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"It is important

that students bring a

certain ragamuffin,

barefoot, irreverence

to their studies; they

are not here to

worship what is

known, but to

question it." - J.

Bronowski

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I fell in love with literature at a

young age, and the romance has literally taken

over my life. My greatest joy in high school

was throwing myself into new novels with the

guidance of an inspiring English teacher. After

high school, my adult spirit took refuge in

literature while my still-childish mind

convinced me to become a cosmetologist. As I

worked in salons, calling myself a professional

adult, my relationship with literature was

strained. I had no time or reason to surround

myself with poetry or novels. After a mere six

months into my professional, cosmetologist life,

I felt drained and starved for intellectual

stimulation. I learned where I belonged by first

learning where I did not.

I pulled myself up off the salon floor and marched into

Jefferson College, graduating with an Associate degree in

the Art of Education in only three semesters (and one

intense summer). Eighteen months later, I started classes

at University of Missouri St. Louis, where I will graduate

with Latin honors from the College of Education, earning

a Bachelor’s degree in the Science of Secondary

Education, specifically, English, my first true love. The

road was bumpy: at one point I was working at a salon,

attending college full-time, renovating a house, and

planning a wedding at the same time. Still, I carried on,

knowing that with each challenging step, I was that much

closer to my calling: guiding students toward success

through reading, writing, and discovering their own amazing potential.

“Marvelous Monstrosity”

English II

Spring 2012

Mrs. Rudolph

Rationale: March, 2009: In one of the most significant and controversial reversals of previous

policy, newly inaugurated U.S. President Barack Obama signed an executive order to permit federal

funding for human embryonic stem cell research. The ensuing debate continues to rage in both

congress and culture, centering around the following questions: At what point does human life begin?

Do human beings have the right to pursue science over ideology, no matter the gains or sacrifices?

Mary Shelley’s 18th century Romantic novel Frankenstein raises the same questions about a

scientist’s quest to produce a living creature from human parts. When Dr. Frankenstein abandons his

creation out of horror and remorse, the monster sets out on a quest of his own, to connect with the

rest of human-kind. The parallel journeys of Dr. Frankenstein and his creature lead both characters

and readers to question the nature of humanity, the rights of the living, and the responsibility of

science. High school students are in a unique position to appreciate these questions as they are facing

many of the same issues: the roles of technology verses humanity, the search for self-identity, and the

responsibility they have to others. Students who remember “Frankenstein” as a Halloween monster

will be surprised to find themselves re-visioning their view of Dr. Frankenstein’s creature, and will

form contemporary connections as they explore Shelley’s Gothic tale.

Overview: During this six-week text-set unit students will read a variety of literature that relates to

the anchor piece, Frankenstein, in class and at home. Students will read and discuss non-fiction

work such as articles on stem-cell research, editorials on the impact of modern technology, and

studies on the importance of the parental influence on children. This unit also includes poetry and

short stories from a variety of authors, including Edgar Allan Poe, that relate to the many themes

apparent in Frankenstein: secrecy, monstrosity, man playing god, death, and guilt. Frankenstein is

overflowing with texts: letters, notes, journals, inscriptions, and books fill the novel, sometimes

nestled inside each other, other times simply alluded to or quoted. Students will take on the task of

writing letters and journal entries in their own voices, as well as in the voices of the novel’s

characters, responding to the plot, other characters, and the non-Frankenstein texts to be examined

throughout the unit. The final project will bring every style of literature together in a comprehensive

literary analysis paper that makes a statement about one of the themes appearing in Frankenstein, and

connects to at least two other literary works (poetry, non-fiction).

Objectives:

Identify the use of literary devices such as allegory, imagery, and allusion.

Interpret the effect of literary devices.

Show mastery of “voice” by writing in the voice of a Gothic author

Identify themes in literature

Compare the uses of the same theme in different works of literature

Connect Gothic themes to modern America

Length of Curriculum: This unit consists of thirty 45 minute class periods (Six weeks).

Materials and Resources:

o School:

Text Frankenstein

Computers

Printer, paper

Whiteboard/ Marker

SmartBoard/Overhead projector

Video player

o Teacher:

Introduction handout

Study guides

Stem-cell articles

Frankenstein

“The Rime of the Ancient Mariner”

Opposing Viewpoints: “Stem-Cell Research” Articles

“Non-Existent” poem

An Introduction to Romanticism

“MS Found in a Bottle”

Frankenstein film

o Student

Pencil

Paper

Folder

Journal

Means of Assessment

o Formative:

Reading quizzes

Admit/Exit slips

In-class participation (reading, discussion)

Journals/letters

Character Analysis Activity

o Summative

5-6 page literary analysis paper (theme)

Marvelous Monstrosity Heading Class English II Your Name Ashley Rudolph

Name of Lesson Life Begins Time Frame 50

Objective Students will develop supports, opposes, or argues a point about genetic engineering.

Reading Material

Two cartoons:

http://www.cartoonistgroup.com/store/add.php?iid=30882 http://www.cartoonistgroup.com/store/add.php?iid=4841

Instructional Framework

Initiating Constructing Utilizing

Lesson Plan Format

Student Centered: Discussion

Grouping Whole Class Pairs Individuals

Materials & Resources

School – overhead projector/SmartBoard Teacher – Cartoons, Discussion questions handout, Rime of Ancient Mariner Student – pencil, paper

Literacy Strategy

Think, Pair, Share

Phase One Introduce cartoons. Announce, explain, then post 5 questions for students to answer independently. [THINK]

1. What is the dominant image in the cartoon? Why?

2. What is significant about the secondary images and text in the cartoon?

3. What is the cartoonist’s point of view about his subject matter?

4. What is your opinion about the subject matter introduced by the cartoon? 5. After considering both cartoons and your opinion, write a thesis statement that

supports, opposes, or argues a point about genetic engineering.

(15 min) Phase Two [PAIR]

Students pair up, share answers. Combine two answers into a single, strong idea. (10 min)

Phase Three [SHARE] Each developed answer shared with class. Come to a conclusion, or two solidly opposing conclusions about genetic engineering. If time allows, briefly discuss when students believe life begins. Introduce Frankenstein, connect themes back to the Frankenstein monster. (20 min)

Phase Four Taking a literary approach to theme: Assign Rime of Ancient Mariner and entrance slip: answer one of the discussion questions for next class. (handout) (5 min)

Formative Assessment

5 questions independently answered

Participation in discussion

Marvelous Monstrosity

Heading Class English II Your Name Ashley Rudolph Name of Lesson Rime Time Time Frame 50

Objective Students will analyze the relationship between man and nature in Samuel Taylor

Coleridge’s Rime of the Ancient Mariner. Reading Material

Rime of the Ancient Mariner



Lesson Plan Format

Teacher Centered: Presentation Student Centered: Discussion



School – Whiteboard/marker Teacher – Copies of poem Student – pencil, paper

Literacy Strategy

Entrance Slip- One of the discussion questions (posted day before) must be answered after reading poem for homework.

Phase One Discuss reactions to poem. General themes, imagery, tone. Read selections relating to discussion questions aloud. (15 min)

Phase Two Discussion:

1. What is the symbolism of the ice? of the “albatross?”

2. Why does the mariner slay the albatross and what happens as a result?

3. What is the role of the crew in the story?

4. What “saves” the mariner? How does he react to the natural world? 5. Why must the mariner tell his story?

(30 min)

Phase Three Students predict how the Mariner’s story will relate to Frankenstein.

“Keep these ideas in mind when you read Frankenstein.”

Assign first section of Frankenstein.

(5 min)


Discussion participation

Entrance slip


Heading Class English II Your Name Ashley Rudolph Name of Lesson Poe-etic Connections Time Frame 50

Objective Students will analyze the relationship between the natural world and the dangers of

scientific exploration.

Reading Material


MS. Found in a Bottle

Frankenstein

Instructional

Framework


Lesson Plan

Format

Student Centered: Cooperative Learning, Discussion

Grouping Whole Class Groups Individuals


School – Whiteboard/marker

Teacher – “Poe-etic Connections” worksheet

Student – pencil, paper, copies of literature

Literacy Strategy

Key Questions

Phase One In groups of 4-5, students complete Key Questions for MS Found in a Bottle.

(10 min)

Phase Two Groups then discuss/complete Poe-etic Connections worksheet

(15-20 min)

Phase Three Class wide discussion of answers. “How does MS/Bottle relate to Rime?

How do those works complement Frankenstein?”

Assign next Frankenstein reading.

(20-25 min)


Group /discussion participation

Key Questions completion

Poe-etic Connections completion


Heading Class English II Your Name Ashley Rudolph Name of Lesson In Closing… Time Frame 50

Objective Students will evaluate strength of relationship between works of poetry and

Frankenstein.

Reading Material


MS Found in a Bottle

Non-Existent

Frankenstein

Instructional

Framework


Lesson Plan

Format

Teacher Centered: Presentation

Student Centered: Discussion



School – Whiteboard/marker

Teacher – Copies of poems, Frankenstein

Student – pencil, paper, Frankenstein

Literacy Strategy

Admit slip: Major themes apparent in each work.

Phase One Discuss the themes of Frankenstein. As a class, determine one theme as strongest. Groups: Think, group, share/ debate.

(15 min)

Phase Two Discuss how each work of poetry/short story supports the strongest theme.

Discuss any way in which the works undermine Frankenstein’s theme.

(30 min)

Phase Three Last thoughts on the novel/ text set.

(5 min)


Discussion participation

Entrance slip

OCTOBER Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Genetic Engineering Discussion HW: RoAM

RoAM Discussion Setting/Characters Begin Journals HW: Frankenstein ch. 1-2

RoAM Discussion Setting/Characters Begin Journals HW: Frankenstein ch. 1-2

Journal 1 Due Quiz Introduction to Romanticism Start Multi-Flow Maps HW: Frankenstein Ch 2-3 Journal 2

Journal 2 Due Poetry Analysis/Connection HW: Frankenstein Ch 4 Journal 3 as character

Journal 3 Due In-Class Reading Ch. 5 HW:

Study Guide 6-7 due Discuss Guide and character Rime

Study Guide 6-7 due Discuss Guide and character Rime

Literary Devices Theme Re-visit Multi-Flow

Journal 4 Due Poe Short Story Analysis/Connection

Frankenstein ch. 6-7 Study guide questions

Connections? HW: Frankenstein ch 8-10

Connections? HW: Frankenstein ch 8-10

maps HW: Frankenstein 11-13 Journal 4

Creature discussion Predictions HW: ch 14-16

Letter Writing Activity HW: ch 16-18 Basic Journal


Letters due Journal 5 due Quiz! Man v. Nature The Other Self Man playing God

Poetry: “Non-Existent” Analysis Group Discussion HW: ch 19-20 Character Journal “Letter”

Journal 6 (“Letter”) due Multi-Flow maps Poetry/Short Story connection Theme HW: ch 20

Opposing Viewpoints: Stem Cell Research Comp. Lab!

Opposing Viewpoints: Stem Cell Research Comp. Lab!

Debates! HW: Frankenstein ch 21-23

Connection: Poetry, Short Stories, Non-Fiction. Themes

Catch-up Day If on schedule, begin film.

Finish Frankenstein! In-Class reading Ch 24 Discuss paper


Frankenstein Film

Thesis Statement due Frankenstein Film

Outline Due (Finish film, if needed) Writing Day Comp. Lab!

Rough Draft 1 Due Peer Editing Writing Day (in class)


Writing Day Comp. Lab!

Rough Draft 2 Due Ratiocination

Catch-up day. Writing day

Final draft due!

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Genetic Engineering Discussion HW: RoAM Copy all quizzes Copy Intro to Romanticism Copy Multi-Flow Copy paper HO

RoAM Discussion Setting/Characters Begin Journals Handout Paper HO, do not discuss! HW: Frankenstein ch. 1-2

RoAM Discussion Setting/Characters Begin Journals Handout Paper HO, do not discuss! HW: Frankenstein ch. 1-2

Journal 1 Due Quiz Introduction to Romanticism Start Multi-Flow Maps HW: Frankenstein Ch 2-3 Journal 2

Journal 2 Due Poetry Analysis/Connection HW: Frankenstein Ch 4 Journal 3 as character

Journal 3 Due In-Class Reading Ch. 5 HW: Frankenstein ch. 6-7 Study guide questions RESERVE COMP LAB for 10/22-23, 11/5 11/7

Study Guide 6-7 due Discuss Guide and character Rime Connections? HW: Frankenstein ch 8-10

Study Guide 6-7 due Discuss Guide and character Rime Connections? HW: Frankenstein ch 8-10 Copy Poe

Literary Devices Theme Re-visit Multi-Flow maps HW: Frankenstein 11-13 Journal 4

Journal 4 Due Poe Short Story Analysis/Connection

Creature discussion Predictions HW: ch 14-16


Letter Writing Activity HW: ch 16-18 Basic Journal Copy “Non-Existent”

Letters due Journal 5 due Quiz! Man v. Nature The Other Self Man playing God

Poetry: “Non-Existent” Copy OV articles Analysis Group Discussion HW: ch 19-20 Character Journal “Letter”

Collect Journals Multi-Flow maps Poetry/Short Story connection Theme HW: ch 20

Opposing Viewpoints: Stem Cell Research Comp. Lab

Opposing Viewpoints: Stem Cell Research Comp. Lab

Debates! HW: Frankenstein ch 21-23

Connection: Poetry, Short Stories, Non-Fiction. Themes Check out Film

Catch-up Day If on schedule, begin film.



Frankenstein Film Copy Peer Editing Copy Ratiocination

Thesis Statement due Frankenstein Film

Outline Due (Finish film, if needed) Writing Day Comp. Lab!



Writing Day Comp. Lab!

Rough Draft 2 Due Ratiocination

Catch-up day. Writing day

Final draft due

Mrs. Rudolph Active Reading Frankenstein Chapters 17–21

Use the chart below to trace the main events that occur after Frankenstein agrees to create a

companion for his creature. Use as many lines as you need but record the climax, or turning point, of this

part of the novel at the peak of the diagram.

Mrs. Rudolph

Coleridge’s The Rime of the Ancient Mariner

Poe’s MS. Found in a Bottle

Opposing Viewpoints articles: Stem Cell Research

Pant’s Non-Existent

An Introduction to Romanticism

Mary Shelley’s Frankenstein

“It was on a dreary

night of November that I

beheld the accomplishment

of my toils. With an anxiety

that almost amounted to

agony, I collected the

instruments of life around

me, that I might infuse a

spark of being into the

lifeless thing that lay at

my feet. It was already one

in the morning; the rain

pattered dismally against

the panes, and my candle

was nearly burnt out, when,

by the glimmer of the half-

extinguished light, I saw

the dull yellow eye of the

creature open; it breathed

hard, and a convulsive

motion agitated its limbs.”

The Calm Before the Storm

(formative)

Reading Quizzes

Discussion Participation

Journals/Letters

Voice of a Monster Activity

Theme Connection worksheet Still classy at age 194.

Bringing it to Life (summative):

Literary Analysis paper

5-6 page paper

connecting Frankenstein

to other literary works

through literary devices

and themes.

Assessment

In the next several weeks, you will work with a myriad of literature. The

following is a list of the works you can expect to encounter.

There is more to Frankenstein than a green monster composed of body parts of the deceased. There is incredible depth behind those reanimated yellow eyes, and a story nearly 200 years old. From Frankenstein, we learn the dangerous outcomes of playing God, as well as the true nature of compassion and forgiveness. We learn the risks of secrecy, and the divinity of sublime nature. The themes that arise in Frankenstein have also recurred through history in works of poetry, short stories, and more realistic, non-fiction approaches to science. We will explore each of these literary realms in addition to the novel, adding significant depth to your understanding of the novel’s themes and relativity in today’s modern world.

“Et tu, Brute?”

English II

Spring 2011

Mrs. Rudolph

Rationale: The works of William Shakespeare present topics that are familiar and enduring to

students even today. The emotions expressed in his plays reach across the centuries; love, hate,

awe, tenderness, anger, despair, jealousy, contempt, fear, courage, wonder. The plays raise

questions of morality, politics, war, wealth, and death. Many of the plays explore the gap that

exists between public appearance and private practice- a problem still relevant today. Julius

Caesar, in particular, offers a particularly in-depth exploration not only of leadership and

betrayal, but also of the human element of government and politics. These major themes often

polarize students to support one way of thinking over another, naturally lending this play to a

discussion of defending one’s point of view.

Overview: During this six week unit, students will read Shakespeare’s Julius Caesar both in

class and at home. Students will explore the use of literary devices such as allegory, imagery,

and allusion, as well as the impact of setting and tone. The unit begins with an introspection

activity in which students decide the severity of several crimes. Their choices will be reviewed

as the play progresses, and any changes will be discussed. Students will also interpret specific

scenes in the play through modern-day translation activities with which students' comprehension

of plot and language can be assessed. Another major element of this unit is a discussion and

comparison of the governments of ancient Rome and modern America. As the play concludes,

persuasive writing is introduced, and the entire unit culminates in an essay in which students

must decide the true hero of the play (Brutus or Caesar) and defend their stance with evidence

from the play.

Objectives:

Identify the use of literary devices such as allegory, imagery, and allusion.

Interpret the effect of literary devices.

Compare and contrast the governments of Julius Caesar’s Rome and modern America.

Translate Shakespearean English into modern English.

Analyze effect of setting on the mood of a play.

Cite evidence from the play to support a thesis.

Defend a stance via oral presentation.

Length of Curriculum: This unit consists of thirty 45 minute class periods (Six weeks).

Materials and Resources:

o School:

Text Julius Caesar

Computers

Printer, paper

Whiteboard/ Marker

SmartBoard/Overhead projector

o Teacher:

Introduction handout

Study guides

Translation worksheets

Which Crime is Worst? Handout

Government Handout

Reading Quizzes

“Say What?” Handout

Persuasive Writing guidelines

Essay/Speech rubrics for distribution

o Student

Pencil

Paper

Folder

Means of Assessment

o Formative:

Reading quizzes

Admit/Exit slips

In-class participation (reading, discussion)

Completion of activities

o Summative

3-4 page persuasive essay defending Brutus or Caesar as the hero of the

play

4-5 minute persuasive oral presentation.

“Et tu, Brute?”

Heading Class English II Your Name Ashley Rudolph Name of Lesson Introduction (Day 1) Time Frame 45 min

Objective Students will evaluate the severity of crimes based on moral judgment.

Reading Material Julius Caesar; J.C. Intro handout; Which Crime is Worst? handout



Lesson Plan Format




School – Whiteboard, marker, Julius Caesar Teacher – Intro and Which Crime? handouts Student – pencil, paper

Literacy Strategy Exit slip.

Phase One Distribute Introduction handout. Read as a class. Discuss any familiarity or questions about the setting, time period, history of Rome, etc. (20 min.)

Phase Two Distribute Which Crime? Handout. Students work in small groups of 3-4 to complete. Discuss/compare results as class.

Discuss: According to Dante's Inferno and the events of the play, Betrayal is the worst crime of all. Why?

(20 min) Phase Three Distribute J.C. text.

Exit slip: “Which theme, friendship, leadership, or superstition, interests you most?”

(5 min)


Active participation in completion of WS, discussion.

“Et tu, Brute?” Heading Class English II Your Name Ashley Rudolph

Name of Lesson Intro. Pt. II (Day 2) Time Frame 45 min

Objective Students will assess the qualities of an effective leader.

Reading Material Julius Caesar



Lesson Plan Format




School – Whiteboard, marker, Julius Caesar Teacher- J.C. Study Guides Student – pencil, paper

Literacy Strategy Admit slip for following class.

Phase One Discuss leadership, friendship, and superstition as themes of play What are qualities possessed by a good leader. Generate a list of these

qualities and choose a leader (from the student body, history, or the

contemporary world) who exhibits several of them.

How far would you go to obtain revenge on someone or some group who

destroyed your best friend?

Is there anything for which you would betray a friend?

Which is more important to you, friendship or personal principles? Why?

To what extent can we control the future?

How superstitious are you?

Do you have any good luck rituals that you perform before important

occasions?

Do you watch for omens before important events?

(20 min) Phase Two Select students for the cast of the play. This can change from day to

day to ensure each student reads.

In-class reading. (20 min)

Phase Three Distribute study guide. Assign appropriate questions for homework.

Assign admit slip: “What reservations might you have about entering into this unit?”

(5 min)


Active participation in opening discussion; following reading.

“Et tu, Brute?”

Heading Class English II Your Name Ashley Rudolph Name of Lesson Say What? (Day 7) Time Frame 45 min

Objective Students will show mastery of Shakespearean language and plot by interpreting select scenes from Julius Caesar into modern language.

Reading Material Julius Caesar; J.C. Intro handout; Which Crime is Worst? handout



Lesson Plan Format

Student Centered: Cooperative Learning



School – Whiteboard, marker, Julius Caesar Teacher – “Shakespeare, Say What?” worksheet Student – pencil, paper

Literacy Strategy Double-Entry Journal

Phase One Students will complete double-entry journal: Choose two significant scenes from the play and explain the events in your own words.

On one side of the journal entry, write your own description, on the other side, write the act, scene, and line numbers in which these events occur.

(10 min)

Phase Two Students work in pairs to choose a single scene to translate and re-enact.

Once a scene is chosen, the students must first explain why they chose this particular scene (1st question on WS)

Begin translating scene into modern English.

Students are free to use humor, melodrama, etc. in translations, as long as main ideas of plot are displayed

(30 min)

Phase Three 5 min before bell, wrap up translations

Randomly assign order in which the pairs will perform their translations the following day.


Active engagement in translations

Accuracy of translations

“Et tu, Brute?”

Heading Class English II Your Name Ashley Rudolph Name of Lesson Closing (Final day) Time Frame 45 min

Objective Students will orally present persuasive speeches.

Reading Material Individual notecards



Lesson Plan Format

Student Centered: (Oral Presentation)



Teacher – Speech rubrics, peer evaluation handouts Student – Notecards for speech

Literacy Strategy Exit slip.

Phase One Remind students of peer evaluation guidelines: Offer two positives and one suggestion for improvement (5 min)

Phase Two Students perform speeches

Listeners complete peer evaluations (30 min)

Phase Three Complete final exit slip: “List and explain three ways in which you have changed after this unit. What have you learned? What fears did you overcome? How are you better prepared for future classes and the world beyond high school?”

(10 min)


Completion of peer evaluations

Completion of exit slip

Mrs. Rudolph Persuasive Essay Graphic Organizer

Paragraph #1 – Introduction

Attention-grabbing beginning -

Description of issue -

Opinion Statement - Section #2

Reason #1 –

Evidence to support (details and examples)

-

-

-

-

-

-

-

-

Section #3

Reason #2 –


-

-

-

-

-

-

-

-

Section #4

Reason #3 –


-

-

-

-

-

-

-

-

Section #5 – Conclusion

Restate opinion -

Summarize 3 reasons -

Closing statement -

Old English: Hwæt. We Gardena

in gear-dagum,

þeodcyninga, þrym gefrunon,

hu ða æþelingas ellen

fremedon. (Beowulf)

Shakespearean English: "Neither a

borrower nor a lender be; For loan

oft loses both itself and friend, and

borrowing dulls the edge of

husbandry.” (Hamlet)

See?

An owl in his natural habitat,

enjoying the witty wordplay of

his Shakespeare text.

Mrs. Rudolph “Et tu, Brute?”

Your Guide to the Julius Caesar Unit

Easily one of William Shakespeare’s most studied historical plays, this tragedy exhibits how the actions of the leaders of Roman society determined history. We will read the play both at home and in class, and make several stops along the way to discuss some of the following themes: friendship, betrayal, government, superstition, language, persuasive writing, and public speech. This unit presents numerous opportunities for meaningful discussion and much hands-on learning, but keep in mind, in order to have fun with this unit, we must each commit to daily class preparation. To partake, you must read! Naturally, you probably have some concerns… “I’m pretty sure Shakespeare wrote in old English, and I

can’t read that.”

Well, no and yes. The language in which he wrote was actually an older

version of modern English: the language you’re reading right now. With a little practice and dedication, you will pick it up. Once you do, you will show off your Shakespearean savvy by translating scenes into modern English and performing

them live! “So, who was this guy? And what’s

with the name of this unit?”

Good question. After assuming control of government, Julius Caesar began extensive reforms of Roman society and government. He centralized the bureaucracy of the Republic and was eventually proclaimed "dictator in perpetuity". “Brute,” who you will come to know as Brutus, hoped to restore the constitutional government of the Republic by assassinating Caesar. Still confused? That’s okay. We’re going to explore the Roman government and compare to it our own through some research and class discussion.

“I hear Shakespeare’s plays should be performed, not just

read.”

Good news! We will view a film version of the play in class, because, well, you’re right. It’s much easier to keep track of plot, emotional responses, and settings when we can watch it all unfold without forcing our imaginations into overdrive. However, we will read the play first, because there is great value in the words themselves. We will determine how some speeches should be read aloud based on the information they convey. We may even perform these speeches…

The film is 59 years old. The acting is

timeless.

http://en.wikipedia.org/wiki/Roman_dictator

You’ll go from to

“Wait, what?”

Yes, there is a public speaking element at play here. With a play so full of such powerful speeches, how could I pass up an opportunity to put you, the student, into the shoes of these characters, some of the most powerful speakers in all of Shakespeare’s works. Not to worry, you won’t have to explain or reenact the Battle of Pharsalus. Instead, you’ll defend your own opinions about who you believe is the true hero of the play, supporting your ideas with examples from the text. Really, though, don’t panic. You’ll have to write a persuasive essay, first. Are you not relieved? We’ll take plenty of time to explore this final project as a class.

Hold on to these

papers:

1. This one.

2. “Julius Caesar

Introduction”

3. “Which Crime is

Worst?”

4. “Government,

Caesar and You!”

5. “Shakespeare: Say

What?”

6. “Silly for

Soliloquies”

7. “Convince Me:

Guide to

Persuasive

Writing”

8. “Tell Me About It:

Persuasive Speech”

9. Essay Rubric

10. Speech Rubric

How you’ll be

graded:

Daily:

Active

participation in

reading and

discussion.

Completion of

journals.

Activities:

“Say What?”

Translations

Government

Comparison Paper

“Speech Cutting”

Performance

Major Projects:

Persuasive Essay

Persuasive Speech

(Performance of

modified essay)

Our doubts are traitors, and make us

lose the good we oft might win by

fearing to attempt.

William Shakespeare

Yes, Shakespeare can be

intimidating. However, once you

have mastered reading

Shakespeare, you will be

equipped to tackle an endless

array of literature.

My goal for this unit is for you to

embrace any doubts and

uncertainties you may have about

Shakespeare, and watch as these

doubts disappear the more you

work with the text. You will

surprise yourself with how easily

you pick up on the underlying

themes of this play, and in the

process, you will form your own

opinions on the subjects we

explore. Your opinions are

important, which is why we end

this unit by allowing you to voice

them in an educated, articulate

manner.

Persuasive Essay : The Hero of Julius Caesar

Teacher Name: Mrs. Rudolph

Student Name: ________________________________________

CATEGORY

12 -

Above Standards

9 -

Meets Standards

6 -

Approaching Standards

3 -

Below Standards Score

Attention

Grabber

The introductory

paragraph has a

strong hook or

attention grabber

that is

appropriate for

the audience.

The introductory

paragraph has a

hook or attention

grabber, but it is

weak, rambling

or inappropriate

for the audience.

The author has an

interesting introductory

paragraph but the

connection to the topic

is not clear.

The introductory

paragraph is not

interesting AND

is not relevant to

the topic.

Focus or

Thesis

Statement

The thesis

statement names

the topic of the

essay and

outlines the main

points to be

discussed.

The thesis

statement names

the topic of the

essay.

The thesis statement

outlines some or all of

the main points to be

discussed but does not

name the topic.

The thesis

statement does

not name the

topic AND does

not preview what

will be

discussed.

Evidence and

Examples

All of the

evidence and

examples are

specific, relevant

and explanations

are given that

show how each

piece of evidence

supports the

author's position.

Most of the

evidence and

examples are

specific, relevant

and explanations

are given that

show how each

piece of

evidence

supports the

author's position.

At least one of the

pieces of evidence and

examples is relevant

and has an explanation

that shows how that

piece of evidence

supports the author's

position.

Evidence and

examples are

NOT relevant

AND/OR are not

explained.

Transitions A variety of

thoughtful

transitions are

used. They

clearly show how

ideas are

connected

Transitions show

how ideas are

connected, but

there is little

variety

Some transitions work

well, but some

connections between

ideas are fuzzy.

The transitions

between ideas

are unclear OR

nonexistent.

Closing

paragraph

The conclusion is

strong and leaves

the reader solidly

understanding

the writer's

position.

Effective

restatement of

the position

statement begins

the closing

paragraph.

The conclusion

is recognizable.

The author's

position is

restated within

the first two

sentences of the

closing

paragraph.

The author's position is

restated within the

closing paragraph, but

not near the beginning.

There is no

conclusion - the

paper just ends.

Grammar &

Spelling

Author makes no

errors in

grammar or

spelling that

distract the

reader from the

content.

Author makes 1-

2 errors in

grammar or

spelling that

distract the

reader from the

content.

Author makes 3-4

errors in grammar or

spelling that distract the

reader from the content.

Author makes

more than 4

errors in

grammar or

spelling that

distract the

reader from the

content.

Capitalization

&

Punctuation

Author makes no

errors in

capitalization or

punctuation, so

the essay is

exceptionally

easy to read.

Author makes 1-

2 errors in

capitalization or

punctuation, but

the essay is still

easy to read.

Author makes a few

errors in capitalization

and/or punctuation that

catch the reader's

attention and interrupt

the flow.

Author makes

several errors in

capitalization

and/or

punctuation that

catch the reader's

attention and

interrupt the

flow.

Due Dates Each draft is

completed by its

respective due

date.

One draft was

past due or

incomplete.

Two drafts were past

due or incomplete.

All three drafts

were past due or

incomplete.

Notes:

AAsss tteeaaac ch hhe eer rrs ss, ,, a aarree g ggu...

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