Today's work:

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TODAY IS THE LAST DAY TO TURN IN THE MALCOLM X ESSAY!!!

1. in the packet –pg. 19 Comp check questions Act 1, Scene 1

2. worksheets for Act 1, Scene 2

3. slip of paper—questions for Act 1, Scene 3

4. Vocab for Act 1---look up the words on 1^st page of the packet (annotate)

5. in the packet--pages 20-21: setting, tone, mood

6. in the packet---pages 22-23 vocab: bottom row of the chart ONLY!!! (definitions)

7. If you want to get ahead: pages 29 and 30

8. Quick Write #1

9. Quiz #1 (Act 1 Scenes 1 and 2)


HAVE A GREAT BREAK!!!

In my absence...

For today you should:

*Use this time to get caught up on anything you owe for Julius Caesar including: Quick Write #1, any questions for Act 1, vocabulary pages in the packet.

*If you were not in class Tuesday or ran out of time, copy the red chart of quotes into your notebook.

*Also, I have provided the answers to some of the packet pages.

See you tomorrow!

Copy the information below on a blank sheet of paper in your notes--leave room to fill in the blanks

1. First we will take our Act 1 Quiz (Scenes 1 and 2--character maps only/NO TALKING)
2. When you are finished, go back and finish your questions for 1.3 (Act 1, Scene 3) from yesterday.
3. When that is complete, write down the following important quotes for Act 1 in your notes (in red below)--this way you won't have to go back and find them later when we write the essay--fill in the missing blanks for what the character is saying/its importance. We will add to this as we read the play.

Quotes for the Caesar Final Essay—Keep this running in the Caesar section of your notes throughout the play

(remember you can  use quotes from other people to describe a character in addition to the words they speak themselves.

Speaker	citation	Quote	Character Analysis
Flavius	1.1.76-77	“Who else would soar above the view of men/And keep us all in servile fearfulness”	The tribunes fear Caesar is becoming too powerful
Caesar	1.2.7-9	“…our elders say…/Shake off their sterile curse.”	This shows Caesar is superstitious.
Brutus	1.2.82-87	“I would not, Cassius, yet I love him well…I love/The name of honor more than I fear death.”	He says he is ok with Caesar--but he loves Rome more than himself
Cassius	1.2.135-141	“Why, man, he doth stride the narrow/world like a Collosus,…/The fault, dear Brutus, is not in our stars..
Brutus	1.2.161-167	“That you do love me I am nothing jealous…/For this present, I would not	Brutus says he will think about what Cassius said..but let it go for now
Cassius	1.2.308-315	“Well, Brutus, thou art noble; yet I see/…For who so firm that cannot be seduced?”
Casca	1.3.157-160	“O, he sits high in the people’s hearts,/And that which would appear offense in us,/Will change to virtue and to worthiness.”	Says that the conspiracy needs Brutus because the people love him and think he is "good" so they won't look "evil"

Quick Write #1/finish any undone questions from the Act 1 Scene 2 packet

Copy this at the top of a blank sheet of paper:
Quick Write #1: (Due Today---Use your TREEE*S format)
How do Shakespeare's specific choices about how to begin the play introduce conflict in this Act? (think about the elements of exposition--characters/setting from the notes)
(We will brainstorm on the board before you begin)

Sample outline using this format:
T-(thesis) (TAG) In the play Julius Caesar by William Shakespeare (restate the question with an answer--the 2 literary elements/techniques you are choosing)
R-(reason) This is because...
E-(evidence/explain) The author uses (lit. element/tech) Give textual evidence and explain 
E-(evidence/explain) The author uses (lit. element/tech) Give textual evidence and explain 
S-(summarizing statement) The author uses both....

Notes from class for the Quick Write: 

Setting—

--a month before he dies 2/15/feast of Lupercal/after Pompey’s defeat/streets of Rome

Characterization

Characterization of commoners and the tribunes---some like Caesar some don’t 

Brutus—characterized as loyal to Caesar and Rome/not giving in to Cassius’s manipulations/honorable

Cassius –characterized as…manipulative/underhanded/uses flattery on Brutus/insults Caesar/writes fake letters to Brutus

Caesar—as superstitious/doesn’t believe soothsayer’s warning/does not trust Cassius

Conflict

—conflict politically in Rome (some fear Caesar is getting too much power). 

*Cassius vs. Brutus---Cassius is using flattery/insulting Caesar to convince Brutus to be on his side but not working yet because Brutus does not want to be a traitor to Rome

Notes from class: (my sample brainstorm)

In the play Julius Caesar by William Shakespeare, the author introduces conflict in Act 1 by characterizing Brutus and Cassius. He shows us how badly Cassius wants to convince Brutus to join his plot to kill Caesar but for now Brutus will not.

Body 1 (Cassius)       (Act.Scene.Lines)   (1.2.23-35)

Body 2 (Brutus)

Summarizing sentence

Today's goal: To finish your essay (or at least a first draft)

REMEMBER: YOU MUST FINISH YOUR PLANNING SHEET FIRST BEFORE STARTING TO TYPE!!

1. Look at the list of signal words I have given you (to vary up your language)
2. Make sure you include your unit vocab words! If you need to, finish first and then go back and see where you can add them in.
3. Aim for finishing most of your essay today--it will be the last day we  work on it in class.
4. Make sure you proofread your essay before you call it "complete"
5. IF YOUR ESSAY IS EMAILED, YOU MUST FILL OUT A SLIP AND PUT IT IN THE BOX FOR YOUR CLASS PERIOD!!!!!

Sample Essay from last year's class:

Help for the Malcolm X Essay

Choose One Central Idea:

a. Racial Identity: Malcolm’s skin color affects the way he is treated in American society, and therefore influences the way he feels about himself. His racial identity ultimately influences the choices he made. This can also refer to the way people feel about their race and how it makes them feel.

b. Systematic Oppression: The ruling majority of whites did not allow blacks to fully enter American society. They did not have the same opportunities to succeed as whites. The system made it difficult for them to find wealth and success for themselves, so Malcolm felt that some were forced to turn to a life of crime in order to survive.  

c. Solidarity: Malcolm believes his people could better their situation if they would unite to fight the injustices in America together. He fears that many of his brothers and sisters have become so brainwashed that they believe they are inferior to whites and would not be willing to listen to what Malcolm teaches.  

d. Segregation vs. Integration: Malcolm does not believe his people should have to work to gain the acceptance of white American society.  He does not want them to change themselves to fit into white society. He is not working to unite with the white community but to empower his own people—he eases on this at the end of the book after leaving the Nation of Islam. This can also refer to how people separate and integrate themselves (ex. “Hill Negroes” in Boston)

Feel free to use the Spark Notes for Malcolm X to remind you what happened in the chapters

Friday's chart notes: Brainstorming for essay ideas