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Julius Caesar: William Shakespeare's play and the Art of Rhetoric

Home
Background
Rhetoric & Literature
Research & Evaluating Sources
Paul Cantor's Lectures on Julius Caesar
The Tragic Hero & the Hamartia
Acts & Scenes with Academic Seminars / Discussion Questions
Conclusion:
Assignments

Julius Caesar: William Shakespeare's play and the Art of Rhetoric

Home
Background
Rhetoric & Literature
Research & Evaluating Sources
Paul Cantor's Lectures on Julius Caesar
The Tragic Hero & the Hamartia
Acts & Scenes with Academic Seminars / Discussion Questions
Conclusion:
Assignments
More

Some REVIEW

Allusion

Rhetoric
-Rhetorical Question
-Parallelism
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CCSS Standards embedded in this Unit:
*R 1) Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.*R 2) Determine the theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.*R 3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot or develop the theme.*R 4) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g how the language evokes a sense of time and place; how it sets a formal or informal tone).*R 5) Analyze how an author’s choices concerning how to structure a text, order events within it (parallel plots), and manipulate time (pacing, flashbacks).*R 7) Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).*R 9) Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).*R 10) 10TH: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
Writing Standards*W 1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.*W 2) Introduce precise claim(s), distinguish the claims from alternate/opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.*W 3) Develop claims and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.W 4) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims.W 5) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W 6) Provide a concluding statement or section that follows from and supports the argument presented.
Reading Informational Text*R 2) Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.R 3) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.*R 4) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).*R 5) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).*R 6) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.*R 7) Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.*R 8) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Language:
*L 1A) Use parallel structure. L 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 2B) Use a colon to introduce a list or quotation. L 3) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. *L 3A) Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. *L 4) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. L 4A) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L 4C) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. L 4D) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
*L 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. *L 5A) Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. *L 5B) Analyze nuances in the meaning of words with similar denotations.

Listening & SpeakingCCSS.ELA-LITERACY.SL.9-10.1*Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.CCSS.ELA-LITERACY.SL.9-10.1.A*Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.CCSS.ELA-LITERACY.SL.9-10.1.BWork with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.CCSS.ELA-LITERACY.SL.9-10.1.CPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.CCSS.ELA-LITERACY.SL.9-10.1.DRespond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.CCSS.ELA-LITERACY.SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.CCSS.ELA-LITERACY.SL.9-10.3*Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence (Peer Evaluations Using Google Form or other Rubrics [with CCSS criteria]).

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