Embedded Files
COMPLETE WORK HERE (or on the DOC in Google Classroom)
Scene Worksheet Template
Audio Reading of the Play
Link to the GOOGLE DOC where you complete the assignments for each scene. Make a copy you can then reuse (and recopy) for each scene. Be sure to paste it to the Google Classroom Assignment when you finish to turn it in (otherwise I cannot find nor see your work).
SCENE 1: Getting Away with Murder
Click the Image or Scene to go to the text. The items on the left go to the original text. The link on the right goes to the "Modern Translation."
Act 3, Scene 1
Reading Check
READING SHAKESPEAREAN DRAMA
Fill in the blanks with the correct words from the word bank below. Then answer the Scene Discussion Questions.
Word Bank: not gone letter Casca liberty freedom Soothsayer banishment Northern dogs Brutus et tu warning blood Capitol Caesar friend harm justify Publius tyranny avenge loose kill last Antony appear bathe shakes hands deal fall approve
Act 3, Scene 1
1) The Soothsayer replies to Caesar's statement, "The Ides of March have come," with, “But not ______.”
2) Caesar refuses to read Artemidorus' "petition" because he will deal ____ with what pertains to _______.
3) Artemidorus' petition, is really a ______ of _________ to _______________.
4) Metellus Cimber pleads that Caesar lift the _____________ of his brother ________ Cimber.
5) Caesar says he is as constant as the _________ star.
6) _______ stabs Caesar first.
7) Caesar dies after ________’s stab.
8) In Shakespeare's play, Caesar's famous last words were, “___ ___, Brute? Then ____ Caesar.”
9) The conspirators make the plea for Publius Cimber to ________ their killing Caesar.
10) The conspirators cry out,”_______! ________! _______ is dead” just after killing Caesar.
11) Brutus asks the conspirators to ______ their hands in ________.
12) Marc _________ asks the senators to _______ him if they see him as enemy.
13) Antony tell the conspirators he will be a _______ to this act if they give him good reasons.
14) Antony ______ _____ with the conspirators which makes him ______ to be a traitor & offend Caesar.
15) Antony promises Caesar's body he will _______ his death and let ______ the _____ of ______.
Discussion Questions:
Why are who were people called "commoners" in Act 1 (scene 1) now called "Plebeians"? Why that change?
What does Caesar's refusal to read the letter first show about his character?
How many times does Brutus use parallelism, parallel structure, and repetition? Why does Brutus use so many examples of parallelism or parallel structure (repetition of phrases)?
Is the senate honest and virtuous in their actions, or do you find them to be dishonest and baiting Caesar to make their case? Focus on their justification raising the case of Publius Cimber.
Should the conspirators have followed Cassius or Brutus in the decision whether or not to let Antony live? Explain your answer. How could you have persuaded the others to agree?
What does this scene teach us about government when people in it decide they must kill in its name? Can you think of recent parallel examples by any countries?
Analyze Brutus' argument to dip their arms to the elbows in the blood of Caesar when they speak to the public. Do you see this as rhetorically wise or unwise? Explain.
Should the conspirators have followed Cassius or Brutus in the decision whether or not to let Antony speak at the public address? Explain your answer. How could you have persuaded the others to agree?
Why might Shakespeare have Brutus win these arguments between the conspirators and take leadership of them?
Identify and analyze all the rhetorical devices used in Antony's soliloquy to Caesar. List the examples in the space below. Rhetorical Devices in the scene (these and more may be in the scene): ________________________________________________________________________(line ___) Analysis: __________________________________________________________________________
________________________________________________________________________(line ___) Analysis: __________________________________________________________________________
________________________________________________________________________(line ___) Analysis: __________________________________________________________________________
Use critical thinking, synthesis, and insights to answer each question below. Replace blanks with your insights.
Is Caesar's "North Star" speech evidence of his heroism or tyranny (note: see how Brutus defines tyranny in Act 2, Scene 1)? Why should/shouldn't the king/leader change their position when people (senators, commoners, etc.) petition him?
Caesar’s speech on the North Star is evidence of his _________ because _____________________________________________________________________________________________.
A king should / should not change their position or opinion when petitioned because _____________________________________________________________________________________________.
Analyze the diction of Caesar's final statement, "Et tu, Brute? Then fall, Caesar." Identify all the rhetoric you can contained there and what is its rhetorical purpose (think of its purpose on the audience)?
Caesar’s cry to Brutus includes rhetoric __________ in the word(s) _____, _____, and ______. It also includes __________ in the words ________ and __________.
Why do Brutus and Cassius debate over the things in this (and other) scenes? What do we take from it?
Brutus and Cassius debate over things such as ______________, _____________, and ______ because ________________________________________________________________________________________.
How effective is the rhetorical strategy of yelling out "Liberty! Freedom! Tyranny is dead!"? What rhetorical strategies are in the words?
The rhetorical strategy ________ is used in the examples of _______, _______, and ________ is dead”.
The characters do this because _________________________ __________________. It is effective/ineffective because ____________________________________________________________.
To what does this scene relate in Elizabethan history (1590s)? What did Shakespeare want his audience to think? What was the tension between the Queen and military commanders at the time?
This scene in Rome 54 BCE relates to event(s) in Elizabethan history such as ____________, __________________ & _______________________________________. The Queen and military commanders ___________________________________________________. Shakespeare may be raising this scene to make the English audience___________________________________________________________________________________.
Why might women be excluded in this scene? What insights or lessons does this teach us today?
________ may have been excluded from this scene at the senate & Capitol because ___________________________________________________________________________________________.
What is the purpose and effect of Antony's soliloquy on the audience? Think of the rhetorical triangle (ethos, pathos, logos: character (of the speaker), audience, text).
SCENE 2: The Rhetoric of Murder: Arguments for and Against Justifiable Homicide
Act 3 Scene 2
Reading Check:
Answer the Fact Check Questions below; then take the 3.2 quiz (code = ettubrute):
1) Brutus’ thesis is that Caesar was ________________.
2) Which of these is not support Brutus uses?
Caesar was ambitious
Brutus loves Rome more than Caesar
Brutus is honorable
No one wants to be a willing bondsman
3) Brutus’ speech lacks ___________.
A thesis.
Supporting Arguments or Reasons
Examples
Passion
4-8) Identify examples of each of these rhetorical devices in Brutus’ speech:
4) Parallelism
5) Ethos Appeal
6) Analogy
7) Pathos Appeal
8) Appeal to Value(s)
9) Who brings out Caesar’s body? When?
10) What does Antony obey of Brutus?
11-14) Identify examples of each of these rhetorical devices in Antony’s speech:
11) Supporting Details
12) Repetition
13) Counterfactual/Refutation
14) Anaphora
15) Emotional Appeals
Discussion Questions:
Analyze Brutus' speech. Why is it persuasive?
Analyze Antony's speech. Why is it a fabulous critique of Brutus' arguments? How or why is it effective in way(s) that Brutus' speech is not?
What does Julius' will reveal about Caesar's character?
How does Antony’s theatricality help his speech?
Who do the public agree with and why?
How does Act 3, Scene 2 apply to governmental power today? Use quote(s) from the scene and example(s) from current politics.
What are some of the praiseworthy examples Antony gives about Caesar showing his authority or leadership qualities? Or what positive things does Antony say about Caesar and how might that show his heroism?
SCENE 3: Not Punny! Cinna, Mistaken Identity, and Puns (My Name is, What?)
Act 3 Scene 3
Reading Check Questions
Who is killed by the mob?
Why is he/she killed?
Of what group is the mob made up from: Patricians or Plebeians?
Discussion Questions:
Identify all the ways the poet Cinna's name figuratively plays upon. What can we argue based upon this circumstance?
Why is this scene placed in the play by Shakespeare?
What does the scene reveal to us about Shakespeare's view of the Plebeians?
Listen to Michael Parenti's analysis of Cato (at around 2:--:--. What does this show us about the real Cato?
What inference can we draw from this scene as it follows from the previous scene? (*What did the previous scene teach the citizens in this scene?)
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