"It is important
that students bring a
certain ragamuffin,
barefoot, irreverence
to their studies; they
are not here to
worship what is
known, but to
question it." - J.
Bronowski
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I fell in love with literature at a
young age, and the romance has literally taken
over my life. My greatest joy in high school
was throwing myself into new novels with the
guidance of an inspiring English teacher. After
high school, my adult spirit took refuge in
literature while my still-childish mind
convinced me to become a cosmetologist. As I
worked in salons, calling myself a professional
adult, my relationship with literature was
strained. I had no time or reason to surround
myself with poetry or novels. After a mere six
months into my professional, cosmetologist life,
I felt drained and starved for intellectual
stimulation. I learned where I belonged by first
learning where I did not.
I pulled myself up off the salon floor and marched into
Jefferson College, graduating with an Associate degree in
the Art of Education in only three semesters (and one
intense summer). Eighteen months later, I started classes
at University of Missouri St. Louis, where I will graduate
with Latin honors from the College of Education, earning
a Bachelor’s degree in the Science of Secondary
Education, specifically, English, my first true love. The
road was bumpy: at one point I was working at a salon,
attending college full-time, renovating a house, and
planning a wedding at the same time. Still, I carried on,
knowing that with each challenging step, I was that much
closer to my calling: guiding students toward success
through reading, writing, and discovering their own amazing potential.
“Marvelous Monstrosity”
English II
Spring 2012
Mrs. Rudolph
Rationale: March, 2009: In one of the most significant and controversial reversals of previous
policy, newly inaugurated U.S. President Barack Obama signed an executive order to permit federal
funding for human embryonic stem cell research. The ensuing debate continues to rage in both
congress and culture, centering around the following questions: At what point does human life begin?
Do human beings have the right to pursue science over ideology, no matter the gains or sacrifices?
Mary Shelley’s 18th century Romantic novel Frankenstein raises the same questions about a
scientist’s quest to produce a living creature from human parts. When Dr. Frankenstein abandons his
creation out of horror and remorse, the monster sets out on a quest of his own, to connect with the
rest of human-kind. The parallel journeys of Dr. Frankenstein and his creature lead both characters
and readers to question the nature of humanity, the rights of the living, and the responsibility of
science. High school students are in a unique position to appreciate these questions as they are facing
many of the same issues: the roles of technology verses humanity, the search for self-identity, and the
responsibility they have to others. Students who remember “Frankenstein” as a Halloween monster
will be surprised to find themselves re-visioning their view of Dr. Frankenstein’s creature, and will
form contemporary connections as they explore Shelley’s Gothic tale.
Overview: During this six-week text-set unit students will read a variety of literature that relates to
the anchor piece, Frankenstein, in class and at home. Students will read and discuss non-fiction
work such as articles on stem-cell research, editorials on the impact of modern technology, and
studies on the importance of the parental influence on children. This unit also includes poetry and
short stories from a variety of authors, including Edgar Allan Poe, that relate to the many themes
apparent in Frankenstein: secrecy, monstrosity, man playing god, death, and guilt. Frankenstein is
overflowing with texts: letters, notes, journals, inscriptions, and books fill the novel, sometimes
nestled inside each other, other times simply alluded to or quoted. Students will take on the task of
writing letters and journal entries in their own voices, as well as in the voices of the novel’s
characters, responding to the plot, other characters, and the non-Frankenstein texts to be examined
throughout the unit. The final project will bring every style of literature together in a comprehensive
literary analysis paper that makes a statement about one of the themes appearing in Frankenstein, and
connects to at least two other literary works (poetry, non-fiction).
Objectives:
Identify the use of literary devices such as allegory, imagery, and allusion.
Interpret the effect of literary devices.
Show mastery of “voice” by writing in the voice of a Gothic author
Identify themes in literature
Compare the uses of the same theme in different works of literature
Connect Gothic themes to modern America
Length of Curriculum: This unit consists of thirty 45 minute class periods (Six weeks).
Materials and Resources:
o School:
Text Frankenstein
Computers
Printer, paper
Whiteboard/ Marker
SmartBoard/Overhead projector
Video player
o Teacher:
Introduction handout
Study guides
Stem-cell articles
Frankenstein
“The Rime of the Ancient Mariner”
Opposing Viewpoints: “Stem-Cell Research” Articles
“Non-Existent” poem
An Introduction to Romanticism
“MS Found in a Bottle”
Frankenstein film
o Student
Pencil
Paper
Folder
Journal
Means of Assessment
o Formative:
Reading quizzes
Admit/Exit slips
In-class participation (reading, discussion)
Journals/letters
Character Analysis Activity
o Summative
5-6 page literary analysis paper (theme)
Marvelous Monstrosity Heading Class English II Your Name Ashley Rudolph
Name of Lesson Life Begins Time Frame 50
Objective Students will develop supports, opposes, or argues a point about genetic engineering.
Reading Material
Two cartoons:
http://www.cartoonistgroup.com/store/add.php?iid=30882 http://www.cartoonistgroup.com/store/add.php?iid=4841
Instructional Framework
Initiating Constructing Utilizing
Lesson Plan Format
Student Centered: Discussion
Grouping Whole Class Pairs Individuals
Materials & Resources
School – overhead projector/SmartBoard Teacher – Cartoons, Discussion questions handout, Rime of Ancient Mariner Student – pencil, paper
Literacy Strategy
Think, Pair, Share
Phase One Introduce cartoons. Announce, explain, then post 5 questions for students to answer independently. [THINK]
1. What is the dominant image in the cartoon? Why?
2. What is significant about the secondary images and text in the cartoon?
3. What is the cartoonist’s point of view about his subject matter?
4. What is your opinion about the subject matter introduced by the cartoon? 5. After considering both cartoons and your opinion, write a thesis statement that
supports, opposes, or argues a point about genetic engineering.
(15 min) Phase Two [PAIR]
Students pair up, share answers. Combine two answers into a single, strong idea. (10 min)
Phase Three [SHARE] Each developed answer shared with class. Come to a conclusion, or two solidly opposing conclusions about genetic engineering. If time allows, briefly discuss when students believe life begins. Introduce Frankenstein, connect themes back to the Frankenstein monster. (20 min)
Phase Four Taking a literary approach to theme: Assign Rime of Ancient Mariner and entrance slip: answer one of the discussion questions for next class. (handout) (5 min)
Formative Assessment
5 questions independently answered
Participation in discussion
Marvelous Monstrosity
Heading Class English II Your Name Ashley Rudolph Name of Lesson Rime Time Time Frame 50
Objective Students will analyze the relationship between man and nature in Samuel Taylor
Coleridge’s Rime of the Ancient Mariner. Reading Material
Rime of the Ancient Mariner
Instructional Framework
Initiating Constructing Utilizing
Lesson Plan Format
Teacher Centered: Presentation Student Centered: Discussion
Grouping Whole Class Pairs Individuals
Materials & Resources
School – Whiteboard/marker Teacher – Copies of poem Student – pencil, paper
Literacy Strategy
Entrance Slip- One of the discussion questions (posted day before) must be answered after reading poem for homework.
Phase One Discuss reactions to poem. General themes, imagery, tone. Read selections relating to discussion questions aloud. (15 min)
Phase Two Discussion:
1. What is the symbolism of the ice? of the “albatross?”
2. Why does the mariner slay the albatross and what happens as a result?
3. What is the role of the crew in the story?
4. What “saves” the mariner? How does he react to the natural world? 5. Why must the mariner tell his story?
(30 min)
Phase Three Students predict how the Mariner’s story will relate to Frankenstein.
“Keep these ideas in mind when you read Frankenstein.”
Assign first section of Frankenstein.
(5 min)
Formative Assessment
Discussion participation
Entrance slip
Marvelous Monstrosity
Heading Class English II Your Name Ashley Rudolph Name of Lesson Poe-etic Connections Time Frame 50
Objective Students will analyze the relationship between the natural world and the dangers of
scientific exploration.
Reading Material
Rime of the Ancient Mariner
MS. Found in a Bottle
Frankenstein
Instructional
Framework
Initiating Constructing Utilizing
Lesson Plan
Format
Student Centered: Cooperative Learning, Discussion
Grouping Whole Class Groups Individuals
Materials & Resources
School – Whiteboard/marker
Teacher – “Poe-etic Connections” worksheet
Student – pencil, paper, copies of literature
Literacy Strategy
Key Questions
Phase One In groups of 4-5, students complete Key Questions for MS Found in a Bottle.
(10 min)
Phase Two Groups then discuss/complete Poe-etic Connections worksheet
(15-20 min)
Phase Three Class wide discussion of answers. “How does MS/Bottle relate to Rime?
How do those works complement Frankenstein?”
Assign next Frankenstein reading.
(20-25 min)
Formative Assessment
Group /discussion participation
Key Questions completion
Poe-etic Connections completion
Marvelous Monstrosity
Heading Class English II Your Name Ashley Rudolph Name of Lesson In Closing… Time Frame 50
Objective Students will evaluate strength of relationship between works of poetry and
Frankenstein.
Reading Material
Rime of the Ancient Mariner
MS Found in a Bottle
Non-Existent
Frankenstein
Instructional
Framework
Initiating Constructing Utilizing
Lesson Plan
Format
Teacher Centered: Presentation
Student Centered: Discussion
Grouping Whole Class Pairs Individuals
Materials & Resources
School – Whiteboard/marker
Teacher – Copies of poems, Frankenstein
Student – pencil, paper, Frankenstein
Literacy Strategy
Admit slip: Major themes apparent in each work.
Phase One Discuss the themes of Frankenstein. As a class, determine one theme as strongest. Groups: Think, group, share/ debate.
(15 min)
Phase Two Discuss how each work of poetry/short story supports the strongest theme.
Discuss any way in which the works undermine Frankenstein’s theme.
(30 min)
Phase Three Last thoughts on the novel/ text set.
(5 min)
Formative Assessment
Discussion participation
Entrance slip
OCTOBER Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Genetic Engineering Discussion HW: RoAM
RoAM Discussion Setting/Characters Begin Journals HW: Frankenstein ch. 1-2
RoAM Discussion Setting/Characters Begin Journals HW: Frankenstein ch. 1-2
Journal 1 Due Quiz Introduction to Romanticism Start Multi-Flow Maps HW: Frankenstein Ch 2-3 Journal 2
Journal 2 Due Poetry Analysis/Connection HW: Frankenstein Ch 4 Journal 3 as character
Journal 3 Due In-Class Reading Ch. 5 HW:
Study Guide 6-7 due Discuss Guide and character Rime
Study Guide 6-7 due Discuss Guide and character Rime
Literary Devices Theme Re-visit Multi-Flow
Journal 4 Due Poe Short Story Analysis/Connection
Frankenstein ch. 6-7 Study guide questions
Connections? HW: Frankenstein ch 8-10
Connections? HW: Frankenstein ch 8-10
maps HW: Frankenstein 11-13 Journal 4
Creature discussion Predictions HW: ch 14-16
Letter Writing Activity HW: ch 16-18 Basic Journal
Letter Writing Activity HW: ch 16-18 Basic Journal
Letters due Journal 5 due Quiz! Man v. Nature The Other Self Man playing God
Poetry: “Non-Existent” Analysis Group Discussion HW: ch 19-20 Character Journal “Letter”
Journal 6 (“Letter”) due Multi-Flow maps Poetry/Short Story connection Theme HW: ch 20
Opposing Viewpoints: Stem Cell Research Comp. Lab!
Opposing Viewpoints: Stem Cell Research Comp. Lab!
Debates! HW: Frankenstein ch 21-23
Connection: Poetry, Short Stories, Non-Fiction. Themes
Catch-up Day If on schedule, begin film.
Finish Frankenstein! In-Class reading Ch 24 Discuss paper
Finish Frankenstein! In-Class reading Ch 24 Discuss paper
Frankenstein Film
Thesis Statement due Frankenstein Film
Outline Due (Finish film, if needed) Writing Day Comp. Lab!
Rough Draft 1 Due Peer Editing Writing Day (in class)
Rough Draft 1 Due Peer Editing Writing Day (in class)
Writing Day Comp. Lab!
Rough Draft 2 Due Ratiocination
Catch-up day. Writing day
Final draft due!
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Genetic Engineering Discussion HW: RoAM Copy all quizzes Copy Intro to Romanticism Copy Multi-Flow Copy paper HO
RoAM Discussion Setting/Characters Begin Journals Handout Paper HO, do not discuss! HW: Frankenstein ch. 1-2
RoAM Discussion Setting/Characters Begin Journals Handout Paper HO, do not discuss! HW: Frankenstein ch. 1-2
Journal 1 Due Quiz Introduction to Romanticism Start Multi-Flow Maps HW: Frankenstein Ch 2-3 Journal 2
Journal 2 Due Poetry Analysis/Connection HW: Frankenstein Ch 4 Journal 3 as character
Journal 3 Due In-Class Reading Ch. 5 HW: Frankenstein ch. 6-7 Study guide questions RESERVE COMP LAB for 10/22-23, 11/5 11/7
Study Guide 6-7 due Discuss Guide and character Rime Connections? HW: Frankenstein ch 8-10
Study Guide 6-7 due Discuss Guide and character Rime Connections? HW: Frankenstein ch 8-10 Copy Poe
Literary Devices Theme Re-visit Multi-Flow maps HW: Frankenstein 11-13 Journal 4
Journal 4 Due Poe Short Story Analysis/Connection
Creature discussion Predictions HW: ch 14-16
Letter Writing Activity HW: ch 16-18 Basic Journal
Letter Writing Activity HW: ch 16-18 Basic Journal Copy “Non-Existent”
Letters due Journal 5 due Quiz! Man v. Nature The Other Self Man playing God
Poetry: “Non-Existent” Copy OV articles Analysis Group Discussion HW: ch 19-20 Character Journal “Letter”
Collect Journals Multi-Flow maps Poetry/Short Story connection Theme HW: ch 20
Opposing Viewpoints: Stem Cell Research Comp. Lab
Opposing Viewpoints: Stem Cell Research Comp. Lab
Debates! HW: Frankenstein ch 21-23
Connection: Poetry, Short Stories, Non-Fiction. Themes Check out Film
Catch-up Day If on schedule, begin film.
Finish Frankenstein! In-Class reading Ch 24 Discuss paper
Finish Frankenstein! In-Class reading Ch 24 Discuss paper
Frankenstein Film Copy Peer Editing Copy Ratiocination
Thesis Statement due Frankenstein Film
Outline Due (Finish film, if needed) Writing Day Comp. Lab!
Rough Draft 1 Due Peer Editing Writing Day (in class)
Rough Draft 1 Due Peer Editing Writing Day (in class)
Writing Day Comp. Lab!
Rough Draft 2 Due Ratiocination
Catch-up day. Writing day
Final draft due
Mrs. Rudolph Active Reading Frankenstein Chapters 17–21
Use the chart below to trace the main events that occur after Frankenstein agrees to create a
companion for his creature. Use as many lines as you need but record the climax, or turning point, of this
part of the novel at the peak of the diagram.
Mrs. Rudolph
Coleridge’s The Rime of the Ancient Mariner
Poe’s MS. Found in a Bottle
Opposing Viewpoints articles: Stem Cell Research
Pant’s Non-Existent
An Introduction to Romanticism
Mary Shelley’s Frankenstein
“It was on a dreary
night of November that I
beheld the accomplishment
of my toils. With an anxiety
that almost amounted to
agony, I collected the
instruments of life around
me, that I might infuse a
spark of being into the
lifeless thing that lay at
my feet. It was already one
in the morning; the rain
pattered dismally against
the panes, and my candle
was nearly burnt out, when,
by the glimmer of the half-
extinguished light, I saw
the dull yellow eye of the
creature open; it breathed
hard, and a convulsive
motion agitated its limbs.”
The Calm Before the Storm
(formative)
Reading Quizzes
Discussion Participation
Journals/Letters
Voice of a Monster Activity
Theme Connection worksheet Still classy at age 194.
Bringing it to Life (summative):
Literary Analysis paper
5-6 page paper
connecting Frankenstein
to other literary works
through literary devices
and themes.
Assessment
In the next several weeks, you will work with a myriad of literature. The
following is a list of the works you can expect to encounter.
There is more to Frankenstein than a green monster composed of body parts of the deceased. There is incredible depth behind those reanimated yellow eyes, and a story nearly 200 years old. From Frankenstein, we learn the dangerous outcomes of playing God, as well as the true nature of compassion and forgiveness. We learn the risks of secrecy, and the divinity of sublime nature. The themes that arise in Frankenstein have also recurred through history in works of poetry, short stories, and more realistic, non-fiction approaches to science. We will explore each of these literary realms in addition to the novel, adding significant depth to your understanding of the novel’s themes and relativity in today’s modern world.
“Et tu, Brute?”
English II
Spring 2011
Mrs. Rudolph
Rationale: The works of William Shakespeare present topics that are familiar and enduring to
students even today. The emotions expressed in his plays reach across the centuries; love, hate,
awe, tenderness, anger, despair, jealousy, contempt, fear, courage, wonder. The plays raise
questions of morality, politics, war, wealth, and death. Many of the plays explore the gap that
exists between public appearance and private practice- a problem still relevant today. Julius
Caesar, in particular, offers a particularly in-depth exploration not only of leadership and
betrayal, but also of the human element of government and politics. These major themes often
polarize students to support one way of thinking over another, naturally lending this play to a
discussion of defending one’s point of view.
Overview: During this six week unit, students will read Shakespeare’s Julius Caesar both in
class and at home. Students will explore the use of literary devices such as allegory, imagery,
and allusion, as well as the impact of setting and tone. The unit begins with an introspection
activity in which students decide the severity of several crimes. Their choices will be reviewed
as the play progresses, and any changes will be discussed. Students will also interpret specific
scenes in the play through modern-day translation activities with which students' comprehension
of plot and language can be assessed. Another major element of this unit is a discussion and
comparison of the governments of ancient Rome and modern America. As the play concludes,
persuasive writing is introduced, and the entire unit culminates in an essay in which students
must decide the true hero of the play (Brutus or Caesar) and defend their stance with evidence
from the play.
Objectives:
Identify the use of literary devices such as allegory, imagery, and allusion.
Interpret the effect of literary devices.
Compare and contrast the governments of Julius Caesar’s Rome and modern America.
Translate Shakespearean English into modern English.
Analyze effect of setting on the mood of a play.
Cite evidence from the play to support a thesis.
Defend a stance via oral presentation.
Length of Curriculum: This unit consists of thirty 45 minute class periods (Six weeks).
Materials and Resources:
o School:
Text Julius Caesar
Computers
Printer, paper
Whiteboard/ Marker
SmartBoard/Overhead projector
o Teacher:
Introduction handout
Study guides
Translation worksheets
Which Crime is Worst? Handout
Government Handout
Reading Quizzes
“Say What?” Handout
Persuasive Writing guidelines
Essay/Speech rubrics for distribution
o Student
Pencil
Paper
Folder
Means of Assessment
o Formative:
Reading quizzes
Admit/Exit slips
In-class participation (reading, discussion)
Completion of activities
o Summative
3-4 page persuasive essay defending Brutus or Caesar as the hero of the
play
4-5 minute persuasive oral presentation.
“Et tu, Brute?”
Heading Class English II Your Name Ashley Rudolph Name of Lesson Introduction (Day 1) Time Frame 45 min
Objective Students will evaluate the severity of crimes based on moral judgment.
Reading Material Julius Caesar; J.C. Intro handout; Which Crime is Worst? handout
Instructional Framework
Initiating Constructing Utilizing
Lesson Plan Format
Teacher Centered: Presentation Student Centered: Discussion
Grouping Whole Class Pairs Individuals
Materials & Resources
School – Whiteboard, marker, Julius Caesar Teacher – Intro and Which Crime? handouts Student – pencil, paper
Literacy Strategy Exit slip.
Phase One Distribute Introduction handout. Read as a class. Discuss any familiarity or questions about the setting, time period, history of Rome, etc. (20 min.)
Phase Two Distribute Which Crime? Handout. Students work in small groups of 3-4 to complete. Discuss/compare results as class.
Discuss: According to Dante's Inferno and the events of the play, Betrayal is the worst crime of all. Why?
(20 min) Phase Three Distribute J.C. text.
Exit slip: “Which theme, friendship, leadership, or superstition, interests you most?”
(5 min)
Formative Assessment
Active participation in completion of WS, discussion.
“Et tu, Brute?” Heading Class English II Your Name Ashley Rudolph
Name of Lesson Intro. Pt. II (Day 2) Time Frame 45 min
Objective Students will assess the qualities of an effective leader.
Reading Material Julius Caesar
Instructional Framework
Initiating Constructing Utilizing
Lesson Plan Format
Teacher Centered: Presentation Student Centered: Discussion
Grouping Whole Class Pairs Individuals
Materials & Resources
School – Whiteboard, marker, Julius Caesar Teacher- J.C. Study Guides Student – pencil, paper
Literacy Strategy Admit slip for following class.
Phase One Discuss leadership, friendship, and superstition as themes of play What are qualities possessed by a good leader. Generate a list of these
qualities and choose a leader (from the student body, history, or the
contemporary world) who exhibits several of them.
How far would you go to obtain revenge on someone or some group who
destroyed your best friend?
Is there anything for which you would betray a friend?
Which is more important to you, friendship or personal principles? Why?
To what extent can we control the future?
How superstitious are you?
Do you have any good luck rituals that you perform before important
occasions?
Do you watch for omens before important events?
(20 min) Phase Two Select students for the cast of the play. This can change from day to
day to ensure each student reads.
In-class reading. (20 min)
Phase Three Distribute study guide. Assign appropriate questions for homework.
Assign admit slip: “What reservations might you have about entering into this unit?”
(5 min)
Formative Assessment
Active participation in opening discussion; following reading.
“Et tu, Brute?”
Heading Class English II Your Name Ashley Rudolph Name of Lesson Say What? (Day 7) Time Frame 45 min
Objective Students will show mastery of Shakespearean language and plot by interpreting select scenes from Julius Caesar into modern language.
Reading Material Julius Caesar; J.C. Intro handout; Which Crime is Worst? handout
Instructional Framework
Initiating Constructing Utilizing
Lesson Plan Format
Student Centered: Cooperative Learning
Grouping Whole Class Pairs Individuals
Materials & Resources
School – Whiteboard, marker, Julius Caesar Teacher – “Shakespeare, Say What?” worksheet Student – pencil, paper
Literacy Strategy Double-Entry Journal
Phase One Students will complete double-entry journal: Choose two significant scenes from the play and explain the events in your own words.
On one side of the journal entry, write your own description, on the other side, write the act, scene, and line numbers in which these events occur.
(10 min)
Phase Two Students work in pairs to choose a single scene to translate and re-enact.
Once a scene is chosen, the students must first explain why they chose this particular scene (1st question on WS)
Begin translating scene into modern English.
Students are free to use humor, melodrama, etc. in translations, as long as main ideas of plot are displayed
(30 min)
Phase Three 5 min before bell, wrap up translations
Randomly assign order in which the pairs will perform their translations the following day.
Formative Assessment
Active engagement in translations
Accuracy of translations
“Et tu, Brute?”
Heading Class English II Your Name Ashley Rudolph Name of Lesson Closing (Final day) Time Frame 45 min
Objective Students will orally present persuasive speeches.
Reading Material Individual notecards
Instructional Framework
Initiating Constructing Utilizing
Lesson Plan Format
Student Centered: (Oral Presentation)
Grouping Whole Class Pairs Individuals
Materials & Resources
Teacher – Speech rubrics, peer evaluation handouts Student – Notecards for speech
Literacy Strategy Exit slip.
Phase One Remind students of peer evaluation guidelines: Offer two positives and one suggestion for improvement (5 min)
Phase Two Students perform speeches
Listeners complete peer evaluations (30 min)
Phase Three Complete final exit slip: “List and explain three ways in which you have changed after this unit. What have you learned? What fears did you overcome? How are you better prepared for future classes and the world beyond high school?”
(10 min)
Formative Assessment
Completion of peer evaluations
Completion of exit slip
Mrs. Rudolph Persuasive Essay Graphic Organizer
Paragraph #1 – Introduction
Attention-grabbing beginning -
Description of issue -
Opinion Statement - Section #2
Reason #1 –
Evidence to support (details and examples)
-
-
-
-
-
-
-
-
Section #3
Reason #2 –
Evidence to support (details and examples)
-
-
-
-
-
-
-
-
Section #4
Reason #3 –
Evidence to support (details and examples)
-
-
-
-
-
-
-
-
Section #5 – Conclusion
Restate opinion -
Summarize 3 reasons -
Closing statement -
Old English: Hwæt. We Gardena
in gear-dagum,
þeodcyninga, þrym gefrunon,
hu ða æþelingas ellen
fremedon. (Beowulf)
Shakespearean English: "Neither a
borrower nor a lender be; For loan
oft loses both itself and friend, and
borrowing dulls the edge of
husbandry.” (Hamlet)
See?
An owl in his natural habitat,
enjoying the witty wordplay of
his Shakespeare text.
Mrs. Rudolph “Et tu, Brute?”
Your Guide to the Julius Caesar Unit
Easily one of William Shakespeare’s most studied historical plays, this tragedy exhibits how the actions of the leaders of Roman society determined history. We will read the play both at home and in class, and make several stops along the way to discuss some of the following themes: friendship, betrayal, government, superstition, language, persuasive writing, and public speech. This unit presents numerous opportunities for meaningful discussion and much hands-on learning, but keep in mind, in order to have fun with this unit, we must each commit to daily class preparation. To partake, you must read! Naturally, you probably have some concerns… “I’m pretty sure Shakespeare wrote in old English, and I
can’t read that.”
Well, no and yes. The language in which he wrote was actually an older
version of modern English: the language you’re reading right now. With a little practice and dedication, you will pick it up. Once you do, you will show off your Shakespearean savvy by translating scenes into modern English and performing
them live! “So, who was this guy? And what’s
with the name of this unit?”
Good question. After assuming control of government, Julius Caesar began extensive reforms of Roman society and government. He centralized the bureaucracy of the Republic and was eventually proclaimed "dictator in perpetuity". “Brute,” who you will come to know as Brutus, hoped to restore the constitutional government of the Republic by assassinating Caesar. Still confused? That’s okay. We’re going to explore the Roman government and compare to it our own through some research and class discussion.
“I hear Shakespeare’s plays should be performed, not just
read.”
Good news! We will view a film version of the play in class, because, well, you’re right. It’s much easier to keep track of plot, emotional responses, and settings when we can watch it all unfold without forcing our imaginations into overdrive. However, we will read the play first, because there is great value in the words themselves. We will determine how some speeches should be read aloud based on the information they convey. We may even perform these speeches…
The film is 59 years old. The acting is
timeless.
You’ll go from to
“Wait, what?”
Yes, there is a public speaking element at play here. With a play so full of such powerful speeches, how could I pass up an opportunity to put you, the student, into the shoes of these characters, some of the most powerful speakers in all of Shakespeare’s works. Not to worry, you won’t have to explain or reenact the Battle of Pharsalus. Instead, you’ll defend your own opinions about who you believe is the true hero of the play, supporting your ideas with examples from the text. Really, though, don’t panic. You’ll have to write a persuasive essay, first. Are you not relieved? We’ll take plenty of time to explore this final project as a class.
Hold on to these
papers:
1. This one.
2. “Julius Caesar
Introduction”
3. “Which Crime is
Worst?”
4. “Government,
Caesar and You!”
5. “Shakespeare: Say
What?”
6. “Silly for
Soliloquies”
7. “Convince Me:
Guide to
Persuasive
Writing”
8. “Tell Me About It:
Persuasive Speech”
9. Essay Rubric
10. Speech Rubric
How you’ll be
graded:
Daily:
Active
participation in
reading and
discussion.
Completion of
journals.
Activities:
“Say What?”
Translations
Government
Comparison Paper
“Speech Cutting”
Performance
Major Projects:
Persuasive Essay
Persuasive Speech
(Performance of
modified essay)
Our doubts are traitors, and make us
lose the good we oft might win by
fearing to attempt.
William Shakespeare
Yes, Shakespeare can be
intimidating. However, once you
have mastered reading
Shakespeare, you will be
equipped to tackle an endless
array of literature.
My goal for this unit is for you to
embrace any doubts and
uncertainties you may have about
Shakespeare, and watch as these
doubts disappear the more you
work with the text. You will
surprise yourself with how easily
you pick up on the underlying
themes of this play, and in the
process, you will form your own
opinions on the subjects we
explore. Your opinions are
important, which is why we end
this unit by allowing you to voice
them in an educated, articulate
manner.
Persuasive Essay : The Hero of Julius Caesar
Teacher Name: Mrs. Rudolph
Student Name: ________________________________________
CATEGORY
12 -
Above Standards
9 -
Meets Standards
6 -
Approaching Standards
3 -
Below Standards Score
Attention
Grabber
The introductory
paragraph has a
strong hook or
attention grabber
that is
appropriate for
the audience.
The introductory
paragraph has a
hook or attention
grabber, but it is
weak, rambling
or inappropriate
for the audience.
The author has an
interesting introductory
paragraph but the
connection to the topic
is not clear.
The introductory
paragraph is not
interesting AND
is not relevant to
the topic.
Focus or
Thesis
Statement
The thesis
statement names
the topic of the
essay and
outlines the main
points to be
discussed.
The thesis
statement names
the topic of the
essay.
The thesis statement
outlines some or all of
the main points to be
discussed but does not
name the topic.
The thesis
statement does
not name the
topic AND does
not preview what
will be
discussed.
Evidence and
Examples
All of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of
evidence
supports the
author's position.
At least one of the
pieces of evidence and
examples is relevant
and has an explanation
that shows how that
piece of evidence
supports the author's
position.
Evidence and
examples are
NOT relevant
AND/OR are not
explained.
Transitions A variety of
thoughtful
transitions are
used. They
clearly show how
ideas are
connected
Transitions show
how ideas are
connected, but
there is little
variety
Some transitions work
well, but some
connections between
ideas are fuzzy.
The transitions
between ideas
are unclear OR
nonexistent.
Closing
paragraph
The conclusion is
strong and leaves
the reader solidly
understanding
the writer's
position.
Effective
restatement of
the position
statement begins
the closing
paragraph.
The conclusion
is recognizable.
The author's
position is
restated within
the first two
sentences of the
closing
paragraph.
The author's position is
restated within the
closing paragraph, but
not near the beginning.
There is no
conclusion - the
paper just ends.
Grammar &
Spelling
Author makes no
errors in
grammar or
spelling that
distract the
reader from the
content.
Author makes 1-
2 errors in
grammar or
spelling that
distract the
reader from the
content.
Author makes 3-4
errors in grammar or
spelling that distract the
reader from the content.
Author makes
more than 4
errors in
grammar or
spelling that
distract the
reader from the
content.
Capitalization
&
Punctuation
Author makes no
errors in
capitalization or
punctuation, so
the essay is
exceptionally
easy to read.
Author makes 1-
2 errors in
capitalization or
punctuation, but
the essay is still
easy to read.
Author makes a few
errors in capitalization
and/or punctuation that
catch the reader's
attention and interrupt
the flow.
Author makes
several errors in
capitalization
and/or
punctuation that
catch the reader's
attention and
interrupt the
flow.
Due Dates Each draft is
completed by its
respective due
date.
One draft was
past due or
incomplete.
Two drafts were past
due or incomplete.
All three drafts
were past due or
incomplete.
Notes: