Julius Caesar Act 5, scene 1 ACTIVITY

Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
Julius Caesar Act 5, scene 1 ACTIVITY
File Type

Word Document File

(69 KB|3 pages)
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Standards
  • Product Description
  • StandardsNEW

Included are two versions of the same activity. This is a great lesson to encourage students to read Shakespeare independently, and have fun at the same time.

  • One version requires students to read Act 5, scene 1 of Julius Caesar, and complete two analytical prompts related to the scene. In addition, there is one creative writing prompt, where students create their own version of the dialogue in the scene, but in modern language. This can then be acted out and shared with the class.
  • The second version is suitable for weaker students, and includes a summary of the scene, which students can read and annotate rather than the actual text. Students are given the same creative writing prompt as described above.
  • Both activities include a few Shakespearean insults that students can use in their creative writing prompt.

Similar activity: Julius Caesar Act 2, scene 1 Activity

Test: Test on Act 4 and 5

Log in to see state-specific standards (only available in the US).
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Propel 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.
Work 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.
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).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Total Pages
3 pages
Answer Key
N/A
Teaching Duration
40 minutes
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