line 60?

7. Explain the superstitions and symbols in Cassius lines 79 – 96.

8.What will happen if the battle is lost (lines 113 – 117)?

Act V iii -v:

1. Explain lines 5 to 8 in scene 3. What do you think it reveals about Brutus?

2. Why does Cassius ask Titinius and Pindarus to check about the troops (lines 15 to 22)?
3. What does Pindarus see? How does he translate that to Cassius? What is the end result?

3. When Titinius and Messela reenter, what does the reader really find out about Titinius (lines 53 to 55)?

5. How do Titinius and Messala respond to Pindarus’ deed? Explain their conversation.

6. In Titinius’ soliloquy at the end of scene 3, why does he choose this death? Do you think it is noble, honorable, stupid, overly dramatic, something else? Explain.
7. What elements of irony do you find in Cassius’ death?

8. Why do you think Brutus says lines 100 – 102? What do you think he feels?

9. The last line in scene 3 is “We shall try fortune in a second fight” (line 117). Why does Brutus say this? What does he reveal about himself and maybe his priorities?

10. In scene 4, why does Lucilius offer the soldier money? Who does that remind you of?

11. What does Antony mean: “I had rather have such men my friends than enemies.”

12. Why do Brutus’ friends refuse to help him?

13. How does Brutus’s statement in lines 36 -37 prepare for Strato’s part in his suicide?

14. What id the significance of Brutus’s dying words?

15. How does Antony’s eulogy (look up this word if you don’t know it!) distinguish Brutus’s motives from those of the other conspirators?

16. Who is the protagonist in the play? Why did Shakespeare name his play Julius Caesar?

Current Event: Effectiveness of Leaders

Current Event Directions: Read the following directions below for your section. We are doing this in segments, but ALL classes will have to do this at some point during the term. Pay attention to the due dates.

All posts are due by the start of school!

Put your name and section on your post!!!

Find a Current Event: Sections F and A  ONLY

Due: WEDNESDAY APRIL 4th 

Directions (Sections F and A):

• Research the following websites for local, national and international news. You need to find an article that discusses EFFECTIVE LEADERSHIP!
• THINK ABOUT:  is this effective leadership? how so? How do we know what is effective leadership? is it oppressing the people of the leader? Is this abuse of power? How  do we know? What makes it abusive? Will anyone EVER agree on what makes an effective leader or that their current leader is effective??.
• This article should be within the past month or so.
• In the comments section of this assignment: Cut/paste the link as part of the post. DO NOT PUT IT IN THE SPACE THAT SAYS WEBSITE. If you do, your comment will go to spam and you will NOT get credit.
• Cite a least ONE line
• SECTION F: YOU MUST FIND SOMETHING ABOUT LOCAL OR NATIONAL PUBLIC LEADERS!!!! That means: superintendents, mayors, governors, senators, president, etc.
• SECTION A: YOU MUST USE SOMETHING INTERNATIONALLY! Maybe pick your country of ethnicty or a place to where you want to travel!

• Remember, current events and celebrity news do not count! You need credible news sources (see below)!
• Your responses should be insightful and each bullet point below with at least 5 sentences!!!! Analyze the connection!
• Then, along with the link, answer the following questions
  • What is this about? Where does it take place?
  • What is your opinion about this article? Be sure to respond to some of the prompting questions below.
  • Think about: is this effective leadership? how so? How do we know what is effective leadership? is it oppressing the people of the leader? Is this abuse of power? How  do we know? What makes it abusive? Will anyone EVER agree on what makes an effective leader or that their current leader is effective??
  • HELPFUL WEBSITES: CNN, MSNBC, FOX NEWS, BBC

Respond to the current event: C and D ONLY!

DUE: Friday APRIL 6th

Directions (Section C and D):

• Choose any article posted by your classmates
• Read the article, quote specific form from the article AND your peers
• You need ONE from each (So TWO specific references in your response)
• No more than TWO people per post
• You must read the article!
• Your responses should be at least 200 words. Be sure to WORD SLAP!
• Read it and respond to it as a “reply”.
  • Do you agree/disagree and why?
  • Use debate language: “You said…., but I disagree because…” or “Good point about…and I agree because…”
  • Think about your own views about power and leadership, Julius Caesar and how it connects to the post.
  • Totally ok if you fight and argue. I think a discussion back and forth is amazing!!!
  • WORD SLAP!!

Respond to the current event: SECTION E ONLY

DUE: TUESDAY APRIL 10th BY THE START OF SCHOOL ! 

Directions (Section E):

• Choose any COMMENT posted by your classmates in sections C and A
• Read the article, quote specific form from the article AND your peer
• You need ONE from each (So TWO specific references in your response)
• No more than TWO people per post
• You must read the article!
• Your responses should be at least 200 words. Be sure to WORD SLAP!
• Read it and respond to it as a “reply”.
  • Do you agree/disagree and why?
  • Use debate language: “You said…., but I disagree because…” or “Good point about…and I agree because…”
  • Think about your own views about power and leadership, Julius Caesar and how it connects to the post.
  • Totally ok if you fight and argue. I think a discussion back and forth is amazing!!!
  • WORD SLAP!

If you have questions or comments, let me know!!

Debate: Tough Love

Directions: We will be creating and defending an answer to the following question below. Things to think about in your research so that you can cover all sides of your arguments. You will be placed in groups. 

Question: IS TOUGH LOVE EFFECTIVE?

SIDES

• Yes: it works, we need it, build character, encourages discipline, prepares people for future life accomplishments, actions must have consequences, benefits society as a whole, etc
• NO: It causes emotional damage, harms the individual, causes people to abuse their power, causes people to shut down, lowers self esteem, etc

Handouts:

• Powerpoint (Topic and Groups): CLICK HERE
• Part I: Research.CLICK HERE
• Part II: Strengthening my side CLICK HERE
• Part III: Adding research to evidence CLICK HERE
• Part IV: refuting your own point CLICK HERE
• Part V:Hook Me CLICK HERE
• Part VI: So what? Who cares? CLICK HERE
• Notes and Debate RUBRIC: CLICK HERE

Groups:

SECTION A:

YES	NO
JianjieSammy Dan Kim Nick Christina Vee Alex Christina Sidney Rayshawn Emily Akeem Tori David Jennifer	AlexisJosh O’Neal LA Nico Richard Alfredo Joslyn Cathy Jun Hao Beebz Meera Amtooj Coleman Pharedy Alan

Section C:

YES	NO
GibsonCourtney Justin Caitlin Ben James Amber Kyra Tyler Julia Lan Vy Imani Amanda Jung Chen	AlexisBrittany Meal Plan Amy Kristin Sandra Nalah Cathyana Jillian Shannon Alex Abi Mike Melissa Jack

Section D:

YES	NO
SterlingDan S. Renee Zach Francesca Sabrina Casey Ed Thomas Khalil Kylie Hamza Sari Dan H.	BriannaCeline V. Bro Cindy Andriana Anders Lauren Elaina Matteo Samantha Veronica Brittney Jill Julio

Section E:

	YES	NO
	YusufNatalia Arium Jun You Rebecca Jonny Danny Ayub Bobby Amyas Jolyn Moise Dom	BenDeandre Kevin Kayli Amanda Duyen Brain David Raheem Gunnar Max Chinenye Khadra

Section F:

	YES	NO
	JanielleSarah Handy Joe J. Bro Gio Dianisha Sttephanie R Jenny Arli B. Lo	KevinTewahedo Julia Michaela Stephanie Su Debora Jayquan Renata James Destiny J. Fo Haley

Grade 9: JC, Act V, scene 1 questions

Directions: Make sure you read/translate ACt V, scene 1 (if you were absent from class you can do this on your own and be prepared for class). Read and answer each question below thoughtfully based on what you read.

Act V, Scene 1:

1. Explain the commentary between Octavius and Antony.
2. In the exchange of insults, which side seems to have the advantage? Why? Be sure to reference specific lines.
3. What omen made Cassius fearful? What pessimism does Brutus exhibit concerning the coming battle? What outcome do these attitudes appear to foreshadow?
4. Sometime, the truth (even though unpleasant) can come out during an argument, moment of fear or strain. Think about the following characters, what does this scene reveal about:
   1. Octavius: Think about: where does he show independence? Impatience? leadership? How does he see himself? How do you know?
   2. Antony: think about: how is his shrewd? How does he show his ability to manipulate words/use rhetoric? Explain!
   3. Brutus: think about: what makes him angry and resentful and what in his personality makes him that way?
   4. Cassius: think about: how he acts in the presence of others? Why should be enraged?
5. As readers, we see the differences between Cassius and Brutus: their basic attitudes/traits were completely different. Their friendship surviving an assassination, a series of misfortunes, and a quarrel. Is this a case of “opposites attract”? Explain. Also, if you have friends quite different from you, why have you chosen them?

9th Grade: Julius Caesar Act IV-V Vocab

Julius Caesar Act IV-V Vocabulary

Proscription (n)

Covert (adj)

Mettle (n)

Choler (n)

Presume (v)

Mace (n)

Apparition (n)

Gallant (adj)

Exigent (adj)

Parley (n)

Providence (n)

Disconsolate (adj)

Engender (v)

Misconstrue (v)

Tarry (v)

9th Grade–Assassination Project

Here is the assignment and rubric for the political assassination assignment–USE THE RUBRIC!

Political Assassinations Assignment

Political leaders are assassinated for a variety of reasons. It usually happens when some of the people in his country are unhappy with his/her policies. You are reading about what happened to Julius Caesar in Rome. Research the life and death of one of your assigned leader and prepare a poster presentation to share this information with your classmates.

DIRECTIONS:

You will be assigned one leader, and you will research the assassination explaining:

1. Who the victim was (biography)
2. What he/she stands for (ideals, principles)
3. What the problem was (why he was assassinated)
4. The goals of the assassins (what they hoped would happen)
5. The assassins themselves (who was/were the killer/s)
6. The result/aftermath (what happened next?)

There will be four components to this presentation.

FIRST: You will prepare a list of TEN (10) facts about your assigned person and bring it to class on Wednesday March 24^th. This will be a ten point quiz grade.

SECOND: You will prepare typed notes covering the six required points about your person. You do not need to write a formal paper. Your notes can be done in bullet point form, but they must be properly cited (MLA format) and your paper must be clearly organized to contain all the required information (I’m not digging through pages upon pages of random notes to find your responses—the information is either obviously there or it is not).

Three points are due on Friday March 26^th and the complete set of notes is due Monday March 29^th. The full set of notes is a quiz grade.

THIRD: You will prepare a poster presentation. This is how you will be presenting the information to your classmates (only you and I will see your notes!). Your poster will include only the major points of your project and will make use of visuals to help tell the story. You will have class time on Thursday April 1^st to work on your posters.

You will then be asked to give a two minute talk elaborating on your poster. Your presentation should not repeat the facts on your poster, but rather expand and give more information about them. Tell us interesting facts about you person—these people are really interesting—let us all know that! Posters are due Tuesday April 6^th.

We will go over what makes an effective poster in class. You should also check out the following website for useful tips: http://www.ncsu.edu/project/posters/NewSite/

FOURTH: You will have a test on your peers’ presentations. The test will include information gained both from the posters themselves and from your peers’ two-minute presentations elaborating on those points. The test is Friday April 9^th

NOTES RUBRIC:

______(10) MLA FORMAT: citations all in proper format, typed TNR, double spaced, heading/header, etc.

______(10) WORKS CITED PAGE: Page is properly formatted, You must have at least THREE SOURCES (including but not limited to: 1 encyclopedia, 2 online database sites).

______(5) THE VICTIM: Have accurate notes/information, relevant and accurate facts, and at least one citation to indicate sources used

______(5) VICTIM’S IDEALS: Have accurate notes/information, relevant and accurate facts, and at least one citation to indicate sources used

______(5) WHAT THE PROBLEM WAS: Have accurate notes/information, relevant and accurate facts, and at least one citation to indicate sources used

______(5) GOALS OF THE ASSASSINS: Have accurate notes/information, relevant and accurate facts, and at least one citation to indicate sources used

______(5) THE ASSASSINS: Have accurate notes/information, relevant and accurate facts, and at least one citation to indicate sources used

______(5) RESULTS/AFTERMATH: Have accurate notes/information, relevant and accurate facts, and at least one citation to indicate sources used

________/ 50 = NOTES GRADE

POSTER PRESENTATION RUBRIC:

______(10) OVERALL APPEARANCE: appealing use of text, graphics, and color. Poster appears well-organized and logical. Text and pictures are readable from a distance of two feet away

______(10) LAYOUT: appropriate amounts of white space and text, poster naturally “flows,” all information is present and clear

______ (20) INFORMATION: All important information is presented on the poster; however, there is not too much text. Peers can get the major points from looking at the poster.

______(10) GRAMMAR/SPELLING/MECHANICS: proper spelling, punctuation, grammar, paragraph and sentence structure on the poster

______ (30) PRESENTATION: Student gives a clear and effective two-minute presentation about their research. Presentation is used to ELABORATE on the ideas written on the poster (NOT TO RE-STATE those ideas). Student may use notes but should not be reading directly off a paper—the tone is conversational.

__________/80 = PRESENTATION GRADE

TEST ON PRESENTATIONS:

There will be a test (worth twenty points) on your peers’ presentations on Friday April 2^nd.

__________/20 = TEST GRADE

TOTAL PROJECT (TEST GRADE):

_________/150 (Term 4 Test Grade

9th Grade–Act III Vocabulary

Act III Vocabulary

Puissant (adj)

Cur (n)

Enfranchisement (n)

Firmament (n)

Unassailable (adj)

Prostrate (adj)

Vouchsafe (v)

Reverence (n)

Censure (v)

Extenuate (v)

Inter (v)

Grievous (adj)

Coffer (n)

Brutish (adj)

Bequeath (v)

9th Grade Political Assassination Assignments

Here are the assignments for your political assassination project. We tried to accommodate one of everyone’s top choice, but that was not possible in all cases. Every person on here is interesting, however, so if you ended up with someone you did not ask for, please go into this with an open mind and be prepared to learn something new! LEARN! Yay!

Remember, 10 Facts on your person are due tomorrow. Cite your facts (even if you just list a website or two at the end).

Name	B-Group	C-Group	F-Group
Salvador Allende	Haley	Jenna	Aurora
Benigno Aquino		Khang	Briana
Steve Biko	Ruth	Bianca	Cindy
Charles I	Romney	Carol	Pam
Augusto Cesar Sandino	Shayne	Maryan	Jasmine
Franz Ferdinand	Gabe	Danny	Ian
Indira Gandhi	Tori	Brittany	Steffany
Mohandas Gandhi	Ashley	Latrelle	Alex
Emiliano Zapata	Bill	Yossmill	Willie
Park Chung-Hee	Karina	Kadin	Amy
Huey Long	Junfeng	Kelly	Natalie
Louis XVI	Darien	Sabreena	Tommy
Patrice Lumumba	Kevin	Josh	Mina
Ernesto “Che” Guevara	Ally	Amyas	Brandon
Nicholas II	Nassika	Kevin	Nikolas
Yitzhak Rabin			Agron
Oscar Romero	Iart	Tanairi	Hellena
Anwar Sadat	Tuan	Wingyiu	Morgan
Rafael Trujillo	Teo	Yamilex	Graciella
Malcolm X	Jian	Julian	Bernard
Rafik Harir	Kela		Jordan
Ngo Dinh Diem	Sandy	Yu Lin	Christina
Leon Trotsky	Trevon	Christine	Diego
Bobby Kennedy	Tricia	Rashad	Hannah
Benazir Bhutto	Caitlyn	Brianna	Viola
Juvenal Habyarimana	Dionnha	Austin	Tina

Grade 9–JC Act II Vocabulary

Julius Caesar Act II Vocabulary

Augment

Instigation

Redress

Visage

Affable

Semblance

Chide

Disperse

Contagion

Portent

Cognizance

Ague

Emulation

Contrive

Beseech