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Caesar Wrap Up Activity . Choose a partner to work with for this activity. Each person needs one sheet of notebook paper and a pen/pencil. Title your paper “Caesar Wrap Up Activity” You will each be responsible for turning in a completed activity sheet…even if it looks exactly the same.
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Caesar Wrap Up Activity • Choose a partner to work with for this activity. • Each person needs one sheet of notebook paper and a pen/pencil. • Title your paper “Caesar Wrap Up Activity” • You will each be responsible for turning in a completed activity sheet…even if it looks exactly the same. • This assignment is worth 30 points. • READY??
Who said it and why is it significant? 1. “Beware the Ides of March”
Who and Why? 2. “Yond Cassius has a lean and hungry look; He thinks too much; such men are dangerous”
Who and Why? 3. “It must be by his death; and for my part I know no personal cause to spurn at him, But for the general. He would be crowned, How that might change his nature, there’s the question.”
Who and Why? 4. “I could be well moved, if I were as you; If I could pray to move, prayers would move me; But I am constant as the Northern Star, Of whose true fixed and resting quality There is no fellow in the firmament.”
Who???? 5. “O pardon me, thou bleeding piece of earth, That I am meek and gentle with these butchers! Thou art the ruins of the noblest man That ever lived in the tide of times. Woe to the hand that shed this costly blood!”
Next… 6. “Now let it work: Mischief, thou art afoot, Take thou what course thou wilt.”
How about this one? 7. “…Now Brutus, thank yourself; This tongue had not offended so today, If Cassius might have ruled.”
Last but not least… 8. “Farewell, good Strato—Caesar, now be still; I killed not thee with half so good a will.”
Literary Analysis Questions… • Appreciating Blank Verse. • Blank Verse is unrhymed iambic pentameter. Normally, a line of such verse will consist of ten syllables with every second syllable stressed. 9. Which characters in Act I speak in blank verse? Which speak in prose? What do you think is the reason for this difference?
The Effect of Imagery.. • Imagery creates the mood, reveals character, suggests ideas, and otherwise affects your response to the action. 10. Analyze the imagery in the following speeches of Cassius and discuss what they contribute to the audience’s idea of Caesar. a. Act I, Scene ii, lines 135-138 b. Act I, Scene iii, lines 103-111
Cause and Effect Relationships • A cause is an event or circumstance that produces a result, or effect. Ex. Act II Calpurnia’s dream. Cause: Dream, Effect: Cries 11. Given the following causes from Act I, identify the effects of each, and explain how these relationships are important to the plot. a. Cause: Cassius is envious of Caesar b. Cause: Brutus admires Caesar but is afraid that Caesar will become king. c. Cause: Casca makes a mocking description of Caesar’s refusing the crown.
Inferring Tone… • Tone in a speech is the feelings and emotions that accompany the words. It is often conveyed by the voice of the speaker. When you read a play, however you must infer the tone. Ex. Antony’s soliloquy over Caesar’s body is that of sincere grief and rage…look at the language and sentence structure. (Act III, scene i, line 254)
Inferring Tone… 12. Brutus’s speech early in Act III Scene ii begins with a reasonable tone and shifts to one of urging the crowd’s acceptance of the assassination. a. Examine Brutus’ funeral oration b. Identify the tone and the shifts in tone. c. Give an example from the text to support each of your inferences about the tone.
Recognizing Anachronisms • An anachronism is an event or a detail that is inappropriate for the time period. Ex. A car in a story about the Civil War. 13. Remember, that Julius Caesar is set in 44-43 B.C. in ancient Rome. Identify anachronisms in the following passages: a. “…he plucked me ope his doublet and offered them his throat to cut.” (Act I, Scene ii, lines 264-266) b. “Peace! Count the clock!/The clock hath stricken three.” (Act II, Scene I, line 192) c. “Look, Lucius, here’s the book I sought for so; I put it in the pocket of my gown.” (Act IV, Scene iii, lines 250-251)
Understanding Tragedy and Theme • A tragedy is a drama in which the central character or characters suffer disaster or great misfortune. In many tragedies, the downfall results from fate, a serious character flaw, or a combination of the two. Other contributing causes may be present as well.
Aristotle says… • The Greek philosopher defined tragedy as “an imitation of an action that is serious, complete, and of a certain magnitude.” • Although the main character is noble, a tragedy must focus on action rather than on character development. The action should arouse feelings of pity and fear in the audience.
Theme of a Tragedy… 14. The theme of a tragedy is the meaning of the central idea or insight about life that explains why the downfall occurred, as well as the main character’s recognition of that meaning and its consequences. a. What is the central action of the play? b. What does Brutus see as the meaning of the central action and its consequences? c. Explain the theme of this tragedy.
Interpreting Metaphorical Language • Metaphorical Language involves a comparison of unlike things. Ex. Act V, Scene i, line 87. Cassius says that the shadow of the birds of prey is a canopy, suggesting how dark and dense the shadow is. This language deepens the meaing and expresses the feelings and emotions in a way that ordinary, plain language often cannot.
To interpret metaphorical language… • First clarify what the subject of the comparison is—what is the writer writing about? • Then clarify what the subject is being compared to. • Finally, ask yourself, “What ideas, feelings, and emotions are suggested by the comparison?
Metaphorical Language 15. Interpret the following examples of metaphorical language from Act V • Act V, Scene iii, line 15 • Act V, Scene v, line 13 • Act V, Scene v, line 23 • Act V, Scene v, line 41
