Close Reading WoRkshop

Close Reading of shakespeareLearning Targets•Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetext

saysexplicitlyaswellasinferencesdrawnfromthetext.•Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopment

overthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

•Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzethecumulativeimpactofspecificwordchoicesonmeaningandtone(e.g.,howthelanguageevokesasenseoftimeandplace;howitsetsaformalorinformaltone).

•Analyzetherepresentationofasubjectorakeysceneintwodifferentartisticmediums,includingwhatisemphasizedorabsentineachtreatment.

•Bytheendofgrade10,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades9–10textcomplexitybandindependentlyandproficiently.

•Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedon grades9–10readingandcontent,choosingflexiblyfromarangeofstrategies

•Initiateandparticipateeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrades9–10topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.

Close Reading for MeaningAsreaders,weshouldnotonlyconsiderwhatinformationisexplicitlyconveyedbyapersuasivetext;weshouldalsoconsiderwhyitisconveyed,aswellaswhatitmaybeimplying.Wemustrecognizethespeaker’srhetoricalpurposeforspeaking,andrealizethatthispurposewillinformbothwhatisexplicitlystatedandwhatisimpliedinthetext.Alongwithanalyzingthespeaker’stone,understandingtheimplicationsbeyondwhatisexplicitlystatedcanhelpthereaderdeterminetheauthor’spurpose.

Inthisworkshop,youwillreadthreedifferenttextsandpracticeclosereadingusingstrategiesthatwillhelpyoumakemeaninganddrawoutinferences.Yourteacherwillguideyouthroughthefirstactivityasaclass.InActivity2,youwillworkinacollaborativegrouptoexamineandrespondtoavisualtext.Forthethirdactivity,youwillworkindependentlytoapplyclose-readingstrategiestodeterminemeaninginanewtext.

Introducing the Strategy: Chunking the TextChunking the Textisastrategyforclosereadingoftext.Usingthisstrategy,thereaderbreaksapassageintosmaller,moremanageableunitstoworkwith.Thereaderlooksforshiftsintopicortonetoindicatewhereonechunkendsandanotherbegins.Writingnotesinthemarginsaboutthecontentofeachchunkhelpsthereaderincreasecomprehensionofthetext.

leaRning sTRaTegies:CloseReading,ChunkingtheText,Predicting,Paraphrasing,SMELL

aCademiC VoCabulaRyRhetorical purposeistheauthororspeaker’spersuasivereasonforspeaking.Ashiftisachangeormovementinapiecefromonesubject,concept,ideaorattitudetoanother.

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Close Reading of shakespeare (continued)

ACTIvITy 1

Guided PracticeYouwillreadthetextinthisactivityatleastthreetimes,focusingonadifferentpurposeforeachreading.

First Reading: First ImpressionsReadthefollowingpassagesilently.Yourfocusforthisfirstreadingisonunderstandingthemeaningandpurposeofthepassage.Asyouread,markplaceswhereyouidentifyashiftinthetopicofdiscussion,orinthetonethatBrutusisexpressing.Whenyoufinishreading,chunkthetextbydrawingbracketsorboxesaroundeachindividualchunk.Thennumbereachchunkandusespaceinthemarginstoidentifyorexplainthecontentofeachchunk.

From Act III, Scene 2

CaesarJulius

by William Shakespeare

Brutus: Be patient till the last. Romans, countrymen, and lovers, hear

me for my cause, and be silent, that you may hear. Believe me for mine

honor, and have respect to mine honor, that you may believe. Censure

me in your wisdom, and awake your senses, that you may the better

5 judge. If there be any in this assembly, any dear friend of Caesar’s, to

him I say, that Brutus’ love to Caesar was no less than his. If then that

friend demand why Brutus rose against Caesar, this is my answer: Not

that I lov’d Caesar less, but that I lov’d Rome more. Had you rather

Caesar were living, and die all slaves, than that Caesar were dead, to

10 live all freemen? As Caesar lov’d me, I weep for him; as he was

fortunate, I rejoice at it; as he was valiant, I honor him; but, as he was

ambitious, I slew him. There is tears for his love; joy for his fortune;

honor for his valor; and death for his ambition. Who is here so base that

would be a bondman? If any, speak for him I have offended. Who is 15

15 here so rude that would not be a Roman? If any, speak, for him I have

offended. Who is here so vile that will not love his country? If any,

speak, for him I have offended. I pause for a reply.

All: None, Brutus, none.

censure:judge

base:menial,servile

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Brutus: Then none I have offended. I have done no more to Caesar than

20 you shall do to Brutus. The question of his death is enroll’d in the

Capitol: his glory not extenuated, wherein he was worthy; nor his

offenses enforc’d, for which he suffer’d death.

Enter MARK ANTONY and others, with Caesar’s body.

Brutus: Here comes his body, mourn’d by Mark Antony, who, though

25 he had no hand in his death, shall receive the benefit of his dying, a

place in the commonwealth, as which of you shall not? With this I

depart, that, as I slew my best lover for the good of Rome, I have the

same dagger for myself, when it shall please my country to need my death.

Check your UnderstandingDiscussyourapproachtochunkingthetextwithapartner,andpreparetoshareyourideaswiththeclass.Workingwithyourteacherandclassmates,cometoasharedunderstandingofhowtochunkthistext,andmakeadjustmentstoyourindividualpassageifnecessary.

Second Reading: vocabulary in ContextNowthatyouhavereadthepassagesilentlyanddividedthepassageintomeaningfulchunks,listenandfollowalongasthepassageisreadaloud.Asyoureadalong,circlewordsand/orphrases(otherthantheunderlinedwords)thatyoudonotcompletelyunderstandorthatyoufeelareimportanttothemeaningofthepassage.Payparticularattentiontothosewordsandphrasesyoumightrecognizebutdonotcompletelyunderstandinthisparticularcontext.

Check your Understanding 1.Pairwithanotherstudentand,usingcontextcluesandreferenceresources,

determinethemeaningofanywordsorphrasesyoudonotyetfullyunderstand.Usingspaceinthemargins,paraphraseordefinethesewords/phrasesforcomprehension.Withyourpartner,discusshowthedefinitionshelpyouunderstandthemeaningofthepassageasawhole.

2.Choosethreesentencesorindependentclausesthatincludeoneormoretermsthatwereeitherunderlined,bolded,orcircled.Paraphraseeachcompletesentenceorindependentclause,makingitsmeaningexplicit.

enforc’d:undulyemphasized

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Close Reading of shakespeare (continued)

Third Reading: Text-Dependent QuestioningNowreadthepassageagain,thistimereadingtorespondtotheKey Ideas and Detailsinterpretivequestions.Writeyourresponsestoeachquestioninthespacebelowitandhighlightorunderlinethetextualevidencethatsupportsyouranswer.Duringclassdiscussion,youmayalsowanttoannotatethepassagetorecordnewordifferentmeanings.

Background Information:ThisshortspeechistakenfromJulius Caesar byWilliamShakespeare.Inthisspeech,Brutus,asupporteroftheRomanrepublic,isaddressingtheRomancitizensatCaesar’sfuneral,priortothearrivalofCaesar’sbody.CaesarwasstabbedtodeathintheSenatebyhisowncountrymen.Brutus,onceCaesar’sstrongallyandclosefriend,participatedintheassassinationofCaesaralongwithanumberofotherRomanofficials.

From Act III, Scene 2 Julius Caesar by William Shakespeare

Brutus: Be patient till the last. Romans, countrymen, and lovers, hear

me for my cause, and be silent, that you may hear. Believe me for mine

honor, and have respect to mine honor, that you may believe. Censure

me in your wisdom, and awake your senses, that you may the better

5 judge. If there be any in this assembly, any dear friend of Caesar’s, to him

I say, that Brutus’ love to Caesar was no less than his. If then that

friend demand why Brutus rose against Caesar, this is my answer: Not

that I lov’d Caesar less, but that I lov’d Rome more. Had you rather

Caesar were living, and die all slaves, than that Caesar were dead, to

10 live all freemen? As Caesar lov’d me, I weep for him; as he was

fortunate, I rejoice at it; as he was valiant, I honor him; but, as he was

ambitious, I slew him. There is tears for his love; joy for his fortune;

honor for his valor; and death for his ambition. Who is here so base that

would be a bondman? If any, speak for him I have offended. Who is

15 here so rude that would not be a Roman? If any, speak, for him I have

offended. Who is here so vile that will not love his country? If any, speak,

for him I have offended. I pause for a reply.

All: None, Brutus, none.

Brutus: Then none I have offended. I have done no more to Caesar than

20 you shall do to Brutus. The question of his death is enroll’d in the

Capitol: his glory not extenuated, wherein he was worthy; nor his

offenses enforc’d, for which he suffer’d death.

key ideas and deTailsUnderlinesomeexamplesofparallelstructureinBrutus’s

oration.Howdoesthissyntactictechniqueassist

Brutusinexpressinghisconflictingfeelingsabout

Caesar?

key ideas and deTailsHighlightsomeexamplesofrhetoricalquestionsin

Brutus’soration.WhateffectisBrutushopingtohave

onhisaudiencewiththesequestions?

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Enter MARK ANTONY and others, with Caesar’s body.

Brutus: Here comes his body, mourn’d by Mark Antony, who, though

25 he had no hand in his death, shall receive the benefit of his dying, a

place in the commonwealth, as which of you shall not? With this I

depart, that, as I slew my best lover for the good of Rome, I have the

same dagger for myself, when it shall please my country to need

my death.

Check your UnderstandingNowthatyouhavereadthispassagethreetimesandworkedtounderstanditsimplicationsaswellasitscontent,reflectonBrutus’spurposeindeliveringtheselines.ExplaininyourownwordswhatBrutushopestoaccomplishinthisoration.

Synthesizing your Understanding

Introducing the Strategy: SMELL SMELLisanacronymforareadingstrategythatcanhelpyouanalyzeapersuasivespeechbyfocusingonfiveessentialcomponents:therelationshipbetweenthespeakerandaudience,themessage,theemotionalandlogicalstrategiesused,andthelanguageofthetext.

Workingwithyourpeers,readthedescriptionsoftheelementsofSMELLandpracticeapplyingthisstrategytoBrutus’soration,respondingtothequestionsbelow.

1. Sender-receiverrelationship:Describethespeakerofthetextandhisrelationshipwiththeaudience.Howmightthisaffecthiswords?

2. Message:Summarizethemessageofthetext.

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Close Reading of shakespeare (continued)

3. Emotionalstrategies:Howdoesthespeakeruseemotiontofurtherhismessageandpurpose?

4. Logicalstrategies:Howdoesthespeakeruselogictofurtherhismessageandpurpose?

5. Language:Howdoselectedwordsaffectthemeaningandeffectivenessofthewriting?Considerthetonetheyevoke,andthepurposeofthattone.

Check your UnderstandingWhenyourgrouphascompletedyourresponsestotheelementsofSMELL,teamupwithanothergroupandshareyourwork,comparingandcontrastingyouranswers.Addtoyourownworkwhenyouhearideassharedbytheothergroupthatyoufindinterestingorvaluable.

Writing Prompt:Basedonyourcurrentunderstandingofthepassage,writeaparagraphthatexplainshowthemeaningbehindthefollowinglinefitsintoBrutus’sorationasawhole:

“IhavedonenomoretoCaesarthanyoushalldotoBrutus.”

Besureto

•IdentifyBrutus’soverallpurposeinspeaking.•ParaphrasethemeaningofBrutus’swordsinthesentenceabove.•Makeconnectionsbetweenthisspecificsentenceandtheorationasawhole.

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ACTIvITy 2

Collaborative PracticeLookcarefullyattheimagethatfollows.ItisaworkofartbyHeinrichSpiessthatdepictsMarkAntony,afriendofCaesar,deliveringanorationoverthefallenbodyofCaesarathisfuneral.Followingyourexaminationofthevisualdepictionofthisscene,youwillreadanexcerptofMarkAntony’swords,whichfollowtheorationdeliveredbyBrutus.

First Reading: What do you see?Asyoulookattheimage,whatcatchesyoureye?Whatdetailsdoyounotice?Howwouldyoudescribetheelementsinthisscenetosomeonewhocouldnotseeit?Toanswerthesequestions,focusonly onwhatyoucanseeintheimage.

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Close Reading of shakespeare (continued)

Second Reading: What does it mean?Nowthatyouhaveexaminedtheimagecarefully,whatinferencescanyoumake?Howdoyouinterpretwhatyousee?Inotherwords,whatmightyousayabouttheindividualsdepictedortheeventtakingplacethatgoesbeyondwhatisexplicitlyshownintheimage?

Third Reading: How do you know?Explaintheconnectionbetweenthedetailsyounoticeandyourinterpretationofthesedetails.Howmightyouusethedetailsintheimageastextualevidencetosupporttheideasorinferencesyouhavemade?

Writing Prompt:Nowthatyouhavecarefullyexaminedthecontentofthisimageandcometoconclusionsaboutwhatitshowsexplicitlyandwhatinferencesyoucanmakeaboutthemeaning,writeaparagraphthatmakessomepredictionsaboutwhatyouexpecttofindinMarkAntony’soration,whichyouwillreadinthenextactivity.Besureto:•Writeatopicsentencethatconnectsyourviewoftheimagewithyourpredictions

forMarkAntony’soration.•Includetextualdetailsfromtheimageandexplainhowtheysupportyour

predictions.•Writeaconcludingsentencethatfollowsfromtheseexplanations.

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ACTIvITy 3

Independent PracticeAsyoudidwiththefirsttext,youwillreadthispassageatleastthreetimes,focusingonadifferentpurposeforeachreading.

First Reading: First ImpressionsReadthefollowingpassagesilently.Yourfocusforthisfirstreadingisonunderstandingthemeaningandpurposeofthepassage.Asyouread,markplaceswhereyouidentifyashiftinthetopicofdiscussionorinthetonethatMarkAntonyisexpressing.Whenyoufinishreading,chunkthetextbydrawingbracketsorboxesaroundeachindividualchunk.Thennumbereachchunkandusespaceinthemarginstoidentifyorexplainthecontentofeachchunk.

From Act III, Scene 2

CaesarJulius

by William Shakespeare

Mark Antony: Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

5 So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault.

And grievously hath Caesar answer’d it.

Here, under leave of Brutus and the rest

10 (For Brutus is an honorable man,

So are they all, all honorable men),

Come I to speak in Caesar’s funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

15 And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill;

interred:placedinacoffinorgrave

coffer:asafeorstrongboxforholdingmoneyorvaluables

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Close Reading of shakespeare (continued)

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

20 Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal

I thrice presented him a kingly crown,

25 Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

30 You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment! Thou [art] fled to brutish beasts,

And men have lost their reason. Bear with me,

My heart is in the coffin there with Caesar,

35 And I must pause till it come back to me.

Check your UnderstandingDiscussyourapproachtochunkingthetextwithapartner,referringtoyournotesinthemarginsthatexplainthecontentofeachchunk.Afteryoulistentothechoicesmadebyyourpartner,makeadjustmentstoyourindividualchunksifnecessary.

Second Reading: vocabulary in ContextNowthatyouhavereadthepassagesilentlyanddividedthepassageintomeaningfulchunks,listenandfollowalongasthepassageisreadaloud.Asyoureadalong,circlewordsand/orphrases(otherthantheunderlinedwords)thatyoudonotcompletelyunderstandorthatyoufeelareimportanttothemeaningofthepassage.Payparticularattentiontothosewordsandphrasesyoumightrecognizebutdonotcompletelyunderstandinthisparticularcontext.

Check your Understanding 1.Usingcontextcluesandreferenceresources,determinethemeaningofany

wordsorphrasesyoudonotyetfullyunderstand.Usingspaceinthemargins,paraphraseordefinethesewords/phrasesforcomprehension.Notehowthedefinitionshelpyouunderstandthemeaningofthepassageasawhole.

Lupercal:afeastandcelebrationofRoman

tradition,honoringthegoddessPan

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2.Choosethreesentencesorindependentclausesthatincludeoneormoretermsthatwaseitherunderlined,bolded,orcircled.Paraphraseeachcompletesentenceorindependentclause,makingitsmeaningexplicit.

Third Reading: Text-Dependent QuestioningNowreadthepassageagain,thistimereadingtorespondtotheKeyIdeasandDetailsinterpretivequestions.Annotatethetextwithyourresponsestoeachquestionandhighlightorunderlinethetextualevidencethatsupportsyouranswer.

Background Information:ThisexcerptistakenfromMarkAntony’sorationatCaesar’sfuneral,deliveredimmediatelyafterthespeechbyBrutus.LikeBrutus,MarkAntonywasaclosefriendofJuliusCaesar,butunlikeBrutus,hedidnotparticipateinCaesar’sassassination.

From Act III, Scene 2 Julius Caesar by William Shakespeare

Mark Antony: Friends, Romans, countrymen, lend me your ears!

I come to bury Caesar, not to praise him.

The evil that men do lives after them,

The good is oft interred with their bones;

5 So let it be with Caesar. The noble Brutus

Hath told you Caesar was ambitious;

If it were so, it was a grievous fault.

And grievously hath Caesar answer’d it.

Here, under leave of Brutus and the rest

10 (For Brutus is an honorable man,

So are they all, all honorable men),

Come I to speak in Caesar’s funeral.

He was my friend, faithful and just to me;

But Brutus says he was ambitious,

15 And Brutus is an honorable man.

He hath brought many captives home to Rome,

Whose ransoms did the general coffers fill;

Did this in Caesar seem ambitious?

When that the poor have cried, Caesar hath wept;

key ideas and deTailsWhydoesMarkAntonyrepeattheline“Brutussayshewasambitious,andBrutusisanhonorableman”?

key ideas and deTails HighlightsomeexamplesofrhetoricalquestionsinMarkAntony’soration.WhateffectisMarkAntonyhopingtohaveonhisaudiencewiththesequestions?

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Close Reading of shakespeare (continued)

20 Ambition should be made of sterner stuff:

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

You all did see that on the Lupercal

I thrice presented him a kingly crown,

25 Which he did thrice refuse. Was this ambition?

Yet Brutus says he was ambitious,

And Brutus is an honorable man.

I speak not to disprove what Brutus spoke,

But here I am to speak what I do know.

30 You all did love him once, not without cause;

What cause withholds you then to mourn for him?

O judgment! Thou [art] fled to brutish beasts,

And men have lost their reason. Bear with me,

My heart is in the coffin there with Caesar,

35 And I must pause till it come back to me.

Check your UnderstandingNowthatyouhavereadthispassagethreetimes,andworkedtounderstanditsimplicationsaswellasitscontent,reflectonMarkAntony’spurposeindeliveringtheselines.ExplaininyourownwordswhatMarkAntonyhopestoaccomplishinthisoration.

Synthesizing your UnderstandingAsyouhavelearned,SMELLisanacronymforareadingstrategythatcanhelpyouanalyzeapersuasivespeechbyfocusingonfiveessentialcomponents.PracticeapplyingthisstrategytoMarkAntony’soration,respondingtothequestionsbelow.

1.Sender-receiverrelationship:Describethespeakerofthetextandhisrelationshipwiththeaudience.Howmightthisaffecthiswords?

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2.Message:Summarizethemessageofthetext.

3.Emotionalstrategies:Howdoesthespeakeruseemotiontofurtherhismessageandpurpose?

4.Logicalstrategies:Howdoesthespeakeruselogictofurtherhismessageandpurpose?

5.Language:Howdoselectedwordsaffectthemeaningandeffectivenessofthewriting?Listandcommentonsomeofthemorepowerfulexamples.

Writing Prompt:Basedonyourcurrentunderstandingofthepassage,writeaparagraphthatexplainshowthemeaningbehindthefollowinglinefitsintoMarkAntony’sorationasawhole:

“IcometoburyCaesar,nottopraisehim.”

Besureto:•IdentifyMarkAntony’soverallpurposeinspeaking.•ParaphrasethemeaningofMarkAntony’swordsinthesentenceabove.•Makeconnectionsbetweenthisspecificsentenceandtheorationasawhole.

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Close Reading of shakespeare (continued)

ACTIvITy 4

Synthesis QuestionsYourteachermaychooseoraskyoutochooseoneofthefollowingassessmentsasawayofshowingyourunderstandingofthetextsyouhaveread.

Writing Prompt:ReviewthedifferingperspectivesonthedeathofCaesar,aspresentedbyMarkAntonyandBrutusinthetextsofthisunit.Revisittheworkyouhavedonewithbothtexts,andconsiderhowthestyleandargumentofeachspeakerattemptstopersuadetheaudience.WhichmanwasmoresuccessfulinpersuadingyoutoseeCaesar’sdeathfromhispointofview?Besuretoreferencespecificsofbothtextstodevelopyourposition.

Speaking Opportunity:Workingwithapartner,restructurethespeechesbyBrutusandMarkAntonyinamash-upthatturnsthetwoindependentexcerptsintoakindofdialogueordebatetobedeliveredasaback-and-forthbetweenthetwomen.Besuretomakeyourchoicesdeliberately,andreorganizelinesasnecessarytosuityournewvisionforthesewords.Rehearsethisrestructuringofthescriptandpreparetoperformitinfrontoftheclass.

Multimedia Presentation:InShakespeare’splay,BrutusandMarkAntonyhaddifferingopinionsaboutwhetherCaesar’sambitionwasdangeroustoRome.ResearchthelifeandtimesoftherealJuliusCaesar,andprepareapresentationthatestablishesandsupportsyourpositiononCaesar’sambitionanditspotentialdangerstotheRomanrepublic.

ReflectionThinkaboutwhatyouhavelearnedfromyourclosereadingandanalysisofthetextpassagesyouhavereadinthisworkshop.

1.HowdidBrutusandMarkAntonydifferintheirpurposesforspeakingatCaesar’sfuneral?Howdidtheirdifferentpurposesdeterminethemannerinwhichtheyapproachedtheirorations?

2.Inthisworkshop,youhavelearnedhowtomakemeaningofthreedifferenttexts. Howcanyouusewhatyouhavelearnedtohelpyouwhenyouencounter

challengingtextsinthefuture?Whatstrategiesbesthelpedyouasalearnerduringthisworkshop?Whenandwhywouldyouusethesestrategiesagain?

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