Julius Caesar - Teachers Network

UNDERSTANDING
Julius Caesar
Through
Diaries
Denise Goldman
Academy of American Studies
28-01 41st Avenue
long island city, ny 11101
718-361-8786
For more information, contact:
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Impact ii program
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e-mail: ppaul@teachersnetwork.org
website: www.teachersnetwork.org
Table of contents
program information ...................................................................................................................... 3
program outline and overview ....................................................................................... 4
standards and overall value of the program ..................................... 5
lesson plans ........................................................................................................................................................ 6
Assignment sheet ................................................................................................................................. 7
Diary template ....................................................................................................................................... 8
Letter to Caesar template ............................................................................................................................. 9
Letter from Caesar template .................................................................................................................... 10
Lessons ............................................................................................................................................................................................. 11
Resource list .................................................................................................................................................... 17
Helpful hints for the teacher .............................................................................................. 18
Student samples ............................................................................................................................................ 19
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program information
1. The name of the program is “Understanding Julius Caesar through Diaries”
2. The program’s purpose is to teach 9th graders the play Julius Caesar by enabling
them to see the action through the eyes of a character. Students learn the
concept of characterization because they are writing about how the character
feels about what is happening. Students use the computer to type the diary
entries on Microsoft Word, and employ the World Wide Web to search for
pictures to decorate their diaries.
3. The resources are minimal. Each student receives a Julius Caesar book to read in
class. Other resources include computers; construction paper; and materials
such as markers, glue, and scissors to construct the diaries. In addition, parts of
the movie Julius Caesar are shown in class.
4. The program is a six-week unit that mainly involves reading the play in class
and working on diary entries in the computer room. Each class meets three days
per week for one hour. Students are required to work on diary entries at home
(sometimes they type them at home as well). About ½ hour per week is
dedicated to working on the computers where they can type and edit (spell
check) their entries.
5. After reading each act and discussing the action, students fill in handouts that
summarize the major events in the act. They are required to discuss all events.
Even if their character was not there, they must come up with a creative way to
have their character learn about what happened. Character-trait charts are also
filled out in class or for homework. Furthermore, after each act, students learn
about different literary techniques that are used in the play (metaphor, simile,
irony, etc.) and are required to use them in their entry.
6. Although I am the original source for this project, I did get the idea for a
scrapbook/diary from another program at Long Island City High School.
7. Costs for the project are minimal. They include local costs for construction
paper (10 sheets per student), glue, and scissors.
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program outline and overview
CURRICULUM AREAS:
English Language Arts; Art; Technology
NEW MEDIA USED:
Microsoft Word; World Wide Web
GRADE LEVEL:
9th Grade
TITLE OF PROGRAM:
Understanding Julius Caesar through Diaries
HOW IT WORKS:
“Understanding Julius Caesar through Diaries” enables students to read and understand
Shakespeare by getting involved in a project that keeps them interested throughout the play.
Instead of simply reading the play, students get the chance to get involved in it. At the
beginning of the unit, students choose a character that they want to be for the duration of the
play. They are required to complete diary entries for the character at the end of each act.
Students not only document the major action in the play, they report it from the viewpoint of
one of the characters. In order to do this, they must understand how the characters feel.
Students learn about characterization (how characters develop throughout the play). After
Caesar is killed, students read articles about the assassinations of Presidents John F. Kennedy
and Abraham Lincoln. They then write articles of their own to be included in the diary.
Students spend about ½ hour per week in the computer room, writing diary entries. They are
able to get creative with layout and fonts. They search the Web for pictures to enhance their
diaries. These pictures must relate to how the character is feeling during the act in question. All
design of the diary must be related to the personality of the character they have chosen.
THE STUDENTS:
About 33 students per class participate in the program. They meet three times per week for one
hour. All students have had experience with computers and understand how to use Microsoft
Word and the World Wide Web, but some students are more comfortable with design and
layout than others. The program could be adapted for other grades and other Shakespearean
plays as well.
WHAT YOU NEED:
Teachers need access to a computer lab with Internet capability and a class set of Julius Caesar
books. In addition, construction paper, glue, and scissors are required so students can construct
their diaries.
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standards and overall value of the program
STANDARDS:
This project supports the following New York City English Language Arts Standards:
E1a: Read 25 books.
E2b: Produce a response to literature.
E3a: Participate in one-to-one conferences with the teacher.
E4a: Understand and demonstrate an understanding of the rules of English language.
E4b: Analyze and subsequently revise work to improve its clarity and effectiveness.
E5a: Respond to drama using interpretive and critical processes.
OVERALL VALUE:
This program enables students to read their first Shakespearean play with ease and
enthusiasm. Students are able to understand plot as well as characterization, two
concepts that are invaluable for English students. Creating the diaries holds students
responsible for their homework, which will be “published,” and establishes the need for
editing, a concept that is also important for students to understand. Students are always
proud of the finished product that is displayed in the classroom or the hallway.
TIMELINE:
The entire unit takes about five weeks, dedicating about one week per act (this also
depends on how often you meet the class). One day per week should be dedicated to
writing and/or editing the diary entry. The final day of the unit is dedicated to
designing the actual scrapbook.
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lesson plans
assignment sheet
Because this unit can be adapted to any Shakespearean play, it is important to
note that the exact wording on the assignment sheet should be altered to fit the
play. Furthermore, literary techniques used in Julius Caesar may not exist in other
plays. Teachers should note the ideas used and alter those lessons to suit their
play of choice.
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Julius Caesar Project
Ms. Goldman
You will put together a diary/scrapbook for one character in Julius Caesar.
It will contain the following:
a) A diary entry for each act.
b) Pictures from magazines that illustrate the character’s personality.
c) A letter from your character to another character.
d) A letter from another character to your character.
After each act is completed, you will write a diary entry for that act. The letters will be
homework assignments and will be completed when assigned. You should be cutting
out pictures as we read the play. They will be used to decorate your scrapbook. The
scrapbook will be worked on in class, but you must have all the components before we
start.
1. Each diary entry should be at least one page typed (double spaced). It should
include references to the major events in the act. If your character was not
present for the events, you should think of a way the character had learned of
the events. For example, Antony may suspect that Cassius is up to something in
Act 1 because of Caesar’s suspicion.
2. The pictures you cut out should be selected in reference to the character trait
charts you are filling out throughout the play. You will be required to reference
them in your scrapbook. Look for pictures that tell a story. For example, Brutus’s
personality in Act 1 shows his indecision. A picture of someone thinking would
fit.
3. The letters should be at least one page typed (double spaced) and should show
some necessity for as its purpose. Why was it necessary to write a letter or
receive this letter that is saved in the scrapbook?
4. You will decorate the cover of the scrapbook in class so come prepared with
ideas.
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Diary template
Name:
Guide for Journal Entry
Act____
Dear Diary:
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Sincerely,
__________________________________
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letter to Caesar template
Name:
Letter to Caesar
Dear Caesar:
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Sincerely,
__________________________________
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letter from Caesar template
Name:
Letter from Caesar
Dear ____________________________
________________________________________________________________________
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Sincerely,
Julius Caesar
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Lesson 1: Act 1: The Conspiracy Is Looming
Aim: How do the characters react to Caesar’s weaknesses?
Summary:
After Act 1 is complete, students should understand that the major action in the play
surrounds Caesar’s weaknesses and the conspiracy that is forming under the influence
of Cassius.
Procedure:
1. Explain to the students that a character trait is a distinguishing feature of his/her
personality that the character possesses. Traits must be backed up by a quote or passage
from the text and can be determined based on the following:
What a character says
What a character does
What other characters say about the character
2. Students should fill out charts based on the characters of Cassius, Brutus, Caesar,
Calphurnia, and Antony.
3. After a review of the characters, students should choose (or should have already
chosen) one character to complete the diary entry for. Hand out the Diary Template
and have students fill out their diary entry. Explain that they should refer to Caesar’s
apparent weaknesses and the possibility of a conspiracy forming against him.
4. Bring students into the computer room and have them type up their diary entries,
making sure they pay attention to spell check and grammar check to edit.
5. Students should choose one character trait for their character and search the Internet
for one or two pictures that best describe the personality of their character or the way
their character is currently feeling.
6. Students should hand in their diary entries and pictures to the teacher for review.
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Lesson 2: Act 2: True Characters Are Revealed
Aim: How are the characters’ true personalities revealed in Act 2?
Summary:
Act 2 is dedicated to the revelation that Caesar’s tragic flaw is his overconfidence and
that Cassius and Brutus are power hungry. Based on these ideas, the students should
dedicate their diary entries to contemplation of this idea.
Procedure:
1. Explain to the students that a tragic flaw is a flaw in the character’s personality that
leads to his or her eventual downfall. At this point they should understand (so you are
simply reinforcing the idea) that Caesar’s tragic flaw is his overconfidence. Have
students list examples of his overconfidence on the board.
2. Reinforce the idea that Cassius and Brutus are hungry for power and have students
find examples of this and list them on the board.
3. As you hand out template for them to fill in, tell students to make sure they touch
upon all of these ideas in their diary entries.
4. Bring students into the computer room and have them to type up their diary entries,
being sure they pay attention to spell check and grammar check to edit.
5. Students should choose one character trait for their character and search the Internet
for one or two pictures that best describe the personality of their character or the way
their character is currently feeling.
6. Students should hand in their diary entries and pictures to the teacher for review.
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Lesson #3: Act 3: The Assassination
Summary: The major ideas in Act 3 revolve around the assassination and the aftermath,
most importantly including Antony’s speech. Students should be familiar with the
rhetoric that Antony uses to convince the people that the conspirators did not act in
their best interest by killing Caesar.
Procedure:
1. Students should have already filled out the first two sections of the “Planning an
Assassination” worksheet. In class, they should fill out the third section in their own
words.
2. Instruct students to retell the assassination from the point of view of their character
to include in the diary entry.
3. Next, have students discuss Antony’s strategies in his speech. They should include his
use of Emotion, Humility, Repetition, Rhetorical Questions, and Visuals to entice the
spectators. They should include these ideas in their entries.
4. Bring students into the computer room and have them to type up their diary entries,
being sure they pay attention to spell check and grammar check to edit.
5. Students should choose one character trait for their character and search the Internet
for one or two pictures that best describe the personality of their character or the way
their character is currently feeling.
6. Students should hand in their diary entries and pictures to the teacher for review.
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Mrs. Goldman
Julius Caesar
Planning an Assassination: Julius Caesar
What do you KNOW?
About the conspirators?
How they want to appear?
How do you PREDICT they will assassinate Caesar?
AFTER you read:
In your own words, describe the scene of the assassination.
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Lesson #4: Act 4: Revenge Is Sweet
Summary: This act focuses on the idea of revenge and questions whether the characters
are acting in an honorable fashion. Students should be able to understand the
differences between Antony and Brutus and who is a stronger character. (Antony is
aware of his greed, while Brutus is struggling to understand himself.)
Procedure:
1. Ask students to find examples of greed in this act. List them on the board. Ask
students if Antony is honorable in his revenge or if his greed has negated his original
nobility. Instruct them to include their thoughts in the diary entry from the perspective
of their character.
2. Ask students to find examples of Brutus’s weakness (he is affected by the death of his
wife. Perhaps?) How does his greed cause him to betray (or try to betray) his friend
Cassius? Students should also include these ideas in their entries.
3. Bring students into the computer room and have them type up their diary entries,
being sure they pay attention to spell check and grammar check to edit.
4. Students should choose one character trait for their character and search the Internet
for one or two pictures that best describe the personality of their character or the way
their character is currently feeling.
5. Students should hand in their diary entries and pictures to the teacher for review.
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Lesson #5: The Fight Is Over
Summary: Because many characters die during the final act, students may wish to write
the entry as a ghost. The focus of this act is the tragic flaws of Cassius and Brutus.
Procedure:
1. Ask students to recall what a tragic flaw is (see Lesson #1). Ask them what they think
were the tragic flaws of Cassius and Brutus. Tell them to refer to this in their diary
entries.
2. Ask students if they think that Brutus is a hero. Refer to the final speech of Antony.
Do they feel that Antony thinks of Brutus as a hero? Why? They should also refer to this
in their diary entry.
3. Bring students into the computer room and have them type up their diary entries,
being sure they pay attention to spell check and grammar check to edit.
4. Students should choose one character trait for their character and search the Internet
for one or two pictures that best describe the personality of their character or the way
their character is currently feeling.
5. Students should hand in their diary entries and pictures to the teacher for review.
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Resource list
This book has great ideas and worksheets to teach Julius Caesar. I use the lessons on
literary techniques and have the students use them in their diary entries.
Ready-To-Use Activities for Teaching Julius Caesar (Shakespeare Teachers Activity
Library)
by John Wilson Swope
ISBN: 087628117X
McDougal Littell has a great version of the play with related readings that include the
articles about the assassinations of John F. Kennedy and Abraham Lincoln. It can be
purchased on the McDougal Littell website.
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Helpful hints
Dear Teacher:
The unit I have created is one that will help students become more involved in the work
of William Shakespeare. Having your students take part in a play by becoming a
character will make the play memorable. The following is a list of helpful hints and
clarifications that will guide you through this unit. Remember, this format can be used
for any Shakespearean play.
1. The lesson plans are only for the day the students write their diary entries. You
should plan lessons for the other days of the play. I spend about one week per act, but
the timeframe is up to you.
2. The Ready-to-Use Activities for Teaching Julius Caesar text is extremely helpful for
worksheets and plans to teach literary techniques in the play. I like to require each
entry to include an example of the techniques taught that week.
3. McDougal Littel’s book (see Resource List) has wonderful stories and articles to teach
along with the play. I highly recommend using it.
4. The letter to Caesar and from Caesar can be assigned at whatever point you wish
during the play.
I hope you have as much fun with this as I have.
Sincerely,
Denise Goldman
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student samples
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