Lesson Plan: Analysis of Brutus' and Antony's Funeral Speeches

Dear Students of Ms. Louder than Most,

Keep scrolling until you see my example from the smart board. That is where you will find what you are looking for on your academic journey. The initial stuff is important teacher junk.

I know this doesn't quite go with The Tragedy of Julius Caesar, but...

3 Theme Journals: Betrayal in The Tragedy of Julius Caesar

The Tragedy of Julius Caesar: Journal #1

Directions: Read each section thoroughly. Use standard writing conventions and   MLA format.  



1.  PARAPHRASE (1 small paragraph): Read the following quote and explain it in your words.

“O, what a tangled web we weave when we first practice to deceive!” Walter Scott

2.   PERSONAL CONNECTION (2 paragraphs): Explain how this quote relates to you. What deceitful actions or words have you said to others or that have been said or done against you that caused problems that were more severe than if you or the other person had just been honest?

3.  LITERARY CONNECTION (2 paragraphs with citations from the text): Relate this quote to events The Tragedy of Julius Caesar by William Shakespeare.

The Prince by Machiavelli:Graphic Organizer/Socratic Seminar

Graphic Organizer/Socratic Seminar

The Prince has proven to be a very difficult text for many of my students.

However, through various interpretations, real world connections, discussions, and using a wide range of close reading strategies,

One very successful lesson that aided in comprehension, application, and analysis including a graphic organizer and a pre-write.

In the lesson prior to this one, I had my students generate 5 higher order thinking questions as an exit slip for the following topics:

1. The Prince by Niccolo' Machiavelli
2. Julius Caesar by William Shakespeare
3. Current political/police state of affairs
4. A comparison between The Prince and Julius Caesar
5. A comparison between The Prince and current political/police state of affairs.

Before the day of the Socratic Seminar, I had selected a handful of questions from various students and embedded the questions into a graphic organizer. Because I have so many students in need of differentiated instruction it benefits many of my students to have peer examples and an opportunity to organize their thoughts prior to the lesson. Below is the graphic organizer that I used as a Bell Ringer/Do Now:

Graphic Organizer

CORNELL NOTES SHEET	Name: ________________________________________ Class:  ______________________     Topic:  ________________________ Date:   _______/ _____/ ________                                          Period ______
QUESTIONS	NOTES
Discuss whether it is better to be feared or loved when you are a position of power.           ~ Ezequiel S.
Determine the ways that Machiavelli’s theories about how to be a strong ruler is still present in today’s society?      ~ Kelvin W.
Julius Caesar was loved by the people, but hated by the Senate. Explain why and connect the Senate’s actions to statements made in The Prince. ~ Maddlyn H.
Identify examples of how police officers are considered to be Machiavellian through their actions in our society. ~ Alexis B.
Analyze how the current policy systems and government policies are like the principalities described in The Prince. ~ Landon A.
It is common knowledge that Tupac was heavily influenced by The Prince. Infer why this type of text would have such a huge influence on a person hundreds of years later. Discuss whether you believe that Tupac truly identified with the text or if he used Machiavelli to simply gain attention.  ~ Kyle D.
Generate your own higher order thinking discussion point for this seminar.
SUMMARY:  Write 4 or more sentences describing specific learning from these notes. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
STUDENT REFELCTION:  Write 4 or more sentences describing what you enjoyed about the lesson and how you believe the lesson could be improved in the future. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

For further help in understand how this was used in my class discussion and as an assessessment piece, here is my lesson plan from that day. 

Socratic Seminar for The Prince and Julius Caesar

English II (Pre-AP)/English II (ESL/Repeaters)

Goals, Objectives, and Standards:

Goals: Students will conduct an academically advanced, collaborative discussion that generates ideas instead of asserting opinions.

Objective: Through a Socratic Seminar, students will be able to gain a deeper understanding of The Prince by Niccolo’ Machiavelli (through chapter 10) and Julius Caesar by William Shakespeare through discussion in a student-run/student-based method of instruction.  Students will answer both interpretive and evaluative questions concerning important issues in the novel and the drama while making real life connections.

C.C.S.S.:

CCSS.ELA-LITERACY.SL.9-10.1.C

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Activities, Tasks, and Methods: 

Do Now:   Students will review a sample of discussion points and create a list of points that they want to have evaluated/discussed amongst the group using a graphic organizer (Cornell notes).

*ESL/Repeater Modifications (if needed): The teacher will monitor understand and hold mini-discussions while using examples to help students recall and apply the information that was previously learned.

Opening: The teacher will review expectations for listening and responding to one another in a Socratic Seminar.  

*ESL/Repeater Modifications (if needed): The teacher will review the expectations for contributions and show a video that models Socratic Seminar to the students for standards of behavior:  https://www.youtube.com/watch?v=QxZMGK6IdEs

Work Period:

Whole Group:  Students will engage in a Socratic Seminar to develop further understanding of the texts.

Task: The teacher will monitor for academically appropriate discourse between students. The teacher will facilitate the lesson while aiming for a student-led lesson.

Closing: Students will complete the summary and reflection piece on their graphic organizer (Cornell Notes).

Assessment, Grouping and Questioning:  

Assessment: Students will be assessed by contribution to the discussion, which will be evident through respectful and well-processed questions and responses. Students will also provide documentation of their thought-process through their additions to the graphic organizer.

Grouping:  The students will be in a whole-group setting in order to achieve the desired environment for a Socratic Seminar.

Questioning:  Most questions are/will be student-generated (developed prior to class and through discussion); however, the initial question will be:

Considering Machiavelli’s points about a strong ruler, discuss whether it is better to be feared or loved when you are a position of power.

Additional Student Generated Questions Designed for the Purpose of Discussion

1.      Determine the ways that Machiavelli’s theories about how to be a strong ruler is still present in today’s society? ~ Kelvin W.

2.      Julius Caesar was loved by the people, but hated by the Senate. Explain why and connect the Senate’s actions to statements made in The Prince. ~ Maddlyn H.

3.      Identify examples of how police officers are considered to be Machiavellian through their actions in our society. ~ Alexis B.

4.      Analyze how the current policy systems and government policies are like the principalities described in The Prince. ~ Landon A.

5.      It is common knowledge that Tupac was heavily influenced by The Prince. Infer why this type of text would have such a huge influence on a person hundreds of years later. Discuss whether you believe that Tupac truly identified with the text or if he used Machiavelli to simply gain attention. ~ Kyle D.

Homework:

N/A (students are preparing for standardized testing)

Materials and Resources:

Notes on The Prince by Niccolo’ Machiavelli

Notes on Julius Caesar by William Shakespeare

Cornell Notes/Graphic Organizer

Modifications:

Preferential seating

ESL Strategies

·         https://www.youtube.com/watch?v=QxZMGK6IdEs

·         Extended time

·         Translation Dictionaries

·         Additional Support (as embedded within the lesson)

Until Next Time, 


LEARN LOUDLY!!!

P.S. Don't forget about Tupac

Teaching Tuesday: Julius Caesar Webquest

Below is the link that will take you to the Prezi where you will find your general information and specific information for each assigned group. Hop on your Tardis and discover a different time and place. 

Ancient Rome Webquest

Rubrics Newspaper : Ancient Roman Times Teacher Name: Ms. Hatfield  Student Name:     ________________________________________

CATEGORY	4	3	2	1
Layout - Headlines & Captions	All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.	All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.	Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.	Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.
Layout - Columns	Columns are neatly typed in the \"justified\" type style. There are adequate and consistent \"gutters\" between all columns and articles. A glance at the newpaper makes you think \"professional.\"	Columns are neatly typed. There are adequate and consistent \"gutters\" between all columns and articles. A glance at the newpaper makes you think \" fairly professional.\"	Columns are typed. There are adequate \"gutters\" between most columns and articles. It is easy to read, but looks somewhat nonprofessional.	Columns are not neatly typed and/or \"gutters\" are not adequate, so newspaper is somewhat difficult to read.
Knowledge Gained	All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.	Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Articles - Purpose	90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.	Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
Articles - Supporting Details	The details in the articles are clear, effective, and vivid 80-100% of the time.	The details in the articles are clear and pertinent 90-100% of the time.	The details in the articles are clear and pertinent 75-89% of the time.	The details in more than 25% of the articles are neither clear nor pertinent.
Graphics	Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.	Graphics are in focus and are clearly related to the articles they accompany.	80-100% of the graphics are clearly related to the articles they accompany.	More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Articles - Interest	The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.	The articles contain facts, figures, and/or word choices that make the articles interesting to readers.	The article contains some facts or figures but is marginally interesting to read.	The article does not contain facts or figures that might make it interesting to read.
Editorials - Worthwhile	The information was accurate and there was a clear reason for including the editorial in the newspaper.	The information was accurate and there was a fairly good reason for including the editorial in the newspaper.	The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.	The information was typically inaccurate, misleading or libelous.
Use of Primary Sources	Reading of primary source material was thorough.	Reading of primary source material was fairly thorough.	Reading of primary source material was incomplete.	Reading of primary source material was not done.

Making A Brochure : Ancient Roman Times Teacher Name: Ms. Hatfield Student Name:     ________________________________________

CATEGORY	4	3	2	1
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from an adult.	There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.	There are several grammatical mistakes in the brochure even after feedback from an adult.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads and corrects the brochure.	No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.	No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.	Several spelling errors in the brochure.
Writing - Vocabulary	The authors correctly use several new words and define words unfamiliar to the reader.	The authors correctly use a few new words and define words unfamiliar to the reader.	The authors try to use some new vocabulary, but may use 1-2 words incorrectly.	The authors do not incorporate new vocabulary.
Writing - Mechanics	Capitalization and punctuation are correct throughout the brochure.	Capitalization and punctuation are correct throughout the brochure after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult.	There are several capitalization or punctuation errors in the brochure even after feedback from an adult.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure\'s formatting and organization of material are confusing to the reader.
Sources	Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.	Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.	Sources are not documented accurately or are not kept on many facts and graphics.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Knowledge Gained	All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.	All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.	Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\".	Graphics do not go with the accompanying text or appear to be randomly chosen.