Division of School Improvement-Model Curriculum Units

Students read selected scenes from Julius Caesar by William Shakespeare with omitted scenes summarized by the teacher. (Teachers may choose to read the entire play.) Students analyze point of view, dialogue, and tone. In small groups, students rewrite specific passages into modern English while maintaining point of view, tone, and correct dialogue format.

§ How do point of view and tone help the reader understand characters and their side of the story?

§ What is the value of interpreting less familiar, more difficult forms of English such as old English, technical manuals, and the language of contracts into modern, formal English?

§ How does the study of Julius Caesar help students understand political intrigue and assassination in recent historical events?

TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
Students must be able paraphrase in order to comprehend and interpret text	R1H Apply paraphrasing skills to comprehend, interpret, and translate text in modern English.	Students must be able to comprehend and interpret materials and have a process for doing so.
Student have read and studied at least one other Shakespearean play.	R2A Locate and recognize the text features of drama in grade-level fiction text.	Students must be able to recognize text features so that they can read and understand plays
Students must be able to use the table of contents and glossary	R2C Analyze point of view, dialogue, and tone evidenced by text details.	Students must be able to analyze the fictional text elements in order to become life-long readers.
Students must be able to apply their understanding of point of view, dialogue, and tone.	R2C Evaluate proposed solutions in fictional text using details from the text to support their position.	Student must be able to evaluate proposed solutions in order to become life-long problem-solvers.
Students must be able to evaluate the problem-solving process of characters and the consequences of their actions.	W3C Write a dialogue with originality and individual perspective that interprets the text into modern English.	Students must be able to write effectively in various forms and be able to interpret and comprehend various types of text.
Students must be able to utilize the writing process	LS1 Listen for enjoyment and to evaluate own and other’s effectiveness in presentations using provided criteria.	Students must be able to evaluate messages to become critical listeners.

1.6 Discover and evaluate patterns and relationships in information, ideas , and structures

1.10 Apply acquired information, ideas, and skills to different contexts as students, workers, citizens, and consumers.

2.4 Present perceptions and ideas regarding works of the arts, humanities, and sciences.

3.5 Reason inductively from a set of specific facts and deductively from general premises

Johns, JL., Lenski, S.D. (1997). Improving reading: a handbook of strategies. Dubuque: Kendall-Hunt

Marzano, R., Pickering, D., Pollock, J. (2001). Classroom instruction that works. ASCD.

Sousa, D. (2000). How the brain learns; a classroom teachers guide. Crown Press.

Lesson One	Identify characteristics of point of view and dialogue § Literature: Julius Caesar by William Shakespeare § Supplies: Various examples of media works such as charts, magazines pages, printed web pages, posters, political cartoons, drawing paper, pencils § Handouts: § Formative Assessment: provided
Lesson Two	Introduce background information. Students identify characters and read Act 1 Scene 2 of Julius Caesar. § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts: § Formative Assessment: provided
Lesson Three	Assign groups, groups meet and complete the graphic organizer regarding point of view, tone, and alliances. § Literature: Julius Caesar by William Shakespeare § Supplies: Pens, pencils § Handouts: § Formative Assessment: provided
Lesson Four	Act II Scene I teacher summary; read Act II Scene II; Students work on tone; student summary of Act II Scene II § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts: § Formative Assessment: provided
Lesson Five	Act II Scenes III and IV teacher summary; read Act III Scene I; Groups of students work on paraphrasing § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts: § Formative Assessment:
Lesson Six	Teacher review of plot map of Act I Scene I through Act III Scene I; Students read Act III Scene II. Individual formative assessment on tone § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts: § Formative Assessment:
Lesson Seven	Summarize Act IV Scene I, II; read Act IV Scene III; Students evaluate Brutus’s proposed solution to the military problem in groups § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts: § Formative Assessment: §
Lesson Eight	Summarize Act V, teacher models rewrites; Students begin passage rewrites in groups § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts: § Formative Assessment:
Lesson Nine	Students finish rewrites, groups present dialogue rewrites for evaluation § Literature: Julius Caesar by William Shakespeare § Supplies: § Handouts § Formative Assessment: (part 1 of summative assessment)
Lesson Ten	Summative assessment for writing and constructed response (part 2 of summative assessment)