RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly...

7
The Tragedy of Julius Caesar Act III Digital Lesson

Transcript of RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly...

Page 1: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

The Tragedy of Julius Caesar

Act III Digital Lesson

Page 2: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

OBJECTIVES RL 1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text. RL 2 Determine the theme or central idea of a text. RL 3 Analyze how complex characters with conflicting motivations develop, interact

with others, and advance the plot or develop the theme. RL 4 Determine the figurative and connotative meanings of words and phrases

as they are used in a text. RL 5 Analyze how an author’s choices concerning how to structure a text and

order events within it create such effects as mystery, tension, or surprise. RL 9 Analyze how an author draws on and transforms source material in a specific

work. RL 10 Read and comprehend dramas. RI 7 Analyze various accounts of a subject told in different mediums. SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric. L 1b Use various types of clauses to convey specific meanings and add variety

and interest to writing.

Page 3: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

I. Vocabulary Vouchsafe: allow Conspiracy: a plot against another person Foe: enemyII. Literary Elements Climax: the turning point of a literary work

Climax of the play: is the death of Julius Caesar by the conspirators, especially Brutus!

Allusion: a reference in one literary work that refers to another literary workExample: (We’ll fill this in when we read)

Imagery: The use of vivid or figurative language Verbal Irony: What is said, is the opposite of what

is meantExample: (We’ll fill this in when we read)

Page 4: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

Vocabulary Act III

Puissant: mighty and powerful Firmament: heavens (the sky) Abridged: shortened Grievous: upset Arbor: garden Extenuated: to lessen Bondman: slave Prostrate: lie face down Enfranchise: liberate or free Unassailable: invincible

Page 5: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

Active Reading: Causes In a play events are often linked

together by cause and effect. These causes and effects move the plot forward. Events can have more than one cause and more than one effect. The following graphic lists the events in Act III of The Tragedy of Julius Caesar. Fill in these following causes and effects as we read together in class.

Page 6: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

Some Things to Know… Foreshadowing: At the end of Act III, Brutus

says, “I have the same dagger for myself when it shall pleas my country to need my death.”

Shakespeare’s Words: It is possible if Shakespeare did not use the words that he did, they may have not survived till this day!

The reason the conspirators killed Caesar in the Senate is because the Senate was the only place the conspirators could gather without suspicion.

The read Caesar’s will to manipulate the crowd.

Page 7: RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.

Blog Response What does loyalty mean to you?

Explain a time when someone was loyal or disloyal. What did you learn from this experience?


Main Idea, Gives Supporting Details and Inferences Rubriclmsplanner8.weebly.com/uploads/2/4/3/1/2431484/8.rl.2_rubric.pdf · Main Idea, Gives Supporting Details and Inferences Rubric

Main Idea, Gives Supporting Details and Inferences Rubriclmsplanner8.weebly.com/uploads/2/4/3/1/2431484/8.rl.2_rubric.pdf · Main Idea, Gives Supporting Details and Inferences Rubric

Making Inferences - Hartsbourne · Making Inferences Read the short story extract then answer the questions in full sentences. When things aren’t explained literally in a text,

Making Inferences - Hartsbourne · Making Inferences Read the short story extract then answer the questions in full sentences. When things aren’t explained literally in a text,

English Language Arts - Triumph Learning Language Arts to the COMMON CORE STATE STANDARDS. 4 ... Common Core: RL.7.1, RL.7.2, RI.7.1, RI.7.2, RI.7.5 Lesson 4: Inferences and Conclusions

English Language Arts - Triumph Learning Language Arts to the COMMON CORE STATE STANDARDS. 4 ... Common Core: RL.7.1, RL.7.2, RI.7.1, RI.7.2, RI.7.5 Lesson 4: Inferences and Conclusions

 · Web viewRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

 · Web viewRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Reading Literary Text 3 (RL 3) - msccc.net · Reading Literary Text 3 (RL ... Students explain how a character changes as a result of the ... forever on the planforever on the plane

Reading Literary Text 3 (RL 3) - msccc.net · Reading Literary Text 3 (RL ... Students explain how a character changes as a result of the ... forever on the planforever on the plane

Citing Evidence to Make Inferences in Literature Learning Objective: SWBAT cite evidence to make inferences in literature. Standard: 5. RL.1 Focus Question:

Citing Evidence to Make Inferences in Literature Learning Objective: SWBAT cite evidence to make inferences in literature. Standard: 5. RL.1 Focus Question:

BOSTON’S HISTORY Desegregation and Busing … · English/Language Arts Reading RL/RI.1 Read closely to determine what the text says explicitly and to make logical inferences from

BOSTON’S HISTORY Desegregation and Busing … · English/Language Arts Reading RL/RI.1 Read closely to determine what the text says explicitly and to make logical inferences from

Optimizing and Benchmarking OWL2 RL for Semantic Reasoning ... · RL rules in practice, both 1) stand-alone, to material-ize ontology inferences; and 2) combined with a ser-vice matching

Optimizing and Benchmarking OWL2 RL for Semantic Reasoning ... · RL rules in practice, both 1) stand-alone, to material-ize ontology inferences; and 2) combined with a ser-vice matching

Introduction - oh.portal.airast.org...RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the

Introduction - oh.portal.airast.org...RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the

Translated by Nevill Coghill RL 3, RL 4, RL 6, RL 10 text ...s Tale2.pdf · from The Canterbury Tales Poem by Geoffrey Chaucer Translated by Nevill Coghill text analysis: exemplum

Translated by Nevill Coghill RL 3, RL 4, RL 6, RL 10 text ...s Tale2.pdf · from The Canterbury Tales Poem by Geoffrey Chaucer Translated by Nevill Coghill text analysis: exemplum

making inferences in a fictional text · Making Inferences in a Fictional Text An inference is a conclusion you come to based on reasoning and evidence within a text. Making an inference

making inferences in a fictional text · Making Inferences in a Fictional Text An inference is a conclusion you come to based on reasoning and evidence within a text. Making an inference

Constructing Inferences Du ring Narrative Text Comprehension

Constructing Inferences Du ring Narrative Text Comprehension

file · Web view6.RL.2.1-- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

file · Web view6.RL.2.1-- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

 · Web view5.RL.1 Quote accurately from a text when explaining what the text says, explicitly and when drawing inferences from the text. 5.RL.6Describe how a narrator’s or speaker’s

 · Web view5.RL.1 Quote accurately from a text when explaining what the text says, explicitly and when drawing inferences from the text. 5.RL.6Describe how a narrator’s or speaker’s

IDEAS · LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RL.1.3 Compare and contrast two

IDEAS · LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.5.RL.1.3 Compare and contrast two

Connecting Pieces in a Text: Strategies for Identifying Inferences

Connecting Pieces in a Text: Strategies for Identifying Inferences

s Important to Know? · Irregular Verbs Week 2 Periods: 5 Ideas and Details RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences

s Important to Know? · Irregular Verbs Week 2 Periods: 5 Ideas and Details RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences

Short Story by R. K. Narayan - Cobb Learning · Short Story by R. K. Narayan 218 RL 1 Cite evidence to support inferences drawn from the text. RL 3 Analyze how complex ... Swami and

Short Story by R. K. Narayan - Cobb Learning · Short Story by R. K. Narayan 218 RL 1 Cite evidence to support inferences drawn from the text. RL 3 Analyze how complex ... Swami and

Translated by Nevill Coghill RL 3, RL 4, RL 6, RL 10 text ...s Tale.pdf · 173the canterbury tales It’s of three rioters I have to tell Who, long before the morning service bell,

Translated by Nevill Coghill RL 3, RL 4, RL 6, RL 10 text ...s Tale.pdf · 173the canterbury tales It’s of three rioters I have to tell Who, long before the morning service bell,

RL.4.1 explicitly and when drawing inferences from the ...images.pcmac.org/SiSFiles/Schools/MS/Sunflower...HINT Think about what the astronauts already knew that helped them make inferences

RL.4.1 explicitly and when drawing inferences from the ...images.pcmac.org/SiSFiles/Schools/MS/Sunflower...HINT Think about what the astronauts already knew that helped them make inferences