Julius Caesar Ideas
Ideas Shared by Laurie Hagberg
I'll share a few activities that my students and I
have enjoyed
doing. First, one of the most successful ideas I had
was an "Ides
of March" party--complete with Caesar salad and
Little Caesar's
pizza! : )
Here are a few more:
1.
JULIUS CAESAR: THE DIARY OF M.B. OR C.C.
TO BETTER UNDERSTAND THE MOTIVES OF THE
CHARACTERS, PUT YOURSELF IN BRUTUS¹ OR CASSIUS¹
SHOES. KEEP A DIARY FOR EITHER BRUTUS OR CASSIUS, IN
WHICH YOU WILL SHARE YOUR (HIS) THOUGHTS,
FEELINGS, AND MOTIVES.
1. Choose either Brutus or Cassius. Title
your first page
with the name of the character you
chose.
2. Every day, during the last five to
ten minutes of class,
you will write a diary entry for the
character you
have chosen.
3. In the diary entry, focus on what
you (Brutus or
Cassius) felt, thought, and wanted,
explaining why
you (Brutus or Cassius) said or did
what you did
during the scenes read in class for
that particular
day.
4. Try to show in your diary entry
how much you under-
stand the character (Brutus or
Cassius); avoid
merely retelling what he did.
EVALUATION:
Entries show understanding of emotions, desires,
and
motives
Entries explain why, rather than summarize what
Entries focus on scenes read for that day, and use
the
text as evidence in the explanation given
Entries are at least five sentences each
Entries are neat, legible, and mechanically correct
2.
JULIUS CAESAR: ACT I
³TO KEEP OR NOT TO KEEP²
IMAGINE THAT YOU ARE WRITING THE FILM VERSION OF
JULIUS CAESAR. BEFORE FILMING BEGINS, THE PRODUCER
INFORMS YOU THAT SCENE 2 IS TOO LONG AND MUST BE
CUT BY TEN LINES.
AS A GROUP, CONSIDER SHAKESPEARE¹S PURPOSES, USE OF
CHARACTERIZATION, AND PLOT DEVELOPMENT. THEN
DISCUSS:
A. WHICH TEN LINES COULD BE LEFT OUT AND WHY?
B. WHICH TEN LINES ABSOLUTELY MUST REMAIN
IN THE
SCENE AND WHY?
3.
A group presentation based on speeches in
Shakespeare¹s Julius
Caesar, Act 111
JULIUS CAESAR, ACT111
FILM AT ELEVEN!
IMAGINE THAT YOU ARE A NEWS TEAM IN 44 BC. CAESAR
IS DEAD, ANTONY HAS JUST FINISHED SPEAKING AT
CAESAR'S FUNERAL, BRUTUS AND CASSIUS ARE NOWHERE
TO BE FOUND, AND CHAOS PREVAILS!
YOUR JOB IS TO GIVE A LIVE REPORT ON THE EFFECTS OF
BRUTUS' AND ANTONY'S SPEECHES, COMMENTING
SPECIFICALLY ON:
1. WHAT EACH SPEAKER SAID (USE QUOTES AS
EXAMPLES)
2. WHAT STRENGTHS AND/OR WEAKNESSES YOU
OBSERVED IN EACH SPEAKER'S MESSAGE OR APPROACH
(GIVE SPECIFIC EXAMPLES)
3. WHAT MANIPULATIVE TACTICS EACH SPEAKER USED
(GIVE SPECIFIC EXAMPLES)
4. HOW EACH SPEAKER AFFECTED THE CROWD
5. YOUR PERSONAL EVALUATION OF EACH SPEECH
6. YOUR PREDICTIONS OF WHAT ANTONY AND BRUTUS
AND CASSIUS WILL EACH DO NEXT
SPECIFIC REQUIREMENTS:
**YOUR REPORT WILL BE PRESENTED FOR THE CLASS
**YOUR REPORT SHOULD BE NO FEWER THAN 3 MINUTES,
BUT NO MORE THAN 5 MINUTES IN LENGTH.
**YOU WILL TURN IN A WRITTEN COPY OF YOUR REPORT
AFTER YOU PRESENT IT TO THE CLASS.
***JUST FOR FUN, GET CREATIVE--PERHAPS GROUP
MEMBERS COULD ACT OUT WHAT T.V. VIEWERS MIGHT SEE
ON THE SCREEN DURING YOUR LIVE REPORT.
~~~~~~~~~~~~~~~
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- The greatest reward for a man's toil is not what
he gets from
it, but what he becomes by it. -
Email: kglee@webtv.net
