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by William Shakespeare
Secondary
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Secondary Solutions
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Julius Caesar
Complete Literature Guide
About This Literature Guide ........................................................................................... 4
How to Use Our Literature Guides .................................................................................. 5
Exploring Expository Writing ......................................................................................... 6
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Answer Key................................................................................................................... 77
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Anticipation/Reaction Guide
Directions: Before reading the play, write yes if you agree with the statement, no if you disagree
with the statement, and ? if you dont have a strong opinion about the statement. After reading, you
will complete the last column, revisiting your original responses.
Yes = I agree
No = I disagree
Before
Reading
? = I dont know
After
Reading
Statement
1.
After completing the Before Reading column, get into small groups, and record your group members
names. As a group, tally (using tic marks: |||| ) the number of yes,no and ? responses for each
question using the chart below.
Group Members:
Statement #
Yes
No
I Dont Know
1
2
3
4
5
6
7
8
9
10
11
Once you have collected your data, discuss those issues about which your group was divided. Make your
case for your opinions, and pay attention to your classmates arguments. Once you have discussed all of the
issues, answer the questions on the next page.
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2.
3.
4.
5.
6.
7.
dramatic irony: when the audience or reader knows something that the characters in the story
do not know
8.
foil: a character who is nearly opposite of another character; the purpose of a foil (or character
foil) is to reveal a stark contrast between the two characters, often the protagonist and
antagonist
9.
iambic pentameter: a line of poetry that contains 5 iambs of two syllables each
10. monologue: a long speech spoken by a character to himself, another character, or to the
audience
11.
12. soliloquy: thoughts spoken aloud by a character when he/she is alone, or thinks he/she is
alone
13. stage directions: italicized comments that identify parts of the setting or the use of props or
costumes, give further information about a character, or provide background information
14. tragedy: a serious work of drama in which the hero suffers catastrophe or serious misfortune,
usually because of his own actions
15. tragic hero: a protagonist with a fatal flaw which eventually leads to his demise
Activity: Using the words from the list above, create a 15-question Multiple-Choice quiz. You must
use the information/definitions from this page, but you may also add your own knowledge to
create your questions. Be sure to create an answer key and keep it on a separate piece of paper.
For example:
1. The two main types of drama are:
a. plays and monologues
c. histories and biographies
b. comedies and tragedies
d. monologues and soliloquies
When you have finished, give the quiz to a partner and take his or her quiz. Then, check each
others answers, and turn in your quizzes, your answer key, and your scores to your teacher. Your
teacher can even find the best questions and use them on a real quiz.
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Shakespeares Style
The Sonnet Form and Iambic Pentameter
Shakespeare wrote over 80 sonnets in addition to his plays. In fact, he even added sonnets into his
plays. Before we dive into reading an entire play, we will be approaching Shakespeares style in a
smaller poem, called a sonnet.
The Shakespearean sonnet always follows the same format. It has 14 lines with approximately 10
syllables each line. Each line of the sonnet is written in iambic pentameter. A line of iambic
pentameter consists of 10 syllables, or five iambs of two syllables each. An iamb is an unstressed
syllable followed by a stressed syllable. When written, the U symbols mean unstressed, and the
/ indicates a stressed syllable.
To understand the idea of a stressed or an unstressed syllable, think about the syllables of some
common names. The name Christopher can be divided into three syllables: Chris/to/pher. If we
place the stress, or the emphasis, on the Chris it would look like this:
/ U U
Chris / to / pher
If we place the emphasis on the to the name would sound odd to our ears, and look like this:
U
/ U
Chris / to / pher
When analyzing a line of Shakespeares work, it would look like this:
U /
Let me
U /
not to
U
/
U
/
the mar riage of
U
/
true minds
Finally, Shakespearean sonnets always follow the same rhyme scheme: ABABCDCDEFEFGG, ending
with the rhyming couplet, or two rhyming lines.
Now that the technical terms have been introduced, it is time to put that knowledge to work in a
practical activity.
Directions: Read the sonnet on the next page. This sonnet is one of the most famous of
Shakespeares sonnets: Sonnet 18. Read and analyze this sonnet, paying careful attention to the
rhyme scheme and the pattern of syllables. Then, using the chart, divide the sonnet into syllables
and label its rhyme scheme. The first line has been done for you.
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Shakespeares Style
The Sonnet Form and Iambic Pentameter
As an imperfect actor on the stage
Who with his fear is put beside his part,
Or some fierce thing replete with too much rage,
Whose strength's abundance weakens his own heart.
So I, for fear of trust, forget to say
The perfect ceremony of love's rite,
And in mine own love's strength seem to decay,
Oercharged with burden of mine own love's might.
O, let my books be then the eloquence
And dumb presages of my speaking breast,
Who plead for love and look for recompense
More than that tongue that more hath more express'd.
O, learn to read what silent love hath writ:
To hear with eyes belongs to love's fine wit.
1
10
Rhyme
Scheme
As
an
im
per
fect
ac
tor
on
the
stage
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Julius Caesar
Vocabulary List
Directions: Before you read each act, look up the definitions for each of the vocabulary words
below. Be sure to keep all of your definitions for worksheets and quizzes!
Act One
1. barren
2. chidden
3. cogitations
4. exalted
5. fain
6. idle
7. infused
8. lamented
9. mettle
10. portentous
11. prodigies
12. tyrant
Act Four
1. apparition
2. chastisement
3. engendered
4. ensign
5. envenomed
6. exigent
7. fret
8. gallant
9. levying
10. presume
11. provender
12. vex
Act Two
1. affable
2. appertain
3. augmented
4. beseech
5. emulation
6. imminent
7. prevail
8. shrewd
9. spurn
10. valiant
11. valor
12. visage
Act Five
1. assure
2. avenged
3. bidding
4. bondage
5. demeanor
6. fawned
7. gorging
8. misconstrued
9. peevish
10. perils
11. spoils
12. virtue
Act Three
1. abide
2. appeased
3. apprehensive
4. banished
5. base
6. coffers
7. compel
8. consent
9. conspirator
10. ingratitude
11. legacy
12. malice
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Julius Caesar
Words and Phrases to Know
Below are common words and phrases found throughout Shakespeares works. Many of these
words and phrases were common in the 17th Century, but may have new meanings today. Use the
list below to help you understand these words and phrases as you read Julius Caesar.
1.
2.
3.
4.
5.
6.
7.
8.
9.
adieu: goodbye
an: if
anon: at once
attend: listen to
betimes: at once
bootless: useless
break with: discuss; break the news to
cobbler: a shoemaker
coronets: small crowns or wreaths of vines or
flowers
10. counsel: advice
11. crossed: opposed
12. decree: order
13. discourses: speaks
14. dispatch: to send away or to kill
15. doth: does
16. falling sickness: epilepsy
17. falls purpose: is false
18. fashion: to make; to design
19. foe: enemy
20. gentle: noble, prominent; also calm and
reserved
21. good-den or do-den: Good Evening
22. hart: a male deer
23. heavy: sad
24. hie: go
25. high-sighted: ambitious
26. hither: here
27. humour: a mood or feeling; ill humour may
be a bad feeling about something or in a bad
mood
28. mark: pay attention to
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Julius Caesar
Allusions throughout the Play
1. Aenas (or Aeneas): a Greek legend and
Trojan hero; son of Anchises and Aphrodite
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Act One
Scene Guide
Directions: For each act, you will be completing a Scene Guide to help you understand and follow
the important elements of your reading. For each scene, in short phrases or words summarize:
1) the setting, 2) the action (plot), and 3) the main characters involved in the action.
Scene One
Scene Two
Scene Three
Now that you have read all of Act One, make a prediction as to what you believe will happen next
in the play. Write your prediction on the lines below.
_______________________________________________________________
_______________________________________________________________
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Act One
Comprehension Check
To give you a comprehensive understanding of all aspects of the play, answer the following
questions for Act One. Write your answers on a separate piece of paper using complete sentences.
Scene One
1.
2.
3.
4.
Scene Two
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Scene Three
1. What is the weather like at the opening of this scene? How does this contribute to the mood?
Why is this mood significant?
2. Why does Cassius say I have exposed my naked chest to the thunder-bolt? To what could
Cassius be referring?
3. Why is Casca eager to convince Brutus to join the conspiracy?
4. What directions does Cassius give Cinna? What does Cassius hope to accomplish with this
task?
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Act One
Standards Focus: Setting, Tone, and Mood
Setting is the time, place, and atmosphere in which the action of a story takes place. Setting can
include time of day, weather, season, era, location, and social or political atmosphere; for example: It
is night; an old barn outside of Greenbow, Alabama; Spring, 1932; Depression Era. Tone is the
authors feeling toward his subject; a clever writer can use a sympathetic tone to make the reader feel
sorry for a character, for example. Conversely, writers can use a distant, detached tone to keep the
reader from relating to or feeling sentiment for a character. Mood is the general emotional response
that a reader feels when reading. Writers use figurative language, details, dialogue, and
foreshadowing to help set the mood in a piece of literature. Mood is often expressed in adjectives
which describe how the writer intends to make you feel, like: tense, serene, somber, optimistic, dark,
and depressed.
In Act One, Shakespeare creates a mood of tension and unrest from the very first moment the
characters appear onstage. Although the men are engaged in humorous wordplay, it is clear that
Caesars rise to power has created tension in Rome.
Directions: For each of the quotes from the text, underline the words that reveal the setting,
including clues about time, place, and atmosphere. Then explain how these particular words
indicate specifics about the setting. Next, explain the tone Shakespeare uses to create mood.
Include comments on the use of figurative language, imagery, etc., if apparent. Finally, describe
the mood of the excerpt using as many details and appropriate adjectives as possible. An example
has been done for you.
Ex. Wherefore rejoice? What conquest brings he home? / What tributaries follow him to Rome /
To grace in captive bonds his chariot wheels? / You blocks, you stones, you worse than senseless
things! / O you hard hearts, you cruel men of Rome, / Knew you not Pompey? (scene i, lines 31-36)
a. Setting: Rome is the city in which the story takes place; captive bonds refers to slaves and slavery,
which was legal at the time; chariot wheels indicate they used chariots, which were used for
transportation and in sport; Pompey was the ruler of Rome until Caesar took power.
b. Tone: defiant, ironic, condescending, bitter, preachy
c. Mood: anxious, hostile, tense, offensive
1. And when you saw his chariot but appear, / Have you not made an universal shout, / That Tiber
trembled underneath her banks / To hear the replication of your sounds / Made in her concave
shores? / And do you now put on your best attire? / And do you now cull out a holiday? / And do you
now strew flowers in his way / That comes in triumph over Pompeys blood? / Be gone! (scene 1,
lines 42-51)
a. Setting:
b. Tone:
c. Mood:
2. CASCA: Bid every noise be still. Peace yet again. / CAESAR: Who is it in the press that calls
on me? I hear a tongue shriller than all the music / Cry Caesar! Speak; Caesar is turned to hear. /
SOOTHSAYER: Beware the ides of March. (scene ii, lines 14-17)
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3. BRUTUS: Into what dangers would you lead me, Cassius, / That you would have me seek into
myself / For that which is not in me? / CASSIUS: Therefore, good Brutus, be prepared to hear. /
And since you know you cannot see yourself / So well as by reflection, I, your glass, / Will modestly
discover to yourself / That of yourself which you yet know not of. (scene ii, lines 63-70)
a. Setting:
b. Tone:
c. Mood:
4. Are you not moved, when all the sway of earth / Shakes like a thing unfirm? O Cicero / I have
seen tempests, when the scolding winds / Have rived the knotty oaks, and I have seen / Th
ambitious ocean swell and rage and foam, / To be exalted with the threatning clouds; / But never till
tonight, never till now, / Did I go through a tempest dropping fire. / Either there is a civil strife in
heaven, / Or else the world, too saucy with the gods, / Incenses them to send destruction. (scene iii,
lines 3-13)
a. Setting:
b. Tone:
c. Mood:
5. But if you would consider the true cause / Why all these fires; why all these gliding ghosts;
Why birds and beasts, from quality and kind; / Why old men, fools, and children calculate; / Why all
these things change from their ordinance / Their natures, and performed faculties, / To monstrous
qualitywhy you shall find / That heaven hath infused them with these spirits / To make them
instruments of fear and warning / Unto some monstrous state. (scene iii, lines 64-73)
a. Setting:
b. Tone:
c. Mood:
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barren
chidden
Base and
Part of
Speech of
Base
barren
chide
Meaning of
Base
producing
no fruit or
offspring
to scold or
reproach
Root and
meaning of
Root
baraigne
"barren"
cidan
"quarrel,
strife
Affix(es)
none
-en
How the
Affix
Changes the
Word
n/a
changes from
present to
past tense
Inferred
Meaning of
Vocabulary
Word
unable to
have
children
scolded;
criticized;
punished
Vocabulary
Words Part
of Speech
and
Dictionary
Definition
adj.; unable
to produce
results,
fruit, or
offspring
verb;
censured
severely or
angrily
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cogitations
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exalted
fain
idle
Word
infused
lamented
mettle
portentous
prodigies
tyrant
Base and
Part of
Speech of
Base
Meaning of
Base
Root and
Meaning of
Root
Affix(es)
How the
Affix
Changes
the Word
Inferred
Meaning of
Vocabulary
Word
Vocabulary
Words
Part of
Speech and
Dictionary
Definition
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Act Two
Scene Guide
Directions: Just as for Act One, complete the Scene Guide for Act Two to help you understand and
follow the important elements of your reading. For each scene, in short phrases or words
summarize: 1) the setting, 2) the action (plot), and 3) the main characters involved in the action.
Scene One
Scene Two
Scene Three
Scene Four
Now that you have read all of Acts One and Two, make a prediction as to what you believe will
happen next in the play. Write your prediction on the lines below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Act Two
Comprehension Check
To give you a comprehensive understanding of all aspects of the play, answer the following
questions for Act Two. Write your answers on a separate piece of paper using complete sentences.
Scene One
1. Through the analogy of a ladder, how does Brutus explain what happens when someone gains
power?
2. To what does Brutus compare Caesar? Why does Brutus feel that he must kill Caesar
immediately?
3. What day is it? Why is this significant?
4. Brutus explains that he has not been able to sleep. How does he explain what happens to a
mans conscience between the acting of a dreadful thing / And the first motion?
5. How are Cassius and Brutus related?
6. Why does Brutus insist that the men do not need an oath?
7. Why do the men want Cicero on their side at first? Why do they change their minds?
8. Who does Cassius want to murder in addition to Caesar?
9. What is Brutuss response to this idea?
10. How does Decius plan to get Caesar to come to the Capitol?
11. What has Portia noticed about Brutuss recent behavior?
12. What reasons does Portia give to insist that Brutus reveal his feelings to her?
13. What does Portia do to prove her strength to Brutus? What is your reaction to this act?
BONUS: An anachronism is when an author unknowingly or purposefully inserts something from
a different period of time into his or her writing. Shakespeare uses an anachronism in this scene.
See if you can find it. Why do you think Shakespeare might have used this anachronism?
Scene Two
1. Why has Calpurnia been unable to sleep? About what omens does Calpurnia tell Caesar?
2. Why does Caesar insist on leaving the house?
3. On what evidence do the priests (augerers) recommend that Caesar not leave the house?
4. How does Decius convince Caesar to leave?
5. Caesar instructs his men to keep close to him. What is the irony?
Scene Three
1. Artemidorus reads from a letter at the beginning of this scene. Who wrote the letter and what
does Artemidorus plan to do with it?
Scene Four
1. What is ironic about Portias statement: How hard it is for women to keep a secret? (Hint:
think about her speeches in Scene One.)
2. What instructions has Portia given Lucius?
3. Whom do Portia and Lucius run into? Where is he going? Why?
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Act Two
Standards Focus: Character Map
Directions: There are numerous characters in Julius Caesar, which can make reading and
following the plot quite confusing. Complete the Character Map below as much as you can from the
information you have been given in Acts One and Two. As you read the rest of the play, fill in each
blank with the names of other characters. When you finish reading the play, your Character Map
should be complete.
Julius Caesar
Loyal follower
Backstabbing friend
2nd
Triumvirate
Brother-in-Law/Main conspirator
Put to death
Conspirators
Collateral damage
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_________________________________
_________________________________
_________________________________
Julius Caesar Literature Guide
Act Two
Standards Focus: Characterization and Character Motivation
Characterization is the technique by which authors develop characters.
Direct characterization is when the author or narrator tells the reader what the character is like. For
example, Rhonda works diligently to make sure her cookies are the best in town.
Indirect characterization is when the author gives information about a character and allows the
reader to draw his or her own conclusions about that character. Two ways we can learn about a character
through indirect characterization are:
o A characters own thoughts, feelings and actions the reader witnesses what the character does or
says, and learns something about the character from these thoughts, feelings or actions. For example,
On her way to class after lunch, Susan saw some trash on the ground that wasnt hers. She decided
to pick it up anyway, and threw it in the trash can.
The reader can make some assumptions about Susan from this excerpt: she cares about the
environment, she takes pride in her school, she likes things neat and tidy, etc. Each of these
are appropriate assumptions based on Susans actions.
o Interactions with other characters the reader witnesses the interactions between characters, such as
how other characters act, and what they say about another character. For example, Emma said,
Julia seems to not care about her school work anymore. Its as if she is distracted or concerned
about something. What do you think? I dont know, but it is certainly unlike her to get bad grades,
Ashley replied.
The reader can make assumptions about Julia from the conversation between Emma and
Ashley. The reader can conclude that Julia used to work hard and get good grades in school,
that she is distracted about something, and that she is not behaving like her usual self.
In a play, there is often very little direct characterization. We learn about the characters through their
dialogue; therefore, much of the character development comes from what characters say about each other or
what they say about themselves through indirect characterization.
Motivation is what drives a character to do what they do. In other words, ask yourself: what is this
characters strongest desire? Characters decisions are important to the plot, and in many cases, their
decisions will affect the plays outcome. Just as we can tell a great deal about a person by the way he or she
lives his or her life, we can also learn a lot about characters by what they say and do. Similarly, just as some of
the decisions we make in our lives are minor and trivial, and others change our lives forever, a skilled writer
develops characters that also make both seemingly unimportant as well as life-altering choices.
Directions: For each of the characters below, complete the chart with textual examples of indirect
characterization from Act One or Two of the play. First, find a quote in which another character describes
something about that character, and then find a quote in which the character describes himself. Be sure to
give scene and line numbers from where you obtained the quote. Then in your own words, fill in what you
think is the characters main motivation this far in the play. An example has been done for you.
Character
Brutus
Another
Characters
Description
Brutus, I do observe you now of late. / I have not from your eyes that gentleness / And show of love as I
was wont to have. / You bear too stubborn and too strange a hand / Over your friend that loves you.
(Act I, Scene ii, lines 32-36)
Description of
Himself
Cassius, / Be not deceived. If I have veiled my look, / I turn the trouble of my countenance / merely
upon myself. Vexed I am / Of late with passions of some difference, / Conceptions only proper to
myself, / Which five some soil, perhaps, to my behaviors. (Act I, Scene ii, lines 36-42)
Motivation
While Brutus likes Caesar, and is his friend, he does not think that Caesar is the best ruler of Rome. His
heart is with his people, and he fears Caesar is a tyrant. His main motivation is to see that his people are
not harmed, which means that he must remove Caesar from power any way he can.
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Act Two
Standards Focus: Characterization and Character Motivation
Character
Caesar
Another
Characters
Description
Description
of Himself
Motivation
Character
Cassius
Another
Characters
Description
Description
of Himself
Motivation
Character
Antony
Another
Characters
Description
Description
of Himself
Motivation
Character
Casca
Another
Characters
Description
Description
of Himself
Motivation
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Act Three
Scene Guide
Directions: Complete the Scene Guide below for Act Three. For each scene, be sure to summarize:
1) the setting, 2) the action (plot), and 3) the main characters involved in the action.
Scene One
Scene Two
Scene Three
Now that you have read Acts One through Three, make a prediction as to what you believe will
happen next in the play. Write your prediction on the lines below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Act Three
Comprehension Check
To give you a comprehensive understanding of all aspects of the play, answer the following
questions for Act Three. Write your answers on a separate piece of paper using complete sentences.
Scene One
1. What does the Soothsayer mean by Ay, Caesar, but not gone? (line 2)
2. What does Metellus Cimber beg Caesar to do? What is Caesars response?
3. What does Caesar mean by Et tu, Brute? as he falls? How do you think Caesar is feeling at
this moment?
4. What message does Antony send to Brutus? What does Antony do when he meets the men?
5. What does Antony request?
6. What warning does Brutus give Antony?
7. In his soliloquy, what does Antony vow?
8. What does Antony want Octavius Caesars servant to do? Why?
Scene Two
1.
2.
3.
4.
5.
6.
Scene Three
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Act Three
Standards Focus: Rhetoric
Rhetoric in its simplest form is the art of persuasive speech or writing. For thousands of years,
politicians and orators have been known for their use of rhetoric to influence and persuade an
audience to their side or way of thinking. One of the most famous orators happens to be Antony from
Julius Caesar. Antony skillfully uses several types of rhetorical devices to earn the citizens trust
and turn them against Brutus, Cassius, and the other conspirators. Antonys talent lies in his ability
to persuade the audience before his enemies even realize his scheme.
Today, rhetoric is all around us, in the form of political speeches, commercials, art, television, movies,
newspaper and magazine articleseven in our everyday conversations. Each time we want to get our
way, or take out our money to buy a product we saw in a commercial, we are either using rhetoric or
are persuaded by the use of rhetoric. While various media use different ways of appealing to an
audience, they each have the same purpose: to persuade.
In order to understand how Antony persuaded the citizens of Rome to turn against Brutus and the
other conspirators, it is important to know what rhetorical devices are and how they can be used.
There are different ways a speaker or writer can appeal to his or her audience: 1) logic or reason
(logos), 2) emotion (pathos), and/or 3) ethics and morals (ethos).
logos: by appealing to an audiences sense of reason and logic, the speaker or writer
intends to make the audience think clearly about the sensible and/or obvious answer to a
problem
pathos: by appealing to the audiences emotions, the speaker or writer can make the
audience feel sorrow, shame, sympathy, embarrassment, anger, excitement, and/or fear
ethos: the overall appeal of the speaker or writer himself or herself; it is important that
this person have impressive credentials, a notable knowledge of the subject, and/or appear
to be a likeable and moral person
It is not only important what a speaker or writer has to say, but how he or she actually says or
presents it. There are literally hundreds of rhetorical devices, dating back to the famous orators
Socrates, Plato, and Aristotle. Besides using devices you may already be familiar with, such as figures
of speech (metaphor, simile, personification) and sound devices (alliteration, assonance, consonance),
writers and speakers use many other rhetorical devices to communicate their message. Below and on
the next pages is a short list of rhetorical devices, their definitions, and a brief example of the device
in use.
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Act Three
Standards Focus: Analysis of Rhetoric
Directions: For each of the following underlined excerpts from Antonys speech in Act Three, scene 2,
identify which rhetorical device is being used and explain how it is used, according to the definitions
and examples on the previous pages. Note: not all devices will be used. An example has been done
for you.
Example: For Brutus is an honorable man; / So are they all, all honorable men (lines 77-78); But Brutus says
he was ambitious; / And Brutus is an honorable man. (lines 81-82); Yet Brutus says he was ambitious; / And
Brutus is an honorable man. (lines 88-89); Yet Brutus says he was ambitious; / And, sure, he is an honorable
man. (lines 93-94); I should do Brutus wrong, and Cassius wrong, / Who, you all know, are honorable men
(lines 118-119)
Rhetorical device:
1.
I should do Brutus wrong, and Cassius wrong, Who, you all know, are honorable men. / I will not do
them wrong; I rather choose / To wrong the dead, to wrong myself and you, / Than I will wrong such
honorable men. (lines 118-122)
Rhetorical device:
8. Let but the commons hear this testament, / Which, pardon me, I do not mean to read, (lines 125-126)
Rhetorical device:
9. And they would go and kiss dead Caesar's wounds / And dip their napkins in his sacred blood, / Yea,
beg a hair of him for memory, / And, dying, mention it within their wills, / Bequeathing it as a rich
legacy / Unto their issue. (lines 127-132)
Rhetorical device:
10. Will you be patient? Will you stay awhile? / I have oershot myself to tell you of it. (lines 144-145)
Rhetorical device:
11. I fear I wrong the honorable men / Whose daggers have stabbd Caesar; I do fear it. (lines 146-147)
Rhetorical device:
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Directions: Answer the following based upon Antonys entire speech in Act Three, scene 2.
19. Using Antonys entire speech (omitting lines from the other characters), find one example
each of the use of pathos, ethos, and logos. Be sure to indicate which line you are quoting in
your response.
pathos:
ethos:
logos:
20. Which rhetorical device did Antony seem to use most? Was this the best choice? Why or why
not?
21. Compare Antony and Brutuss speeches. Which was more effective? How? Explain.
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The word spirit comes from the Latin spirare, which means "to breathe."
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
2.
___________________________
The word peace comes from the Latin pacem, meaning treaty; absence of war.
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
3.
___________________________
The word malfeasance comes from the prefix mal-, which comes from the Latin male,
meaning "badly.
a. Which vocabulary word has this same prefix? ____________________
b. What other words have this same prefix?
_____________________
4.
__________________________
The word expel comes from the Latin expellere, meaning "drive out," from the combination
of ex-, meaning "out, plus pellere, meaning "to drive."
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
5.
___________________________
The word bide comes from the Old English bidan, meaning "to stay, continue, live, remain."
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
6.
___________________________
The word bathe comes from the Greek. bathys, meaning "deep.
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
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___________________________
8. The word grace comes from the Latin gratus, meaning "pleasing; agreeable."
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
___________________________
9. The word fame comes from the Old Irish bann, meaning law, which comes from the Latin
bha, meaning "to speak; say."
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
___________________________
10. The word impregnable comes from the Old French in-, meaning "not, plus prenable,
meaning vulnerable, which originates from the Latin prehendere, meaning grasp; sieze.
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
___________________________
11. The word sensible comes from the Latin sentire, meaning "to perceive; feel."
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
___________________________
12. The word privilege comes from the Old French privilege from privus, meaning "individual,
plus lex, meaning law.
a. Which vocabulary word has this same root? ______________________
b. What other words have this same root?
_____________________
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Act Four
Scene Guide
Directions: Complete the Scene Guide below for Act Four. For each scene, be sure to summarize:
1) the setting, 2) the action (plot), and 3) the main characters involved in the action.
Scene One
Scene Two
Scene Three
Now that you have read all of Acts One through Four, make a prediction as to what you believe will
happen next in the play. Write your prediction on the lines below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Act Four
Comprehension Check
To give you a comprehensive understanding of all aspects of the play, answer the following
questions for Act Four. Write your answers on a separate piece of paper using complete sentences.
Scene One
Scene Two
1. How has Brutus been feeling towards Cassius lately?
2. To where do Brutus and Cassius go at the end of this scene? Why?
Scene Three
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Act Four
Standards Focus: Figurative Language
One of the most captivating aspects of Shakespeares work is his mastery of figurative language, or
ideas communicated beyond their literal meaning to create an image in the readers mind. There are
several types of figurative language:
metaphor - a comparison made between two unlike objects
o the pillow was a cloud
simile - a comparison between two unlike objects using the words like or as in the
comparison
o the pillow was like a marshmallow
personification - giving human qualities or characteristics to non-human objects
o the wind sang its sad song
imagery - using words to appeal to the senses: sight, touch, taste, hearing, or smell
o Fast fading violets cover'd up in leaves; / And mid-May's eldest child, / The coming
musk-rose, full of dewy wine, / The murmurous haunt of flies on summer eves. Ode to a
Nightingale, John Keats
Directions: Read each quote from Act Four. First, decide what type of figurative language is being
used, then explain the comparison. An example has been done for you.
Example: These many then shall die; their names are prick'd. (scene i, line 1)
Figure of speech: metaphor
Comparison: substitution of prickd for picked or chosen; makes the idea of killing the men sound
much more sinister
1. He shall not live; look, with a spot I damn him. (scene i, line 6)
Figure of speech:
Comparison:
2. Octavius, I have seen more days than you (scene i, line 18)
Figure of speech:
Comparison:
3. He shall but bear them as the ass bears gold (scene i, line 21)
Figure of speech:
Comparison:
4. And some that smile have in their hearts, I fear, / Millions of mischiefs. (scene i, lines 50-51)
Figure of speech:
Comparison:
5. When love begins to sicken and decay, / It useth an enforced ceremony. (scene ii, lines 20-21)
Figure of speech:
Comparison:
6. There are no tricks in plain and simple faith; / But hollow men, like horses hot at hand, /
Make gallant show and promise of their mettle (scene ii, lines 22-24)
Figure of speech:
Comparison:
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Act Four
Standards Focus: Dialogue, Monologue, and Soliloquy
Plays are different from novels in that plays rely solely on dialogue and action to convey a story.
Novels use dialogue and action as well, but the majority of the text is a story told by a narrator. The
narrator can either be an outside observer of the action, or a character in the story itself. Plays are
meant to be performed in front of an audience; therefore dialogue, monologue, and soliloquy are
important characteristics of plays.
Dialogue is a conversation between two or more people. A monologue is a speech by one person in
the presence of other characters. A soliloquy is similar to a monologue, however, a soliloquy is a
speech given by a character when he is alone or thinks he is alone on stage. Shakespeare skillfully
uses dialogue, monologue, and soliloquy to create some of the most powerful and effective speeches in
all of literature.
Directions: For each of the following excerpts from Act Four of Julius Caesar, a) determine who is
on stage at that particular point (may not only be the people who are actually speaking), b)
determine whether the excerpt is a dialogue, monologue, or soliloquy, and c) answer the questions
that follow.
1. ANTONY : [Lepidous] is a slight unmeritable man, / Meet to be sent on errands: is it fit, / The three-fold world
On stage:
b.
c.
Questions:
i. How does Antony feel about Lepidous?
ii. To what does Antony compare Lepidous? What does this tell you about Lepidous (at least from Antonys point of
view)?
2. BRUTUS: Bear with me, good boy, I am much forgetful. / Canst thou hold up thy heavy eyes awhile, / And touch thy
instrument a strain or two?
LUCIUS: Ay, my lord, an't please you.
BRUTUS: It does, my boy: / I trouble thee too much, but thou art willing.
LUCIUS: It is my duty, sir.
BRUTUS: I should not urge thy duty past thy might; / I know young bloods look for a time of rest.
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On stage:
b.
c.
Questions:
i. Why do you think Brutus sees the ghost of Caesar? Is it real or his imagination?
ii. Why do you think Shakespeare included this brief conversation between Brutus and his servant? What does it
reveal about Brutus as a person?
3. CASSIUS
Messala, / This is my birth-day; as this very day / Was Cassius born. Give me thy hand, Messala: / Be thou my
witness that against my will, / As Pompey was, am I compell'd to set / Upon one battle all our liberties. / You know
that I held Epicurus strong / And his opinion: now I change my mind, / And partly credit things that do presage. /
Coming from Sardis, on our former ensign / Two mighty eagles fell, and there they perch'd, / Gorging and feeding
from our soldiers' hands; / Who to Philippi here consorted us:/ This morning are they fled away and gone; / And in
their steads do ravens, crows and kites, / Fly o'er our heads and downward look on us, / As we were sickly prey:
their shadows seem / A canopy most fatal, under which/ Our army lies, ready to give up the ghost.
a.
On stage:
b.
c.
Questions:
i. What does this speech reveal about Cassiuss motivations?
ii. Who are the two mighty eagles to which Cassius refers?
iii. What does Cassius mean when he says that his army lies ready to give up the ghost?
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chastisement
Denotation:
Word with most negative connotation:
a.
Janie received ten full minutes of chastisement when she arrived home after curfew.
b.
Janie received ten full minutes of discipline when she arrived home after curfew.
c.
Janie received ten full minutes of scolding when she arrived home after curfew.
d.
Janie received ten full minutes of lecture when she arrived home after curfew.
Image:
2.
engendered
Denotation:
Word with most negative connotation:
a.
The Hastings girls were naturally engendered with beauty, brains, and a kind demeanor.
b.
The Hastings girls were naturally concocted with beauty, brains, and a kind demeanor.
c.
The Hastings girls were naturally produced with beauty, brains, and a kind demeanor.
d.
The Hastings girls were naturally created with beauty, brains, and a kind demeanor.
Image:
3.
ensign
Denotation:
Word with most negative connotation:
a.
b.
c.
d.
Image:
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envenomed
Denotation:
Word with most negative connotation:
a. After sitting in traffic, Jessica became more and more envenomed that she lived in the city.
b. After sitting in traffic, Jessica became more and more angry that she lived in the city.
c. After sitting in traffic, Jessica became more and more mad that she lived in the city.
d. After sitting in traffic, Jessica became more and more annoyed that she lived in the city.
Image:
5.
exigent
Denotation:
Word with most negative connotation:
a. Monica quit her job because of her exigent and uncompromising boss.
b. Monica quit her job because of her tough and uncompromising boss.
c. Monica quit her job because of her challenging and uncompromising boss.
d. Monica quit her job because of her demanding and uncompromising boss.
Image:
6.
fret
Denotation:
Word with most negative connotation:
a. Dont fret, Kahlid said reassuringly, you will find your wallet somewhere.
b. Dont agonize, Kahlid said reassuringly, you will find your wallet somewhere.
c. Dont sweat Kahlid said reassuringly, you will find your wallet somewhere.
d. Dont fuss, Kahlid said reassuringly, you will find your wallet somewhere.
Image:
7.
gallant
Denotation:
Word with most negative connotation:
a. A gallant young man, Jeff opened the car door for his date.
b. A domineering young man, Jeff opened the car door for his date.
c. A valiant young man, Jeff opened the car door for his date.
d. A chivalrous young man, Jeff opened the car door for his date.
Image:
8.
levying
Denotation:
Word with most negative connotation:
a. Claire proposed levying a higher tax on all supplies bought from the student store.
b. Claire proposed imposing a higher tax on all supplies bought from the student store.
c. Claire proposed putting a higher tax on all supplies bought from the student store.
d. Claire proposed introducing a higher tax on all supplies bought from the student store.
Image:
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presume
Denotation:
Word with most negative connotation:
a. One should not presume they know someone by their appearance alone.
b. One should not believe they know someone by their appearance alone.
c. One should not deduce they know someone by their appearance alone.
d. One should not guess they know someone by their appearance alone.
Image:
10.
provender
Denotation:
Word with most negative connotation:
a. The cows provender consisted of a healthy blend of barley and grains.
b. The cows victuals consisted of a healthy blend of barley and grains.
c. The cows cuisine consisted of a healthy blend of barley and grains.
d. The cows chow consisted of a healthy blend of barley and grains.
Image:
11.
vex
Denotation:
Word with most negative connotation:
a. Whenever he got the chance, Raymond worked diligently to vex his younger brother.
b. Whenever he got the chance, Raymond worked diligently to perplex his younger brother.
c. Whenever he got the chance, Raymond worked diligently to torment his younger brother.
d. Whenever he got the chance, Raymond worked diligently to bother his younger brother.
Image:
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Act Five
Scene Guide
Directions: Complete the Scene Guide below for Act Five. For each scene, be sure to summarize:
1) the setting, 2) the action (plot), and 3) the main characters involved in the action.
Scene One
Scene Two
Scene Three
Scene Four
Scene Five
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Act Five
Comprehension Check
To give you a comprehensive understanding of all aspects of the play, answer the following
questions for Act Five. Write your answers on a separate piece of paper using complete sentences.
Scene One
1.
2.
3.
4.
5.
6.
Scene Two
Scene Three
1.
2.
3.
4.
5.
6.
What move does Brutus make that virtually destroys Cassiuss side?
What does Cassius ask Pindarus to do? Why?
How does Caesar finally get revenge against Cassius?
What do we find out about Pindaruss report to Cassius before Cassius takes his life?
What does Titinius do after he sees Cassiuss body?
How does Caesar again get his revenge?
Scene Four
Scene Five
1.
2.
3.
4.
5.
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What does Brutus ask Clitus to do? What is Clituss response to this request?
What does Brutus then request of Volumnius?
Who finally gives in to Brutuss request?
How does Antony feel about Brutus?
What does Octavius say that they will do for Brutus? Why do you think they omit mention of
Cassius? Explain your reasoning.
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Act Five
Standards Focus: Tragedy and the Tragic Hero
Over 2,300 years ago, the Greek philosopher Aristotle wrote his definition of a tragedy. According to
Aristotle: Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude;
with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions. In other
words, to be a true tragedy, a play must make the audience pity the characters and make them fear the
same consequences the character (usually the protagonist) experiences.
Similarly, Aristotle defined the concept of a tragic hero. A tragic hero is a protagonist with a tragic flaw
(also called hamartia), which eventually leads to his downfall. The Aristotelian tragic hero is introduced
as happy, powerful, and privileged, and ends up dying or suffering immensely because of his own actions
or mistakes. The tragic hero must have four characteristics: goodness (a moral and ethical person),
superiority (such as someone with supreme or noble authority or control), a tragic flaw (will eventually
lead to his own demise), and the eventual realization that his decisions or actions have caused his own
downfall (faces death or suffering with honor).
There is much debate about who is the actual protagonist of the play Julius Caesar. Some say the
protagonist is Julius Caesar himself and that Brutus and Cassius are the antagonists; others say that
Brutus is the protagonist and Antony is the antagonist.
Directions: Compare and contrast the characters of Julius Caesar, Brutus, and Antony in the chart
below. For each box, write a very brief answer to each of the questions in the first column. A few
examples have been completed for you. As you complete the chart, pay attention to the characteristics
you feel make a protagonist and antagonist. When you have completed the chart, answer the questions
on the next page.
Characteristic
Julius Caesar
Brutus
Antony
no
yes; his extreme pride, ego,
and false sense of immortality
lead to his murder
n/a
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2. Why do you think there is so much debate about who is the tragic hero of this play? Explain
your answer using the evidence you have collected in your chart.
3. According to the definition, is Julius Caesar a tragedy? Why or why not? Support your
response with evidence from the play. Do you feel pity for the characters, especially the
character youve decided is the tragic hero?
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Act Five
Standards Focus: Theme
Theme is the central idea in a work of literature. The theme of a piece of literature should not be
confused with the subject of the work, but rather, it is a general statement about life or human nature.
Most themes are not completely obvious and must be inferred by the reader. The reader must take a
good look at the characters, plot, setting, mood, even the title, and how they work together, to
understand and recognize the reasons an author wrote that particular piece of literature.
Directions: Reflect on the possible themes of the novel below. For each theme, find a direct quote or
explain in your own words how the theme applies to the play. Once you have found evidence to
support the theme within the play, answer the questions that follow. An example has been done for
you.
Example:
Excessive pride can lead to ones ruin
Caesars pride and ego cause him to ignore Calpurnia and the augurers warnings. No, Caesar
shall not: danger knows full well / That Caesar is more dangerous than he: / We are two lions
litter'd in one day, / And I the elder and more terrible: / And Caesar shall go forth.
1. Be careful whom you trust
Example:
2. Too much ambition can be dangerous
Example:
3. Good leaders acknowledge their own weaknesses
Example:
4. We cannot control our fate
Example:
5. Politicians are only concerned with what the majority of people want
Example:
6. Superstition can be a powerful driving force
Example:
7. People want to see the good in others
Example:
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Directions: Answer the following questions using complete sentences. Use a separate piece of paper
for your answers and attach it to this sheet.
10. What do you feel is the most important theme of the play? Explain your answer.
11. What do you feel are the characteristics of a good leader? Do you feel that Caesar, Brutus, or
Antony were good leaders? Why or why not?
12. To whom in modern politics or leadership can you compare Julius Caesar? Explain why you
chose this person and the characteristics this person has in common with Caesar.
13. To whom in modern politics or leadership can you compare Brutus? Explain why you chose
this person and the characteristics this person has in common with Brutus.
14. To whom in modern politics or leadership can you compare Antony? Explain why you chose
this person and the characteristics this person has in common with Antony.
15. Why do you think Shakespeares Julius Caesar is required reading for students throughout the
United States? What can students your age learn from this text? Explain.
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b. pressure : force
c. drive : road
d. anxiety : reassurance
2. bidding : request ::
a. cooperate : hinder
b. wait : bus
c. quarrel : dispute
d. trouble : ease
3. freedom: bondage ::
a. emulate : copy
b. worry : distress
c. gather : flowers
d. indulge : deny
4. fawned : flattered ::
a. benign : malignant
b. offer : refuse
c. motivate : stimulate
d. reduce : stress
5. gorging : nibbling ::
a. dangerous : safe
b. chance : opportunity
c. rabbit : fur
d. serious : grave
6. avenged : retaliated ::
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a. lazy : languid
b. dark : damp
c. seethe : soothe
d. energetic : lethargic
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b. intimidate : threaten
c. push : pull
d. prey : pray
8. peevish : genial ::
a. gracious : hospitable
b. marker : sign
c. relinquish : surrender
d. mature : juvenile
9. perils : dangers ::
a. rural : urban
b. faithful : pious
c. employee : boss
d. honest : deceitful
b. trivial : inconsequential
c. excellent : average
d. menial : important
b. monument : column
c. possible : likely
d. transparent : opaque
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a. burly : brawny
b. label : answer
c. dirty : clean
d. temerity : audacity
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Anticipation/Reaction Guide
Post-Reading Individual Reflection
Directions: Revisit your Anticipation/Reaction Guide from page 9 and your answers to the
discussion questions. Now that you have read the play, complete the After Reading column and
answer the following questions, comparing your responses. Answer each question using complete
sentences.
1. How have your responses to the statements changed since reading the play?
___________________________________________________________________
_________________________________________________________________
2. Describe an important part of the play that affected your opinion or made you think differently
after reading.
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
3. In small groups, talk to some of your classmates about their responses. How have their responses
changed since reading the play?
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
5. Overall, how are the feelings of your other group members the same or different from yours? Do
any of their responses surprise you? Which ones? How?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________________
6. Why do you think there might be so many different opinions and viewpoints? What do you feel
has contributed to the way you and your other classmates responded to each statement?
___________________________________________________________________
___________________________________________________________________
________________________________________________________________
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Julius Caesar
Act One Quiz
Part One: Reading
Directions: Answer the following questions using complete sentences.
1. Why were the citizens celebrating?
5. How did the conspirators plan to convince Brutus to join their plot?
6. How did the weather contribute to the mood of this act? Explain.
a. revered; elevated
8. cogitations
9. exalted
c. strength of character
10. idle
11. lamented
12. mettle
f.
13. portentous
g. deep thoughts
14. prodigies
h. mourned
15. tyrant
i.
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inactive; lazy
Julius Caesar
Act Two Quiz
Part One: Reading
Directions: Answer the following questions using complete sentences.
7. appertain
8. augmented
c. to reject
9. emulation
10. imminent
11. prevail
f.
12. shrewd
g. enlarged
13. spurn
14. valor
i.
courage
15. visage
j.
likeable; friendly
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win
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Julius Caesar
Act Three Quiz
Part One: Reading
Directions: Answer the following questions using complete sentences.
1. Who was the first to stab Caesar?
2. What did Caesar say before he died? What does this mean?
3. What reason did Brutus give the citizens for Caesars assassination?
4. What did Antony show the citizens? How did this win the citizens to Caesar and Antonys favor?
5. How did the citizens react to Antonys speech? What innocent bystander was killed as a result?
a. satisfied; pleased
7. appeased
8. apprehensive
c. fearful; doubtful
9. banished
10. compel
11. consent
f.
12. conspirator
13. ingratitude
h. to drive forward
14. legacy
i.
to follow or tolerate
15. malice
j.
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Julius Caesar
Act Four Quiz
Part One: Reading
Directions: Answer the following questions using complete sentences.
1. Why didnt Antony want Lepidus to be a part of their triumvirate?
2. What was the problem between Brutus and Cassius? What was the final result?
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Julius Caesar
Act Five Quiz
Part One: Reading
Directions: Answer the following questions using complete sentences.
1. Where did the battle take place?
2. Why did Cassius feel he had no other choice than to kill himself? How did he do it?
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Julius Caesar
Final Test
Part One: Matching
Directions: Match the character with the correct action, description or quote. Write the letter of the
correct answer on the line provided.
1. Julius Caesar
_____
a. Caesar, now be still: I kill'd not thee with half so good a will.
2. Brutus
_____
3. Cassius
_____
4. Calpurnia
_____
5. Portia
_____
6. Octavius
_____
7. Antony
_____
8. Lepidus
_____
h. Cowards die many times before their deaths; the valiant never
taste death but once.
9. Strato
_____
i. Upon what meat doth this our Caesar feed, that he is grown so
great?
c. Antony
b. Brutus
d. Casca
c. 13
b. 33
d. 3
b. weather
c. Cinna
b. Casca
d. Caesar
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a. Brutus
c. Portia
b. Cassius
d. Casca
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c. Caesar
b. Antony
d. Brutus
c. Brutus
b. Caesar
d. Strato
c. Young Cato
b. Lepidus
d. Flavius
Brutus said the conspirators needed no oath because they were bound by their cause and not
by empty words.
21.
Brutus made an ultimately fatal mistake by allowing Antony to speak at Caesars funeral.
22.
Brutus viewed Caesars assassination as necessary because Brutus wanted to rule Rome
himself.
23.
24.
One of Brutuss fatal flaws was that his military record was too perfect.
25.
26.
27.
28.
29.
Briefly compare and contrast the effectiveness of Brutuss and Antonys speeches to the
citizens of Rome.
31.
32.
Explain why at the end of the play Antony hails Brutus as the noblest Roman of them all.
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_____
a. face; appearance
34. fain
_____
b. an absolute ruler
35. lamented
_____
c. enlarged
36. tyrant
_____
d. to reject
37. augmented
_____
38. emulation
_____
f.
39. spurn
_____
g. mourned; cried
40. valiant
_____
41. visage
_____
i.
42. base
_____
43. conspirator
_____
44. malice
_____
45. ensign
_____
46. fret
_____
47. provender
_____
f.
48. vex
_____
49. avenged
_____
50. spoils
_____
i.
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eagerly; preferably
to worry
raw; vulgar
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Secondary Solutions
c. visage
d. base
c. vex
d. conspirator
c. chidden
d. fret
c. exalted
d. spurn
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Secondary Solutions
avenged
exalted
infused
fain
lamented
exalted
tyrant
prodigies
affable
fain
emulation
appertain
ensign
provender
provender
spoils
avenged
appertain
appeased
vex
visage
fret
coffers
ensign
coffers
peevish
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Teacher Guide
Summary of the Play
Act One
Scene One: Flavius and Marullus, two tribunes of Rome, come across a group of Roman citizens
who have closed their shops in order to attend the celebration of Julius Caesars victory over Pompey
the Great. The men scold the citizens for their hypocrisy, since it was not long ago that they
celebrated Pompeys rule. Flavius insists that he and Marullus tear down the decorations which only
serve to honor and commemorate a tyrant.
Scene Two: It is the celebration of the Feast of Lupercal, and Caesar instructs Antony to touch
Calpurnia as he participates in the great race at the feast celebrations in order to enhance her fertility.
A Soothsayer then calls to Caesar, warning him to Beware the Ides of March. Caesar dismisses the
Soothsayer, brushing off his warning. Cassius pulls Brutus aside and questions his recent mood.
Cassius claims to know why Brutus is acting strange, and hints that Brutuss problem is also
Cassiuss problem: Caesar. Cassius suggests that Caesar must be assassinated, and goes on to give a
list of reasons to support his claim. Caesar enters, and as Casca passes, the men stop him to ask for
news about Caesar. Casca tells the men of Caesars theatrical antics, refusing the crown three times,
and then having a seizure. The antics convince Cassius that Brutuss help is necessary to their
assassination plot.
Scene Three: Cicero and Casca meet that evening. They discuss the terrible, ominous weather.
Cassius convinces Casca to join the conspiracy. Cinna arrives, and Cassius instructs him to throw a
message in Brutuss window which is intended to convince Brutus that the assassination would be
honorable and a victory for the citizens of Rome.
Act Two
Scene One: Left alone, Brutus broods over his involvement in Caesars assassination. Lucius
brings Brutus the letter Cinna threw in his window. The other conspirators arrive and Cassius
suggests they seal their bond with an oath, which Brutus scoffs at. After the men leave, Brutuss wife
Portia enters, distraught and concerned about her husbands recent behavior. She begs Brutus to
reveal his concern, and to prove her loyalty and strength to Brutus, she stabs herself in the leg.
Brutus then promises to reveal the mens plot to her at a later time.
Scene Two: As the weather continues to set the mood, Calpurnia warns Caesar of her ominous
dreams. Caesar orders the augerers to present a sacrifice and guide him. Calpurnia begs Caesar to
stay home. A servant enters with the news that no heart was found within the sacrificed animal,
therefore the augerers also suggest that Caesar stay home. Convinced for a moment, Caesar tells
Decius that he will not be leaving. After Decius tells Caesar that the men will make fun of his belief
in his wifes dreams, Caesar decides to go to the Capitol as planned.
Scene Three: Artemidorus reads from a letter he plans to give to Caesar, warning him of his
impending doom.
Scene Four: Portia tells Lucius that she knows Brutuss plans, even though Brutus has never had a
chance to tell her. The Soothsayer meets them and tells them that he is on his way to the Capitol to
see Caesar. Afraid that the Soothsayer knows more than he is telling, Portia sends Lucius to find out
what is happening with Brutus.
Act Three
Scene One: As Caesar enters the Capitol, Artemidorus tries to make Caesar read the letter he has
written, but Caesar refuses. The men gather and ambush Caesar. They stab Caesar to death, then
bathe their hands with his blood. Antony, who had been distracted from the slaying, enters and pays
his respects to Caesar, and feigns reconciliation with the conspirators. He then asks to speak at
Caesars funeral. Despite several objections, Brutus gives Antony permission to speak. Left alone,
Antony begs forgiveness and vows revenge for Caesars murder.
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Scene Two: Brutus and Cassius meet the Roman citizens and attempt to explain Caesars death.
Brutus gives his speech, explaining that he had no other intentions than to protect the citizens of
Rome. After feeling as if he has won the crowd to his side, Brutus introduces Antony, then leaves. In
his famous speech, Antony convinces the citizens that Caesars death was wrong and that the
conspirators should be punished. He stirs them to riot.
Scene Three: Enraged by Antonys speech, the citizens of Rome accost Cinna the poet, mistaking
him for Cinna the conspirator.
Act Four
Scene One: Antony, Lepidus, and Octavius have joined to form the Second Triumvirate. They
meet to decide who will be killed for their treason: Lepidus agrees to his brothers death; Antony
gives up a nephew. After Lepidus leaves, Antony confesses to Octavius his reservations about
Lepiduss abilities as a leader. Octavius defends Lepidus. They agree that they must strengthen their
plans against Brutus and Cassius.
Scene Two: Brutus complains to Titinius and Pindarus about Cassiuss recent behavior. Cassius
arrives and expresses his own disappointment with Brutus. They agree to step inside Brutuss tent to
discuss their differences away from the eyes of their men.
Scene Three: In the privacy of the tent, the men discuss their issues and get everything out into
the open. Their relationship is falling apart, as Brutus accuses Cassius of accepting bribes. The two
men quarrel until Cassius finally invites Brutus to kill him. They anxiously make amends. At this
time, Cassius tells Brutus that Portia has killed herself. They make their plans for the attack at
Philippi, then retire to bed. In his tent, Brutus asks his servant to play for him. Exhausted, his
servant falls asleep. Brutus is then interrupted by Caesars ghost, who warns Brutus that they will
meet again at Philippi.
Act Five
Scene One: At Philippi, Antony and Octavius wait for Brutus, Cassius and their army. The
opposing sides meet, throw insults at each other, then challenge each other again. Before their fight
escalates, they depart, ready to meet on the battlefield.
Scene Two: The battle begins. Brutus sends Messala to Cassius, urging him to attack Octaviuss
forces.
Scene Three: Antonys men encircle Cassiuss troops. Fearing that Titinius has been captured
after receiving a false report, Cassius believes that the end is near. He asks Pindarus to stab him;
Pindarus agrees. Minutes later, Titinius and Messala find Cassiuss body. When Messala leaves to
send word of Cassiuss death, Titinius stabs himself with Cassiuss sword.
Scene Four: The fight continues, and Young Cato is killed. Antonys soldiers think they have
captured Brutus, but it is actually Lucilius, claiming to be Brutus.
Scene Five: Realizing he is losing the battle, Brutus asks his men to kill him. The men refuse.
Finally, Strato agrees, and Brutus runs into his sword. Octavius, Antony, and the others enter,
finding Brutuss body. Antony commends Brutuss noble fight, and promises a proper burial for the
man who fought and died for the good of the citizens of Rome.
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Julius Caesar
Vocabulary List with Definitions
Act One
1. barrenunable to bear fruit; unable to bear
children
2. chiddenreproached; scolded
3. cogitationsdeep thoughts
4. exaltedrevered; elevated
5. fainpreferably; eagerly
6. idleinactive; lazy
7. infusedfilled with strong emotion
8. lamentedmourned
9. mettlestrength of character
10. portentoussignificant; harbinger of future
events
11. prodigiespeople with significant talent or
ability
12. tyrantan absolute ruler, often oppressive
Act Two
1. affableeasygoing; likeable
2. appertainto belong to or relate to
something
3. augmentedenlarged
4. beseechto beg
5. emulationimitation; copying in attempt to
equal or surpass someone
6. imminentabout to occur
7. prevailwin
8. shrewdgood at judging people or situations;
intuitive
9. spurnto reject
10. valianthonorable; noble in action
11. valorcourage
12. visageface; appearance (also: ghost or
apparition)
Act Three
1. abideto follow or tolerate
2. appeasedsatisfied; pleased
3. apprehensivefearful; doubtful
4. banishedexiled; thrown out
5. baseraw; vulgar
6. cofferschests or boxes used for keeping
valuables
7. compelto drive forward
8. consentto give permission; allow
9. conspiratorone who conspires, plots
against
10. ingratitudefailure to show or express
thanks
11. legacymoney or property left in a will;
reputation
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4. Use a computer program or draw/paint an original CD cover depicting one of the themes in Julius
Caesar. Put together a compilation of songs you feel represent the themes of the play and include a
short explanation as to why you chose each song.
5. Create a board game which includes the following:
Game Cards (at least 20) which contain quotations from Julius Caesar
Game Pieces (at least 4 different ones) representing the characters in Julius Caesar
Game Board, complete with your art work, which relates to Julius Caesar
Typed directions on how to play the game, the object of the game, and how to win
6. Create Portia or Calpurnias scrapbook of photos, artwork, poems, etc. of important events
throughout the play. Be sure to include pictures and an explanation or journal-like thoughts and
reflections about each event. Be sure to keep in mind the womens feelings, such as Calpurnias
dreams and Portias declining state of mind as she becomes more and more concerned about Brutuss
well-being.
7. Pretend you are the costume designer for a theatrical production of Julius Caesar. Draw accurate
costumes for Caesar, Antony, Brutus, Cassius, Octavius, Portia, and Calpurnia. Each drawing must be
on a plain 8 X 11 page, colored, with fabric swatches attached. Write a one-page report explaining
what each character would wear, and in which scene they would wear the costume.
8. Read/analyze Plutarchs biography on Julius Caesar or Brutus, comparing and contrasting Plutarchs
biography with Shakespeares fictional account.
9. Write a series of letters (5 to 10, one page each) from either Caesar to Calpurnia or Brutus to Portia
about the events of the play. Be sure to write these letters in the persona of the character of your
choice, from the first-person perspective. Include their inner-most thoughts, fears, concerns, and
personal victories and celebrations through these letters.
10. You are a psychologist, and your patient is a character of your choice from Julius Caesar. He or she
has come seeking advice. What questions would you ask your patient? What advice would you give?
Compose notes and/or a tape recording of your thoughts from five sessions. Also consider dream
analysis and role-playing exercises. You must include notes from at least five consecutive sessions
and include a final diagnosis/recommendation for your patient.
11. Create a giant timeline of the important events of the play. Be sure to include pictures and a
paragraph about each event and its importance to the plot.
12. You have just been hired to produce a play or movie production of Julius Caesar. Cast your
characters with popular celebrities that would fit each of the main roles. Announce your production
with an eye-catching poster, including dates and times of performances, location of performances, a
teaser summary of the movie or play, and names and/or pictures of your stars. On the reverse side of
your poster, briefly explain how each star you have chosen for your cast fits the character they portray.
13. Research the history of Rome, particularly the First and Second Triumvirates and their influence on
the political changes in Rome.
14. Conduct a research project on Roman mythology. Put together a poster including pictures and
descriptions of the famous gods and goddesses of Roman mythology, their special powers and
responsibilities, and how they influenced the Romans in Julius Caesars time.
15. Create your own web-page on some aspect of Julius Caesar. It can be a website comparing and
contrasting the real to the fictional Julius Caesar, all about Antony and the Second Triumvirate, or a
page about Shakespeares interpretation of true events. Or, it can be a translation of your favorite
scene, or a summary of the scene, plus quiz questions to accompany the scene.
16. Make a three dimensional model of the Globe Theater using clay, foam, soap, wood, marshmallows
anything that will yield a 3-D design. Additionally, write a one-page report giving a history of the
importance of the Globe Theater.
17. Choose either a monologue or a soliloquy to perform in front of the class or on video tape. Be sure to
dress as the character and use appropriate props. Lines must be memorized!
2006
Secondary Solutions
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Essay/Writing Ideas
Suggested essay or writing activities for use after reading Julius Caesar:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What do you think is Brutuss tragic flaw and how do you think it led to his demise? Why did he
hesitate to kill Caesar? Do you think he was aware of his own limitations or weaknesses? Do you
think that Brutus was really trying to do the right thing? Explain your answer using examples from
the text.
What do you think was the true climax of the play? Why? Explain your response.
Discuss the roles of the women in this play. Were they important? How were they treated? Consider
Calpurnias dreams and Caesars reaction to her warnings, as well as Portias concern for Brutus,
which eventually caused her suicide.
Write an alternate ending to the play. What if Brutus had lived? What if both Brutus and Cassius had
lived? What if everyone had lived, including Caesar, and the conspirators were caught? What might
have happened next? You choose from where the story changes, how, and what happens to each
character as a result.
Conduct an interview with one of the characters from Julius Caesar. For those who died, the
interview can be when the character was alive, or after his or her death. Write at least 10 questions
that will give the character a chance to tell his or her story from his or her point of view. You may ask
questions, challenge a situation, express a complaint or make a suggestion. Once you have written
the questions, answer each question from the point of view of the character.
Antony exclaims that Brutus was an honourable Roman, and only had the best intentions for his
people in mind when he conspired to murder Caesar. With this in mind, write Brutuss obituary. Be
sure to include his important life accomplishments, as well as information about how he died, and
why, and what services will be held. Remember that Antony has promised Brutus a heros burial.
Watch the 1953 movie version of Julius Caesar and compare/contrast it to the play. Are the
characters as you imagined them? Why or why not? What parts of the play are omitted? What parts
are added? What is the most emotionally charged scene in the movie? Is it the same scene you found
when you read the play? Why or why not?
Write about what you would have done in the same situation, had you been Antony or Brutus. Be
sure to include the name of the character, the situation you would have handled differently, as well as
the specific way(s) you would have dealt with it.
Create a 15-line poem based upon the play Julius Caesar. Your poem can be on a chosen theme, a
particular character, or a specific scene or event. Your poem can be as structured or unstructured as
you wish (i.e. rhyme, rhythm, etc.).
Create a 15-line poem from Caesars, Brutuss, or Cassiuss perspective. Your poem can be as
structured or unstructured as you wish (i.e. rhyme, rhythm, etc.).
Compare and contrast the leadership, eloquence, and charisma of Antony and Brutus. Consider their
personalities, motivations and relationships. What kind of character is each man? What motivates
each of them? What kind of relationship do they have with their families? With the citizens of Rome?
How are their views on life, revenge, and honor similar or different?
Pretend that Caesar actually received and read the letter from Artemidorus, but never let on that he
knew about the conspiracy. Rather than being tricked with the false contract, pretend that Caesar
planned to trick the conspirators himself. Tell how Caesar got the conspirators and what happened
to them next.
How does Shakespeare use the technique of rhetoric in Julius Caesar? Give examples from the text to
support your response.
Add a new character to Julius Caesar. Why would he or she be added? What would he or she
contribute to the plot? Explain using details and examples, or re-write a scene which includes the
new character.
2006
Secondary Solutions
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Project Rubric
Category
Required
Elements
Score of 4
Score of 3
Score of 2
Score of 1
Several
required elements
are missing from the
project.
All pictures,
photographs,
drawings, diagrams,
graphs, etc. are
related to the topic
and enhance the
understanding and
enjoyment.
Some graphics/
illustrations are
used and are
relevant,
enhancing the
project.
Few, if any
graphics/
illustrations are
used, and/or
detract from the
project and/or are
not relevant to the
topic.
No graphics/
illustrations are
used, and/or are
unrelated, distracting
and/or inappropriate.
Exceptionally clever
and unique; approach
and presentation
enhance the
project.
Clever at times;
thoughtfully and
uniquely
presented.
A few original
touches enhance
the project.
Shows little
creativity, originality,
and/or effort.
Acceptably
attractive, but may
be messy at times
and/or show lack of
organization.
Distractingly messy
or very poorly
designed. It is not
attractive and does
not show pride in
work.
SCORE _____
Graphics/
Illustrations
SCORE _____
Creativity
SCORE _____
Neatness/
Attractiveness
SCORE _____
Grammar
No grammatical/
mechanical mistakes
in the project.
A few
grammatical/
mechanical
mistakes.
Mistakes are not
distracting.
Several
grammatical/
mechanical
mistakes. Mistakes
are distracting.
Many grammatical/
mechanical mistakes
throughout the
project. Project was
clearly not proofread.
The minimum
number/types of
sources are
present and are
cited properly.
Number/types of
sources are below
the minimum and/or
citations are not
formatted properly.
Engaging, provocative,
and captures the
interest of the
audience. Work clearly
shows sense of pride
and exceptional effort.
At times interesting
and clever, and
organized in a
logical manner.
Work shows some
pride and effort.
Not organized
effectively, not easy
to follow, and does
not keep the reader/
audience interested.
Shows little or no
pride or effort in
work.
SCORE _____
Citation of
Sources
SCORE _____
Overall
Effectiveness
SCORE _____
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Score of 4
Provides a meaningful thesis and thoughtfully supports the thesis and main ideas with facts,
details, and/or explanations.
Maintains a consistent tone and focus and a clear sense of purpose and audience.
Contains few, if any, errors in the conventions of the English language (grammar, punctuation,
capitalization, spelling). These errors do not interfere with the readers understanding of the
writing.
Demonstrates a clear understanding of the ambiguities, nuances, and complexities of the text.
Draws well supported inferences about the effects of a literary work on its audience.
Provides specific textual examples and/or personal knowledge and details to support the
interpretations and inferences.
Score of 3
Provides a thesis and supports the thesis and main ideas with mostly relevant facts, details, and/
or explanations.
Maintains a generally consistent tone and focus and a general sense of purpose and audience.
Contains some errors in the conventions of the English language. These errors do not interfere
with the readers understanding of the writing.
Develops interpretations that demonstrate a comprehensive grasp of the text and supports these
interpretations with references to various text.
Draws supported inferences about the effects of a literary work on its audience.
Supports judgments with some specific references to various text and/or personal knowledge.
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Score of 2
Maintains an inconsistent point of view, focus, and/or organizational structure which may
include ineffective or awkward transitions that do not unify important ideas.
Contains several errors in the conventions of the English language. These errors may
interfere with the readers understanding of the writing.
Draws few inferences about the effects of a literary work on its audience.
Supports judgments with few, if any, references to various text and/or personal knowledge.
Score of 1
Lacks a thesis or central idea but may contain marginally related facts, details, and/or
explanations.
Lacks a clear point of view, focus, organizational structure, and transitions that unify
important ideas.
Contains serious errors in the conventions of the English language. These errors interfere
with the readers understanding of the writing.
Fails to support judgments with references to various text and/or personal knowledge.
2006
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Answer Key
Due to space constraints, answers may not be given in complete sentences, as student answers should be.
Page 6: Exploring Expository Writing
1. Stratford-Upon-Avon, England; April 23, 1564
2. Answers will vary. Shakespeare led a fascinating life as an actor and writer, eventually becoming someone who many
regard as the greatest playwright who ever lived.
3. Answers will vary. Shakespeare had three children: Susanna, and twins Judith and Hamnet. After Hamnet died in
1596, Shakespeares grief was evident in his writing.
4. Answers will vary.
5. exactly 52 years after the date of his birth
6. facts; dates, lack of emotional words, written in an informative manner
7. chronological from birth to death; explanations will vary
Page 14: The Sonnet Form
1
10
As
Who
Or
Whose
So
The
And
Oer
O
And
Who
More
O
To
an
with
some
strengths
I
per
in
charged
let
dumb
plead
than
learn
hear
im
his
fierce
a
for
fect
mine
with
my
pres
for
that
to
with
per
fear
thing
bun
fear
cer
own
bur
books
a
love
tongue
read
eyes
fect
is
re
dance
of
e
loves
den
be
ges
and
that
what
be
ac
put
plete
weak
trust
mo
strength
of
then
of
look
more
si
longs
tor
be
with
ens
for
ny
seem
mine
the
my
for
hath
lent
to
on
side
too
his
get
of
to
own
el
speak
re
more
love
loves
the
his
much
own
to
loves
de
loves
o
ing
com
ex
hat
fine
stage
part
rage
heart
say
rite
cay
might
quence
breast
pense
pressd
writ
wit
Rhyme
Scheme
A
B
A
B
C
D
C
D
E
F
E
F
G
G
Secondary Solutions
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13. Cassius doubts that Brutus will join the conspiracy without some prodding. Cassius knows that Caesar and Brutus
have always been very close, and that if they do not get Brutus on their side, there could be trouble for the conspirators
very soon.
14. He plans to throw letters which will appear to have been written by the Roman citizens, begging Brutus to do
something about Caesar.
Scene Three
1. dark, stormy, windy, ominous; it makes the audience feel as if something very bad is about to happen; as the audience,
we know that Caesars days are numbered and wonder whether Caesar will be assassinated tonight or be spared
another day
2. Cassius tells the men that he has spoken to Brutus; now, either Brutus will be on their side, or will turn them in and
they will all suffer the consequences; he feels vulnerable and knows that he could very easily die for his treason.
3. Casca knows that the people love Brutus and will listen to him.
4. Cassius tells Cinna to drop the papers from the citizens in Brutuss window. Cassius hopes Brutus will be convinced
that the letters are from the citizens, and that Brutus will join the conspiracy.
Pages 20-21: Standards Focus: Setting, Tone, and Mood
Answers will vary.
1.
a. Rome, on a street; chariots were used for transportation, telling us it was in ancient times; refers to Pompey who
was defeated thousands of years ago
b. condescending, bitter, preachy, irritated, disappointed
c. anxious, fearful, ashamed
2.
a. on a street in Rome; there is a Soothsayer in the audience; today we might call them fortune-tellers; he refers to the
Ides of March, which is an ancient way of saying the 15th of March
b. exclamatory, warning, omniscient
c. tense, ominous, anxious, hesitant
3.
a. same; refers to a mirror or reflection as glass
b. pompous, deceitful, malicious, manipulative
c. tense, anxious, fearful, hesitant, unsure
4.
a. on the street during a storm; refers to the storm as a tempest; also refers to the gods, noting the absence of
Christianity
b. tumultuous, shocking, portentous, cruel, chilling, admonishing, malevolent
c. apprehensive, fearful, astonished, amazed, afraid, alerted to possible evil
5.
a. on the street during a storm
b. tumultuous, shocking, portentous, admonishing, malevolent
c. apprehensive, fearful, astonished, alerted to evil coming in the future
Pages 22-23: Assessment Preparation: Word Parts
cogitations
verb;
cogitate
to ponder;
meditate
co- +
agere; to
drive
-ion and -s
verb into a
noun; -s
changes
singular to
plural
will vary
noun; an
act of
reflection
or
meditation
2006
exalted
verb; exalt
to lift up;
raise in
rank or
honor
exaltare;
to lift up;
ex-+altere;
high
-ed
changes
the present
to past
tense
will vary
verb;
raised or
elevated,
as in rank
or
character
fain
adverb;
fain
gladly;
willingly
idle
adj.; idle
infused
verb; fuse
inactive
or lazy
to unite or
blend into a
whole
fagan;
happy
idel;
empty,
trifling
none
n/a
none
n/a
will vary
adverb;
gladly;
willingly
will vary
adj.;
inactive
or lazy
Secondary Solutions
lamented
verb;
lament
expressing
grief
mettle
noun.;
mettle
courage and
fortitude
portentous
verb;
portend
to indicate
in advance;
as an omen
fusus or
fundare; to
pour, cast
lamentum;
plaint
metaphoric
usage of
metal
-ed
changes
the
present to
past tense
none
n/a
por-; forth,
forward +
tendere; to
stretch
-ous
changes the
verb to an
adjective
will vary
verb;
mourned;
grieved
will vary
adj.;
courage and
fortitude
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will vary
adj.;
ominously
significant;
foretelling
prodigies
noun; prodigy
tyrant
noun; tyrant
a person
having
extraordinary
talent or ability
prodigium;
prophetic sign
ruler who
uses his
power
oppressively
tyrranus;
an absolute
ruler
-ies
makes sing.
noun plural
none
n/a
will vary
noun; persons
with special
talent or ability
will vary
noun; a
sovereign or
other ruler
who uses
his power
oppressively
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Secondary Solutions
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A Soothsayer
Artemedorus
Caesar
Mark Antony
Octavius Caesar
Marcus Brutus
Caius Cassius
Lepidus
Publius
Cicero
Casca
Decius Brutus
Trebonius
Metellus Cimber
Caius Ligarius
Cinna
Portia
Cicero
Titinius
Young Cato
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17.
18.
19.
20.
21.
personification
rhetorical question
Answers will vary
Answers will vary
Answers will vary
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4.
5.
that he was only doing everything for the love of the Roman people; he is honorable
give him a proper heros burial; answers will vary
Brutus
not really; he is
discontent and
bothered
revered and respected
leader
generally, but he did
assassinate Caesar
Antony
yes
he was close to
Caesar
yes
yes
his ego
yes; suicide
no
yes; he realizes he
couldnt win and
realized the error of
his mistakes
yes
no; he commits
suicide with his own
sword
Antony
Antony
n/a
n/a
n/a
Brutus and Cassius
Brutus
Secondary Solutions
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Secondary Solutions
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15. false
Page 61: Act Five Quiz
1. Philippi
2. he felt that he was surrounded and going to die or be taken, as he believed Titinius was; he had Pindarus stab him with
his own sword
3. by Cassius stabbing himself with the same sword used to kill Caesar, it was like Caesar himself doing it
4. Lucilius told the guards that he was Brutus
5. Strato held the sword for Brutus to stab himself; he thought he was going to be captured
6. Because Antony truly believed Brutus had the citizens best intentions in mind when he assassinated Caesar
7. true
8. true
9. false
10. false
11. true
12. false
13. false
14. false
15. true
Pages 62-64: Final Test
1. h
2. a
3. i
4. e
5. b
6. c
7. d
8. g
9. f
10. c
11. b
12. c
13. a
14. d
15. d
16. c
17. a
18. c
19. b
20. true
21. true
22. false
23. true
24. false
25. true
26. true
27. true
28. false
29. false
30. Accept most reasonably supported responses.
31. Accept most reasonably supported responses.
32. Accept most reasonably supported responses.
33. f
34. i
35. g
36. b
37. c
38. e
39. d
40. h
41. a
42. i
43. g
44. e
45. b
2006
Secondary Solutions
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46.
47.
48.
49.
50.
f
h
a
d
c
2006
Secondary Solutions
- 87 -