Caesar Unit Plan With Good Resources

Julius Caesar
by William Shakespeare
Literature Guide Developed by Kristen Bowers

for Secondary Solutions
ISBN 13: 978-0-9772295-6-7

ISBN 10: 0-9772295-72
2006 Secondary Solutions. All rights reserved.
A classroom teacher who has purchased this guide may photocopy the materials in this publication for his/her
classroom use only. Use or reproduction by a part of or an entire school or school system, by for-profit tutoring
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Julius Caesar Literature Guide
Julius Caesar
Complete Literature Guide
About This Literature Guide ........................................................................................... 4
How to Use Our Literature Guides .................................................................................. 5
Exploring Expository Writing ......................................................................................... 6
Author Biography: William Shakespeare ............................................................................................................... 6
Standards Focus: Exploring Expository Writing ............................................................. 7

Standards Focus: Historical Context...............................................................................8
The Real Julius Caesar............................................................................................................................................ 8
Anticipation/Reaction Guide .......................................................................................... 9

Anticipation/Reaction Guide Response ........................................................................ 10
Pre-Reading Individual Reflection....................................................................................................................... 10
Standards Focus: Elements of Drama ............................................................................ 11
Literary Terms to Know......................................................................................................................................... 11
Standards Focus: Approaching Shakespeares Language .............................................. 12

Shakespeares Style....................................................................................................... 13
The Sonnet Form and Iambic Pentameter ............................................................................................................13
Vocabulary List ..............................................................................................................15

Words and Phrases to Know ......................................................................................... 16
Allusions throughout the Play........................................................................................17
Act One ......................................................................................................................... 18
Scene Guide .......................................................................................................................................................... 18

Comprehension Check...........................................................................................................................................19
Standards Focus: Setting, Tone, and Mood ......................................................................................................... 20
Assessment Preparation: Word Parts .................................................................................................................. 22
Act Two ......................................................................................................................... 24
Scene Guide .......................................................................................................................................................... 24

Comprehension Check.......................................................................................................................................... 25
Standards Focus: Character Map ......................................................................................................................... 26
Standards Focus: Characterization and Character Motivation ........................................................................... 27
Assessment Preparation: Vocabulary in Context................................................................................................. 29
Act Three ...................................................................................................................... 31
Scene Guide ...........................................................................................................................................................31

Standards Focus: Rhetoric ................................................................................................................................... 33
Standards Focus: Analysis of Rhetoric................................................................................................................. 35
Assessment Preparation: Word Roots ................................................................................................................. 37
Act Four ........................................................................................................................ 39
Scene Guide .......................................................................................................................................................... 39

Standards Focus: Figurative Language .................................................................................................................41
Standards Focus: Dialogue, Monologue, and Soliloquy ...................................................................................... 43
Assessment Preparation: Connotation/Denotation ............................................................................................ 45
Act Five .........................................................................................................................48
Scene Guide .......................................................................................................................................................... 48

Standards Focus: Tragedy and the Tragic Hero................................................................................................... 50
Standards Focus: Theme ...................................................................................................................................... 52
Assessment Preparation: Analogies ..................................................................................................................... 54
Anticipation/Reaction Guide ........................................................................................ 56
Post-Reading Individual Reflection ..................................................................................................................... 56
Act One Quiz ................................................................................................................. 57

Act Two Quiz ................................................................................................................. 58
Act Three Quiz .............................................................................................................. 59
Act Four Quiz ................................................................................................................60
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Act Five Quiz ................................................................................................................. 61

Final Test ...................................................................................................................... 62
Final Test: Multiple Choice ........................................................................................... 65
Teacher Guide...............................................................................................................68
Summary of the Play............................................................................................................................................. 68

Vocabulary List with Definitions.......................................................................................................................... 70
Pre-Reading Ideas and Activities ..........................................................................................................................71
Post-Reading Extension Activities and Alternative Assessment ..........................................................................71
Essay/Writing Ideas ............................................................................................................................................. 73
Project Rubric ....................................................................................................................................................... 74
Response to Literature Rubric.............................................................................................................................. 75
Answer Key................................................................................................................... 77
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About This Literature Guide

Secondary Solutions is the endeavor of a high school English teacher who could not seem to find
appropriate materials to help her students master the necessary concepts at the secondary level. She
grew tired of spending countless hours researching, creating, writing, and revising lesson plans,
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literature units of study, including author biographies, pre-reading activities, numerous and varied
vocabulary and comprehension activities, study-guide questions, graphic organizers, literary analysis
and critical thinking activities, essay-writing ideas, extension activities, quizzes, unit tests,
alternative assessment, online teacher assistance, and much, much more. Each guide is designed to
address the unique learning styles and comprehension levels of every student in your classroom. All
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How to Use Our Literature Guides

Our Literature Guides are based upon the National Council of the Teachers of English and the
International Readers Associations national English/Language Arts Curriculum and Content Area
Standards. The materials we offer allow you to teach the love and full enjoyment of literature, while
still addressing the concepts upon which your students are assessed.
These Guides are designed to be used in their sequential entirety, or may be divided into separate
parts. Not all activities must be used, but to achieve full comprehension and mastery of the skills
involved, it is recommended that you utilize everything each Guide has to offer. Most importantly,
you now have a variety of valuable materials to choose from, and you are not forced into extra work!
There are several distinct categories within each Literature Guide:
Comprehension Check: Exploring Expository WritingWorksheets designed to
address the exploration and analysis of functional and/or informational materials.
9 Author Biography
9 Biographies of non-fiction characters
9 Relevant news and magazine articles, etc.
Comprehension CheckSimilar to Exploring Expository Writing, but designed for
comprehension of narrative textstudy questions designed to guide students as they read the
text.
Standards FocusWorksheets and activities that directly address the content standards
and allow students extensive practice in literary skills and analysis. Standards Focus activities
are found with every chapter or section. Some examples:
9 Figurative Language
9 Irony
9 Flashback
Assessment PreparationVocabulary activities which emulate the types of vocabulary/
grammar proficiency on which students are tested in state and national assessments.
Assessment Preparation activities are found within every chapter or section. Some examples:
9 Context Clues
9 Connotation/Denotation
9 Word Roots
Quizzes and TestsQuizzes are included for each chapter or designated section; final tests
as well as alternative assessment are available at the end of each Guide. These include:
9 Multiple Choice
9 Matching
9 Short Response
Pre-Reading, Post-Reading Activities, Essay/Writing Ideas plus Sample
RubricsEach Guide also has its own unique pre-reading, post reading and essay/writing ideas
and alternative assessment activities.
Each Guide contains handouts and activities for varied levels of difficulty. We know that not all
students are alikenor are all teachers! We hope you can effectively utilize every aspect our
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Name _____________________________________ Period __________
Exploring Expository Writing

Author Biography: William Shakespeare
William Shakespeare is widely believed to have been the greatest
playwright in history. His plays are continually produced and students
around the world read his works in school. Shakespeare is known for his
ability to depict the depth of human character and his skill in illustrating
issues to which for hundreds of years, people around the world can relate.
Shakespeares father, John Shakespeare, was a wealthy business owner
and active citizen of Stratford-upon-Avon in England. He married
Shakespeares mother, Mary Arden, in 1557, and they had William on
April 23, 1564.
During the sixteenth century, waves of the Black Plague ravaged England
and William was lucky to have survived. Two of his sisters, Joan and
Margaret, died from the affliction. Williams younger brother, Gilbert, fortunately escaped the
deadly epidemic and had a long and successful career as a tradesman. Later, John and Mary
Shakespeare had four more children: Joan (named after their firstborn), Anne (who died at age
eight), Richard, and Edmund, who eventually followed in Williams footsteps as an actor.
Shakespeare began his education at the age of six or seven at the Stratford grammar school, known
as the Kings New School of Stratford-upon-Avon. His lessons were primarily in Latin, but William
also likely learned in English. Shakespeare was taken out of school at about the age of thirteen, due
to his fathers financial problems at this time. It is believed that William continued his studies on his
own, however, educating himself as much as possible. The events of Williams life between the age of
thirteen and when he emerged in London as an actor, is generally unknown. However, it is recorded
that in 1582, at the age of eighteen he married Anne Hathaway, who was eight years older than him
and pregnant at the time.
Shakespeares first child, Susanna, was born in 1583. Two years later, twins Hamnet and Judith
were born. In 1596, Hamnet died of unknown causes. The loss was said to have affected William
deeply; his grief and loss is expressed in his writing.
Little is known about Shakespeares life during the years of 1585 to 1592, before he appeared as an
actor in London. It is believed he spent this time perfecting his craft as an actor and playwright. By
1592, Shakespeare was already an established and respected actor in London. Productions of Henry
IV and The Comedy of Errors were performed by Pembrokes Men, a popular acting troupe who
often performed for Queen Elizabeth. In 1594, Shakespeare joined another acting troupe, Lord
Chamberlains Men, and it was while he was with this group that Shakespeare wrote Romeo and
Juliet, Richard II, King John, and others.
Although Shakespeare was never wealthy, he lived a comfortable life, buying a home in Stratford in
1597. He became part-owner of the most popular theater in London, the Globe Theater, in 1599, and
the Blackfriars Theater in 1603. Shakespeare continued to act until 1613, when he returned to
Stratford to retire. Shakespeare is believed to have died on April 23, 1616, exactly 52 years to the day
of his birth.
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Name _____________________________________ Period __________
Standards Focus: Exploring Expository Writing

Directions: Answer the following questions using complete sentences.
1. When and where was William Shakespeare born?
__________________________________________________________________
__________________________________________________________________
2. Write an original thesis statement which best summarizes the article.
__________________________________________________________________
__________________________________________________________________
3. Rewrite the following paragraph to improve cohesion and logic:
Shakespeares first child, Susanna, was born in 1583. Two years later, twins Hamnet and
Judith were born. In 1596, Hamnet died of unknown causes. The loss was said to have affected
William deeply; his grief and loss is expressed in his writing.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. If you were given an assignment to find out more information about the life of William
Shakespeare, what 3 questions would you like to find answers for in your research?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What is significant about the date of Shakespeares death?
__________________________________________________________________
__________________________________________________________________
6. Does this article primarily contain facts or opinions? How do you know?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. How is the information in this article arranged: problem/solution, cause/effect,
compare/contrast, or chronological? How can you tell?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Name _____________________________________ Period __________
Standards Focus: Historical Context

The Real Julius Caesar
Gaius Julius Caesar born July 12, 100BC, is one of the most well-known political leaders in history. Caesar was
considered to be a military genius and brilliant politician, and his life and conquests continue to be widely
revered and studied throughout the world.
It was believed that Caesar was a direct descendant of the Trojan prince Aeneas, who was the son of the
goddess Venus. His father, whom he was named after, was a war hero and respected politician. Although a
member of the aristocracy, Caesar and his family lived in one of the lower-class neighborhoods in Rome. Little
is known about Caesars early years, other than having two sisters, both of whom were apparently named Julia.
Caesars father died in 84BC, and Caesar found himself the patriarch of the family at age sixteen. A year later,
Caesar married Cornelia, daughter of the famous orator Cinna.
As a young man, Caesar saw plenty of political and social unrest under the harsh dictatorship of Lucius
Cornelius Sulla. Shortly after Caesar married Cornelia, Civil War erupted and Cinna was killed, leaving Caesar
without an inheritance. In fear for his own life, he fled to Asia and joined the army, serving under Marcus
Thermus. He received numerous honors, including the Civic Crown which was the second highest Roman
military award at the time.
In 78BC, Sulla died unexpectedly in his sleep, and Caesar returned to Rome. He began his political career,
becoming a renowned orator and powerful politician. In 63BC, Caesar was elected to the position of Pontifex
Maximus, which gave Caesar great political and religious influence. Three years later, Caesar was elected
senior Counsul of the Roman Republic. Needing support both politically and financially, Caesar formed the
First Triumvirate with Gnaeus Pompeius Magnus (Pompey the Great) and Marcus Licinius Crassus, an
extremely wealthy businessman.
Caesar then took the post of Proconsular Governor of Gaul and Illyria. Desperate for power, Caesar began the
Gallic War, which lasted from 58BC to 49BC. His conquest was successful, and Caesar seized enormous parts
of Europe for the Roman Empire. This war would become only one small element of Caesars takeover as he
continued to annex parts of Europe for Rome.
Despite Caesars military and leadership success, he was disliked by many, who believed Caesar wanted to have
solitary rule. It was at this time that Caesars daughter Julia died during childbirth, leaving both Caesar and
Pompey (who had married Julia) devastated. Later, Pompey married one of Caesars enemies daughters,
which would prove to drive a wedge into the already crumbling relationship of the triumvirate.
In 50BC, Pompey ordered Caesar to disband his army and return to Rome. After Caesar refused, Pompey
accused Caesar of treason. In 49BC Caesar returned to Rome with a small faction of his army, igniting civil
war. Caesar defeated Pompey in 48BC, although heavily outnumbered by Pompey. Caesar was then appointed
sole ruler of Rome. In 47BC, Caesar battled in the Middle East, conquering King Pharneaces II of Pontus. He
declared his famous words Veni, Vidi, Vici (I came, I saw, I conquered) after his swift annihilation. His
victories in battle made Caesars popularity soar; he became an icon and a god to the Romans who immediately
built statues and minted coins with his countenance.
Caesars growing power and popularity only inflated his ego and personal agenda. He did what he wanted,
with no opposition. He erected buildings, enacted laws, pardoned criminals, appointed his friends and
followers to important positions in government, and declared holidays in his honor. This disregard for the
electoral system that had been in place in Rome incensed many Romans. Caesar became an enemy of the state
with a growing number of powerful underground factions.
After Caesar was named dictator for life (Dictator Perpetuus), concern intensified for the future of Rome.
Marcus Brutus, once Caesars close friend and confidant, began to conspire with his brother-in-law and friend
Cassius and others. They called themselves the Liberators, and built a plan to assassinate Caesar.
On March 15 (the Ides of March), Caesar was lured to the forum to discuss a fake petition. Once there and
distracted by the petition, Caesar was stabbed to death by his conspirators; by most accounts, he was stabbed
twenty-three times, although Shakespeare increased that number to thirty-three wounds. It is reported that
over 60 men either witnessed or participated in the assassination of one of the most powerful rulers of all time.
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Name _____________________________________ Period __________
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.
Be careful whom you trust.
2. Excessive pride can lead to your own ruin.

3. Too much ambition can be dangerous.
4. Good leaders acknowledge their own weaknesses.
5. We cannot control our fate.
6. Politicians are only concerned with what the majority of
people want.
7.
Superstition can be a powerful driving force.
8. People want to see the good in others.

9. Weak people can be easily manipulated.
10. One mans hero is another mans enemy.
11. Words can be powerful weapons.
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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Name _____________________________________ Period __________
Anticipation/Reaction Guide Response

Pre-Reading Individual Reflection
Directions: Use the information and discussion from the Before Reading responses to answer the
following questions. Be sure to use complete sentences.
1. Which statement triggered the most thought-provoking or interesting discussion?
________________________________________________________________
________________________________________________________________
2. Summarize your groups most interesting discussion/debate.
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. For any of the statements that you discussed, what were some of the strongest or most
memorable points made by your group members?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. How did you feel when a group member disagreed with the way you feel about an issue? Did they
accept your personal opinion or disrespect it? What was your response?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Was any argument strong enough to make you change your mind or want to change any of your
initial responses? Why or why not? What made the argument effective? How could your own
arguments have been more effective?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
*Your teacher will collect your chart and responses to be used again
when you have finished reading the play.*
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Name _____________________________________ Period __________
Standards Focus: Elements of Drama

Literary Terms to Know
Drama is a form of literature designed to be performed in front of an audience. There are two main
types of drama: comedy and tragedy. Like fiction, dramatic works have a plot, characters, setting,
conflict, and one or more themes. It is essential to know the elements of drama when reading a
dramatic work.
1.
act: a division within a play, much like chapters of a novel
2.
aside: lines that are spoken by a character directly to the audience
3.
cast of characters: a list of characters presented before the action begins
4.
comedy: a humorous work of drama
5.
dialogue: conversation between two or more characters
6.
drama: a work of literature designed to be performed in front of an audience
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.
scene: a division of an act into smaller parts
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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Name _____________________________________ Period __________
Standards Focus: Approaching Shakespeares Language

When approaching the works of Shakespeare, it is important to remember that Shakespeare
intended his works to be performed in front of an audience. If you are having trouble
understanding what you are reading when you are reading silently to yourself, remember that this
could be one of the reasons you may be having difficulty. The following are some guidelines to help
you approach the language, and to comprehend the reading a little better.
1. blank verse: most of Shakespeares plays are written in this form, which is very close to normal
speech rhythms and patterns. Often Shakespeare will deviate from this form in order to make a
point about the characters state of mind or for other emphasis, like a change in the mood.
2. double entendre: phrases or words which have double meanings, one of which is usually sexual
in nature
3. iambic pentameter: a 10-syllable line divided into 5 iambic feet (one stressed syllable followed by
one unstressed syllable). This is the basic rhythm of Shakespeares verse.
4. imagery: language which works to evoke images in your mind (i.e. And with thy bloody and
invisible hand / Cancel and tear to pieces that great bond / Which keeps me pale.)
5. metaphor: a figure of speech in which a word or phrase is replaced by another, often indicating a
likeness or similarity between them (ie. Lifes but a walking shadow, a poor player)
6. prose: normal speech rhythm; Shakespeare often wrote certain characters speaking either in all
verse or all prose, indicating some personality trait of the character. If the character deviates
from its normal form, be aware of a changing state of mindoften prose signals a character
slipping into insanity!
7. pun: a play on words that either sound alike or that have multiple meanings
8. rhyming couplet: two rhyming lines at the end of a speech, signaling that a character is leaving
the stage or that the scene is ending
9. simile: a figure of speech comparing two unlike things that is often introduced by like or as (i.e.
My love is like a red, red rose)
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Name _____________________________________ Period __________
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
(from Sonnet 116)
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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Name _____________________________________ Period __________
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
Now You Try It!

Using the rhyme scheme and form of a Shakespearean sonnet, write your own sonnet about new
love, lost love, a beautiful day, a terrible day, or anything you wish! Draw the same grid as above
on a separate piece of paper to plan and organize the sonnet. Then rewrite your sonnet and share
it with the class for an exercise in public speaking and performance!
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Name _____________________________________ Period __________
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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Name _____________________________________ Period __________
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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29. marry: of course; indeed

30. methinks: I think
31. moe: more
32. naught: nothing
33. nay: no
34. praetor: a judge of the court
35. pray: beg
36. quick mettle: mentally sharp; witty
37. rated: reprimanded
38. resolve: plan
39. rheumy: damp
40. sick offence: harmful illness or something that is
said that comes across rudely
41. sirrah: fellow
42. soft: hush
43. sounded: proclaimed
44. stay: wait
45. swounded: fainted
46. taper: candle
47. thee: you
48. thither: there
49. thou art: you are
50. thy: your
51. tidings: news
52. vile contagion: something said or done that has the
ability to make one physically ill
53. will: desire
54. withal: with
55. woe: grief
56. wot: know
57. would: wish
Name _____________________________________ Period __________
Julius Caesar
Allusions throughout the Play
1. Aenas (or Aeneas): a Greek legend and
Trojan hero; son of Anchises and Aphrodite
9. Ides of March: the 15th of March; the ides are

simply the middle of the month
2. At: the personification of recklessness and

menace and eventual downfall or punishment
for this behavior
10. Nervii: a group of warriors, considered by

Julius Caesar to be one of the most brutal tribes
in Gaul (now southern France)
3. Colossus: the word colossus means

enormous; in this case, the Colossus is the
large bronze statue of Apollo at the harbor of
Rhodes; it was considered one of the Seven
Wonders of the World until it fell in 255BC
after an earthquake
11. Olympus: the mountain in Greece which was

believed to have been the home of the twelve
gods of Olympus in Greek Mythology
4. drachma: ancient currency (money)
13. Plutos mines: Pluto was the equivalent of the

Greek god Hades, the god of the underworld; it
was believed that Pluto gave the Romans gold,
silver, and other precious metals which he
mined from below the surface of the earth
5. Epicurus: an ancient Greek philosopher who

founded Epicureanism, the idea that one
should indulge in the pleasures in life
(including materialistic and physical desires)
in order to stave away any pain
6. Fates: in Greek mythology, the three
goddesses who were believed to control the
events and length of ones life
12. Phillipi: an ancient city in Macedonia (now an

area in northern Greece)
14. Pompey: refers to Pompey the Great, who was

defeated by Julius Caesar in 48BC, then later
murdered
15. Sardis: an ancient city in what is now Turkey
7. Feast of Lupercal (Lupercalia): an

ancient Roman festival held on February 15; it
is believed to have been a ceremony to
encourage fertility for animals and humans
alike; Julius Caesar was crowned at this time
16. suicide, the Romans view of: contrary to the

Christian view of suicide, the ancient Romans
believed that committing suicide was acceptable
and honorable, especially when facing the
possibility of capture or enslavement in battle
8. Hybla: a city in ancient Sicily
17. triumvirate: a group of three rulers sharing

authority and control
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Name _____________________________________ Period __________
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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Name _____________________________________ Period __________
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.
What is the setting of the first scene?

Why have the shopkeepers left work?
What is Marullus and Flaviuss reaction to the citizens behavior? Why?
What important information about the political and social atmosphere does Shakespeare
provide us in the first scene?
Scene Two
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
What does Caesar want Antony to do when he runs by Calpurnia? Why?

What does the soothsayer tell Caesar? What is Caesars reaction?
How has Brutus been feeling lately? How does this open a door for Cassius?
What is your reaction to Brutuss lines: Into what dangers would you lead me, Cassius, /
that you would have me seek into myself / for that which is not in me? What might this
hesitation or caution foreshadow?
What does Brutus love (even more than his own life)?
Why does Cassius tell Brutus the story about Caesar swimming the Tiber River? What does
this reveal about Caesar? What does this reveal about Cassius?
Describe Brutus reaction to Cassiuss ideas.
Why does Caesar distrust Cassius? Why does Caesar not fear Cassius, however?
Why does Caesar tell Antony to Come on [his] right side?
Explain why the crown was offered to Caesar three times. What is your reaction to this
spectacle?
Why does Caesar faint? Why does Cassius say: No, Caesar hath it now; but you, and I /
And honest Casca, we have the falling sickness? To what is Cassius referring?
The phrase Its all Greek to me has become a common saying referring to something
incomprehensible or meaningless. This saying comes from Cascas line: ...but for my own
part, it was Greek to me, which originates from the Medieval Latin proverb Graecum est;
non potest legi, meaning It is Greek; it cannot be read. Explain how Cascas line is ironic.
What doubts does Cassius reveal about Brutus in his soliloquy?
How does Cassius plan to convince Brutus that he is more noble and loved than Caesar?
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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Name _____________________________________ Period __________
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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Name _____________________________________ Period __________

a. Setting:
b. Tone:
c. Mood:
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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Name _____________________________________ Period __________
Act One Vocabulary

Assessment Preparation: Word Parts
Directions: Complete the following chart, finding the word parts and meanings for each of the
vocabulary words from Act One. Use a dictionary for help. Two examples have been done for you.
Word
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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Secondary Solutions
cogitations
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exalted
fain
idle
Name _____________________________________ Period __________
Act One Vocabulary

Assessment Preparation: Word Parts
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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Name _____________________________________ Period __________
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.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Two
Comprehension Check
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?
2006
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Name _____________________________________ Period __________
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.
Tries to warn with a dream

Tries to warn with a date
Tries to warn with a letter
Julius Caesar
Loyal follower
Backstabbing friend
2nd
Triumvirate
Brother-in-Law/Main conspirator
Put to death
Conspirators
Collateral damage
Servants, supporters, and soldiers

Die in
battle
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_________________________________
_________________________________
_________________________________
Name _____________________________________ Period __________
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.
2006
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Name _____________________________________ Period __________
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
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Two Vocabulary

Assessment Preparation: Vocabulary in Context
Directions: For each vocabulary word, answer the question or respond to the statement that follows,
using complete sentences and as much detail as possible. Be sure to include the vocabulary word in
your response.
1. spurnverb; to reject with disdain or contempt
Describe a time when you felt spurned by your peers.
2. appertainverb; to belong or relate to

Detail some of the problems that appertain to a new students first day of school.
3. emulationnoun; drive or ambition to equal or excel others; imitation

When a younger brother emulates his older brother, what kinds of things might he do?
4. prevailverb; to prove to be stronger and more in control; win

In a confrontation between Superman and Batman, whom do you think would prevail?
Explain your answer.
5. beseechverb; to implore; beg

About what kinds of things might you beseech your parents?
6. valiantadj. possessing valor; courageous

Describe the characteristics of a valiant hero from a book you have read.
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Two Vocabulary

Assessment Preparation: Vocabulary in Context
7. augmentedadj.; made larger in number or strength; increased
Describe how a bad day might be augmented to an even worse day.
8. imminentadj.; ready to take place; impending

When a hurricane is imminent, how does it look outside?
9. shrewdadj.; clever and cunning; often in a deceitful manner

Describe the behaviors of a shrewd businessperson.
10. affableadj.; pleasant and at ease; friendly to others

Describe the behavior of an affable person.
11. valornoun; strength of mind or spirit; heroism

In what occupations might you see people exhibiting a great deal of valor?
12. visagenoun; the appearance or look of something; a face or facial expression

Where might you see the visage of Washington?
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Three
Scene Guide
Directions: Complete the Scene Guide below for Act Three. For each scene, be sure to summarize:
Scene One
Scene Two
Scene Three
Now that you have read Acts One through Three, make a prediction as to what you believe will
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Three
Comprehension Check
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.
What reason does Brutus give for Caesars assassination?

After Brutus speaks, how do the citizens feel about him? about Caesar?
Why doesnt Brutus stop Antonys speech?
What does Antony say that he has in his possession? What does the crowd want Antony to do?
What does Antony show the citizens? What is their reaction?
What did Antony claim that Caesar left his citizens in his will?
Scene Three
1. What happens to Cinna as he travels to Caesars funeral?

2. Who do the citizens mistake him for?
3. This scene is often referred to as a scene providing comic relief. Why do you think
Shakespeare included this here?
2006
Secondary Solutions
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Name _____________________________________ Period __________
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.
2006
alliteration: repetition of consonant sounds at the beginning of words

ex. "Peter Piper picked a peck of pickled peppers."
anaphora: repetition of a word or phrase at the beginning of successive phrases, clauses
or lines.
ex. "Mad world! Mad kings! Mad composition!" (King John, II, i)
antithesis: opposition or juxtaposition of ideas or words in a balanced or parallel
construction
ex. "Not that I loved Caesar less, but that I loved Rome more." (Julius Caesar, III, ii)
aporia: questioning oneself (or rhetorically asking the audience), often pretending to be
in doubt
ex. The baptism of John, whence was it? From heaven, or of men? (Matthew 21:25)
Secondary Solutions
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Name _____________________________________ Period __________
2006
aposiopesis: a sudden pause or interruption in the middle of a sentence (often for

dramatic effect)
ex. I will have revenges on you both / That all the world shall I will do such things
What they are yet, I know not; but they shall be / The terrors of the earth! (King
Lear II, iv)
apostrophe: a sudden turn from the general audience to address a specific group or
person, either absent or present, real or imagined
ex. Oh death, where is thy sting? Oh grave, where is thy victory? (1 Cor. 15:55)
asyndeton: the absence of conjunctions between coordinate phrases, clauses, or words
ex. "Are all thy conquests, glories, triumphs, spoils, / Shrunk to this little measure?"
(Julius Caesar, III, i)
conduplicatio: repetition of a key word over successive phrases or clauses
We will have difficult times. We've had difficult times in the past. And we will have
difficult times in the future. Robert F. Kennedys Eulogy for Martin Luther King, Jr.
(1968)
euphemism: a substitution of a more pleasant expression for one whose meaning may
come across as rude or offensive
ex. He passed away, rather than He died.
hyperbole: exaggeration for emphasis or for rhetorical effect
ex. I died laughing.
irony: (verbal) expression in which words mean something contrary to what is actually
said
ex. Looking at your wallet full of nothing but a few pennies, and exclaiming, Lunch is
on me, guys I am rich!
metonymy: a reference to an object or person by naming only a part of the object or
person
ex. She stood in the driveway watching as the beards moved her furniture into her new
house.
paralipsis: pretending to omit something by drawing attention to it
ex. A politician saying: I will not even mention the fact that my opponent was a poor
student.
personification: giving human characteristics to non-human objects
ex. The pen danced across the authors page.
polysyndenton: using conjunctions to emphasize rhythm, and therefore emphasize a
certain point
ex. In years gone by, there were in every community men and women who spoke the
language of duty and morality and loyalty and obligation. William F. Buckley
synecdoche: a part or quality of something which is used in substitution of the larger
whole, or vice versa
ex. The hospital worked for hours to revive him. (referring to the doctors and nurses
inside the hospital) OR She took us outside to look at her new set of wheels. (referring
to her new car)
rhetorical question: a question that is posed for emphasis, not requiring an answer
ex. "Art thou mad? Is not the truth the truth?" (Henry IV, Part 1, II, iv)
understatement: deliberately de-emphasizing something in order to downplay its
importance
ex. To say the Internet improved our means of communication is an understatement.
Secondary Solutions
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Name _____________________________________ Period __________
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.
irony through the constant, deliberate repetition of ambitious and honorable
Friends, Romans, countrymen, lend me your ears (line 68)

Rhetorical device:
2. Did this in Caesar seem ambitious? (line 85)

Rhetorical device:
3. I thrice presented him a kingly crown, / Which he did thrice refuse: was this ambition? (line 92)
Rhetorical device:
4. I speak not to disprove what Brutus spoke, / But here I am to speak what I do know. (lines 95-96)
Rhetorical device:
5. What cause withholds you then, to mourn for him? / O judgment! thou art fled to brutish beasts, /
And men have lost their reason. (lines 98-99)
Rhetorical device:
6. My heart is in the coffin there with Caesar, / And I must pause till it come back to me. (lines 101-102)
Rhetorical device:
7.
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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12. For Brutus, as you know, was Caesar's angel: / Judge, O you gods, how dearly Caesar loved him! (lines
175-176)
Rhetorical device:
13. Kind souls, what, weep you when you but behold / Our Caesar's vesture wounded? (lines 189-190)
Rhetorical device:
14. Good friends, sweet friends, let me not stir you up / To such a sudden flood of mutiny. (lines 203-204)
Rhetorical device:
15. I come not, friends, to steal away your hearts: / I am no orator, as Brutus is; / But, as you know me all, a
plain blunt man, / That love my friend; and that they know full well / That gave me public leave to
speak of him (lines 209-213)
Rhetorical device:
16. For I have neither wit, nor words, nor worth, / Action, nor utterance, nor the power of speech (lines
214-215)
Rhetorical device:
17. Show you sweet Caesar's wounds, poor poor dumb mouths, / And bid them speak for me (lines 218-219)
Rhetorical device:
18. Here was a Caesar! When comes such another? (line 245)
Rhetorical device:
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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Name _____________________________________ Period __________
Act Three Vocabulary

Assessment Preparation: Word Roots
Directions: Use the vocabulary list from Act Three to answer Part a. To find other words
that have the same root as the vocabulary word and hint word, (such as spirit in question one)
look up the vocabulary word, hint word, root, or all three in a dictionary. Look at words located
around these key words to find related words. Be sure to read their origins to verify that they come
from the same root.
1.
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.
_____________________
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."
_____________________
5.
___________________________
The word bide comes from the Old English bidan, meaning "to stay, continue, live, remain."
_____________________
6.
___________________________
The word bathe comes from the Greek. bathys, meaning "deep.
_____________________
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Secondary Solutions
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Name _____________________________________ Period __________
Act Three Vocabulary

Assessment Preparation: Word Roots
7. The word sarcophagus comes from the L. cophinus, meaning basket.
_____________________
___________________________
8. The word grace comes from the Latin gratus, meaning "pleasing; agreeable."
_____________________
___________________________
9. The word fame comes from the Old Irish bann, meaning law, which comes from the Latin
bha, meaning "to speak; say."
_____________________
___________________________
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.
_____________________
___________________________
11. The word sensible comes from the Latin sentire, meaning "to perceive; feel."
_____________________
___________________________
12. The word privilege comes from the Old French privilege from privus, meaning "individual,
plus lex, meaning law.
_____________________
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Secondary Solutions
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Name _____________________________________ Period __________
Act Four
Scene Guide
Directions: Complete the Scene Guide below for Act Four. For each scene, be sure to summarize:
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
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Name _____________________________________ Period __________
Act Four
Comprehension Check
questions for Act Four. Write your answers on a separate piece of paper using complete sentences.
Scene One
1. To what does Lepidus consent?

2. How does Antony feel about Lepidus? To what does Antony compare him?
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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Why is Cassius angry with Brutus?

What is Brutuss reaction to Cassiuss complaint?
What is happening between Cassius and Brutus? Why is this important?
Why does Cassius take out his dagger?
On whom does Cassius blame his temper?
Who interrupts Cassius and Brutus? Why?
What has happened to Portia? How did this happen?
What is Brutuss plan of attack?
What does Brutus ask Lucius to do for him? What happens to Lucius?
What does Caesars ghost tell Brutus?
Secondary Solutions
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Name _____________________________________ Period __________
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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Name _____________________________________ Period __________

7. They fall their crests, and, like deceitful jades / Sink in the trial. (scene ii, lines 26-27)
Figure of speech:
Comparison:
8. The name of Cassius honors this corruption, / And chastisement doth therefore hide his head.
(scene iii, lines 15-16)
Figure of speech:
Comparison:
9. A flatterer's would not, though they do appear / As huge as high Olympus. (scene iii, lines 90-91)
Figure of speech:
Comparison:
10. O Cassius, you are yoked with a lamb / That carries anger as the flint bears fire; / Who, much
enforced, shows a hasty spark, / And straight is cold again. (scene iii, lines 110-112)
Figure of speech:
Comparison:
11. My heart is thirsty for that noble pledge. (scene iii, line 158)
Figure of speech:
Comparison:
12. I cannot drink too much of Brutus' love. (scene iii, line 160)
Figure of speech:
Comparison:
13. There is a tide in the affairs of men / Which, taken at the flood, leads on to fortune; / Omitted,
all the voyage of their life / Is bound in shallows and in miseries. / On such a full sea are we
now afloat; / And we must take the current when it serves, / Or lose our ventures. (scene iii,
lines 216-222)
Figure of speech:
Comparison:
14. The deep of night is crept upon our talk, / And nature must obey necessity (scene iii, lines 225226)
Figure of speech:
Comparison:
15. This is a sleepy tune.O murderous Slumber, / Lay'st thou thy leaden mace upon my boy, /
That plays thee music? (scene iii, lines 266-268)
Figure of speech:
Comparison:
2006
Secondary Solutions
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Name _____________________________________ Period __________
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
divided, he should stand / One of the three to share it?

OCTAVIUS : So you thought him; / And took his voice who should be prick'd to die, / In our black sentence and
proscription.
ANTONY : Octavius, I have seen more days than you: / And though we lay these honours on this man, / To ease
ourselves of divers slanderous loads, / He shall but bear them as the ass bears gold, / To groan and sweat under the
business, / Either led or driven, as we point the way; / And having brought our treasure where we will, / Then take we
down his load, and turn him off, / Like to the empty ass, to shake his ears, / And graze in commons.
OCTAVIUS : You may do your will; / But he's a tried and valiant soldier.
ANTONY : So is my horse, Octavius; and for that / I do appoint him store of provender: / It is a creature that I teach to
fight, / To wind, to stop, to run directly on, / His corporal motion govern'd by my spirit. / And, in some taste, is Lepidus
but so; / He must be taught and train'd and bid go forth; / A barren-spirited fellow; one that feeds / On abjects, orts and
imitations, / Which, out of use and staled by other men, / Begin his fashion: do not talk of him, / But as a property. And
now, Octavius, / Listen great things:--Brutus and Cassius / Are levying powers: we must straight make head: /
Therefore let our alliance be combined, / Our best friends made, our means stretch'd / And let us presently go sit in
council, / How covert matters may be best disclosed, / And open perils surest answered.
OCTAVIUS : Let us do so: for we are at the stake, / And bay'd about with many enemies; / And some that smile have in
their hearts, I fear, / Millions of mischiefs.
a.
On stage:
b.
Dialogue, Monologue, or Soliloquy?
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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Name _____________________________________ Period __________

LUCIUS: I have slept, my lord, already.
BRUTUS: It was well done; and thou shalt sleep again; / I will not hold thee long: if I do live, / I will be good to thee.
Music, and a song
This is a sleepy tune. O murderous slumber, / Lay'st thou thy leaden mace upon my boy, / That plays thee music?
Gentle knave, good night; / I will not do thee so much wrong to wake thee: / If thou dost nod, thou break'st thy
instrument; / I'll take it from thee; and, good boy, good night. / Let me see, let me see; is not the leaf turn'd down /
Where I left reading? Here it is, I think.
Enter the Ghost of CAESAR
How ill this taper burns! Ha! who comes here? / I think it is the weakness of mine eyes / That shapes this monstrous
apparition. / It comes upon me. Art thou any thing? / Art thou some god, some angel, or some devil, / That makest my
blood cold and my hair to stare? / Speak to me what thou art.
GHOST
Thy evil spirit, Brutus.
BRUTUS
Why comest thou?
GHOST
To tell thee thou shalt see me at Philippi.
BRUTUS
Well; then I shall see thee again?
GHOST
Ay, at Philippi.
BRUTUS
Why, I will see thee at Philippi, then.
Exit Ghost
a.
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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Secondary Solutions
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Name _____________________________________ Period __________
Act Four Vocabulary

Assessment Preparation: Connotation/Denotation
Denotation is the dictionary definition of a word; whereas, connotation is the feeling or emotional
attachment to the word. For example, there is a different connotation for both of the following words: slim
and emaciated. Although they both have the same definition, there is a different connotation associated
with each. The word slim has a more positive connotation: in other words, we would probably assume that
someone who is slim is fit and healthy. The word emaciated has a negative connotation: it gives the
impression that the person is unhealthy, withered, or weak.
Directions: One the first line, write the denotation of the given vocabulary word from Act Four. On the
second line, write the word which has the most negative connotation of each of the underlined words.
Finally, explain why this particular word has the most negative connotationin other words, what
images come to mind when hearing this word? An example has been done for you.
Example: apparition
Denotation: a ghostly figure; a sudden or unusual sight
Word with most negative connotation: d. ghoul
a. The homeowner claims to have seen an apparition in the hallway of the old house.
b. The homeowner claims to have seen a vision in the hallway of the old house.
c. The homeowner claims to have seen a presence in the hallway of the old house.
d. The homeowner claims to have seen a ghoul in the hallway of the old house.
Image: I see a glowing transparent-green figure pointing at me with his long, bony finger.
1.
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:
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:
a.
The American ship displayed its ensign as it entered the harbor.
b.
The American ship displayed its cloth as it entered the harbor.
c.
The American ship displayed its flag as it entered the harbor.
d.
The American ship displayed its rag as it entered the harbor.
Image:
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Secondary Solutions
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Name _____________________________________ Period __________
Act Four Vocabulary

4.
envenomed
Denotation:
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:
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:
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:
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:
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:
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Four Vocabulary

9.
presume
Denotation:
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:
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:
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:
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Five
Scene Guide
Directions: Complete the Scene Guide below for Act Five. For each scene, be sure to summarize:
Scene One
Scene Two
Scene Three
Scene Four
Scene Five
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Name _____________________________________ Period __________
Act Five
Comprehension Check
questions for Act Five. Write your answers on a separate piece of paper using complete sentences.
Scene One
1.
2.
3.
4.
5.
6.
Where does this scene take place?

How does Octavius contradict Antony early in this scene?
What happens when the men meet before their battle?
Whose birthday is it?
What omens does Cassius finally believe?
What are Cassius and Brutus worried about?
Scene Two
1. What message does Brutus send to Cassius?
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
1. Explain why the soldiers think they have captured Brutus.
Scene Five
1.
2.
3.
4.
5.
2006
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.
Secondary Solutions
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Name _____________________________________ Period __________
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
Is he happy with his life?

How might he be considered a
privileged person?
Is he considered a moral and
ethical person?
Is he in a position of authority
or control?
yes; he is the top ruler of

Rome
What is his tragic flaw?

Does he end up dying or
suffering immensely?
Is his death a result of his
hamartia?
no
yes; his extreme pride, ego,
and false sense of immortality
lead to his murder
Does he die realizing his death

was his own fault?
no; he commits suicide
with his own sword
Does he face his death with

honor?
n/a
If he is the protagonist, who is

his antagonist?
If he is the antagonist, who is
his protagonist?
2006
Secondary Solutions
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Name _____________________________________ Period __________
Standards Focus: Tragedy and the Tragic Hero

Directions: Answer the following questions below using complete sentences.
1. According to your findings, who do you feel is the tragic hero? Explain how he fits the
definition of a tragic hero, and how you came to this conclusion.
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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Secondary Solutions
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Name _____________________________________ Period __________
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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Secondary Solutions
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Name _____________________________________ Period __________
Standards Focus: Theme

8. Weak people can be easily manipulated
Example:
9. One mans hero is another mans enemy
Example:
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.
2006
Secondary Solutions
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Name _____________________________________ Period __________
Act Five Vocabulary

Assessment Preparation: Analogies
An analogy is a shortened way of stating the relationship between words and ideas. One type of
analogy expresses the relationship between synonyms. Below is an example:
rare : scarce :: abundant : plentiful
This means that the relationship between rare and scarce is the same as the relationship between
abundant and plentiful. (The symbol : means is to and the symbol :: means as.) An analogy
may also involve antonyms. For example:
narrow : wide :: long : short
Another way to state this analogy is: narrow is to wide as long is to short.
Directions: On the line provided, write the letter of the choice which best completes the analogy.
1. assure : guarantee ::
a. alleviate : aggravate
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 ::
2006
a. lazy : languid
b. dark : damp
c. seethe : soothe
d. energetic : lethargic
Secondary Solutions
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Name _____________________________________ Period __________
Act Five Vocabulary

Assessment Preparation: Analogies
7. demeanor : mien ::
a. possible : impossible
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
10. spoils : awards ::

a. sculptor : sculpture
b. trivial : inconsequential
c. excellent : average
d. menial : important
11. virtue : vice ::

a. perfect : ideal
b. monument : column
c. possible : likely
d. transparent : opaque
12. misconstrued : comprehended ::
2006
a. burly : brawny
b. label : answer
c. dirty : clean
d. temerity : audacity
Secondary Solutions
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Name _____________________________________ Period __________
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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Secondary Solutions
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Name _____________________________________ Period __________
Julius Caesar
Act One Quiz
Part One: Reading
1. Why were the citizens celebrating?
2. Who first attempted to talk Brutus into turning against Caesar?

3. What warning was Caesar given?
4. Explain what Caesar did when he was offered the crown.
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.
Part Two: Vocabulary

Directions: Match each vocabulary word with the correct definition or synonym. Write the correct
letter on the line provided.
7. barren
a. revered; elevated
8. cogitations
b. people with significant talent or ability
9. exalted
c. strength of character
10. idle
d. unable to bare fruit
11. lamented
e. an absolute ruler, often oppressive
12. mettle
f.
13. portentous
g. deep thoughts
14. prodigies
h. mourned
15. tyrant
i.
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Secondary Solutions
inactive; lazy
significant; harbinger of future events

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Name _____________________________________ Period __________
Julius Caesar
Act Two Quiz
Part One: Reading
1. Why did Brutus feel that Caesar must be assassinated soon?
2. Who suggested that Antonys life be spared? Why?
3. How did Calpurnias dreams act as foreshadowing?
4. How did Decius convince Caesar to leave the house?
5. Who tried to warn Caesar with a letter?

6. affable
a. belong to or relate to something
7. appertain
b. copying in attempt to equal or surpass someone
8. augmented
c. to reject
9. emulation
d. good at judging people or situations; suspicious
10. imminent
e. about to occur; certain to occur
11. prevail
f.
12. shrewd
g. enlarged
13. spurn
h. face; appearance (also: ghost or apparition)
14. valor
i.
courage
15. visage
j.
likeable; friendly
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Secondary Solutions
win
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Name _____________________________________ Period __________
Julius Caesar
Act Three Quiz
Part One: Reading
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?

6. abide
a. satisfied; pleased
7. appeased
b. money or property left in a will; reputation
8. apprehensive
c. fearful; doubtful
9. banished
d. one who conspires; plots against
10. compel
e. to give permission; allow
11. consent
f.
12. conspirator
g. exiled; thrown out
13. ingratitude
h. to drive forward
14. legacy
i.
to follow or tolerate
15. malice
j.
failure to show or express thanks
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Secondary Solutions
spitefulness; showing evil
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Name _____________________________________ Period __________
Julius Caesar
Act Four Quiz
Part One: Reading
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?
3. What happened to Portia?

4. What was Brutuss plan of attack?
5. What happened after the men fell asleep in Brutuss tent?

Directions: For each statement, write out the entire word true if the statement is true; write
false if the statement is false.
6. an apparition is a spirit or ghost
7. chastisement is to be chaste or pure
8. engendered means sorted by gender
9. an ensign is a flag showing allegiance or nationality
10. to be envenomed means to be angry or bitter
11. fret means the same thing as worry
12. a gallant man is one who is weak and lazy
13. imposing a tax or raising an army is called levying
14. to presume is to believe something to be true
15. one who is vexed has had a curse placed upon them
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Secondary Solutions
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Name _____________________________________ Period __________
Julius Caesar
Act Five Quiz
Part One: Reading
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?
3. How did Caesar gain revenge from Cassiuss death?
4. Why did Antonys soldiers think they had captured Brutus?

5. How did Brutus kill himself? Why?
6. Why did Antony consider Brutus the noblest Roman of them all?

Directions: For each statement, write out the entire word true if the statement is true, false if
false.
7. to assure means to make confident, sure
8. if one is avenged, it means that they got revenge
9. bidding is when physical restraints are placed on a prisoner
10. bondage is a written contract, like a will
11. an evil demeanor means that one is outwardly malicious
12. something that is misconstrued is poorly constructed
13. perils are small jewels found in ocean mollusks
14. when someone behaves selfishly, that means that they have spoils
15. one who shows virtue shows goodness or admirable qualities
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Secondary Solutions
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Name _____________________________________ Period __________
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
_____
b. Brutuss wife; killed herself
3. Cassius
_____
c. adopted son and Caesars heir
4. Calpurnia
_____
d. Cry Havoc! and let slip the dogs of war.
5. Portia
_____
e. had ominous dreams
6. Octavius
_____
f. held the sword for Brutus to kill himself
7. Antony
_____
g. weakest member of the Second Triumvirate
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?
Part Two: Multiple Choice

10. Julius Caesars most loyal follower was:
a. Lepidus
c. Antony
b. Brutus
d. Casca
11. According to the play, Caesar was stabbed _______ times:

a. 300
c. 13
b. 33
d. 3
12. The fortune-teller warns Caesar:

a. Beware St. Patricks Day
c. Beware the Ides of March
b. Beware the Ides of May
d. Beware Brutus and Cassius
13. The Feast of Lupercal was a celebration of:

a. fertility
c. Calpurnias marriage to Caesar
b. weather
d. Caesars victory at Lupercal
14. Brutus was visited by the ghost of:

a. Cassius
c. Cinna
b. Casca
d. Caesar
15. All of the following characters killed themselves EXCEPT:
2006
a. Brutus
c. Portia
b. Cassius
d. Casca
Secondary Solutions
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Name _____________________________________ Period __________

16. How was Caesar physically challenged?
a. he was blind in his left eye
c. he was deaf in his left ear
b. he was deaf in his right ear
d. his right arm was partially paralyzed
17. Who had his birthday in the play?

a. Cassius
c. Caesar
b. Antony
d. Brutus
18. Who spares Antonys life?

a. Cassius
c. Brutus
b. Caesar
d. Strato
19. Octavius and Antony form a triumvirate with:

a. Cassius
c. Young Cato
b. Lepidus
d. Flavius
Part Three: True/False

Directions: For each statement, write out the word true if the statement is true; write false if
the statement is false.
20.
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.
One of Caesars fatal flaws was his sense of immortality.
24.
One of Brutuss fatal flaws was that his military record was too perfect.
25.
Artemidorus tried to warn Caesar.
26.
Brutus charged Cassius with accepting bribes.
27.
Cassius could be described as greedy and driven.
28.
Calpurnia served as comic relief throughout the play.
29.
The play began after Caesars victory at Philippi.
Part Four: Short Response

Directions: Answer the following questions on a separate piece of paper.
30.
Briefly compare and contrast the effectiveness of Brutuss and Antonys speeches to the
citizens of Rome.
31.
Explain how the weather contributes to the mood of the play.
32.
Explain why at the end of the play Antony hails Brutus as the noblest Roman of them all.
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Secondary Solutions
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Name _____________________________________ Period __________

Part Five: Vocabulary Matching
Directions: Match the vocabulary word with the correct definition or synonym(s). Write the letter
of the correct answer on the lines provided.
33. cogitations
_____
a. face; appearance
34. fain
_____
b. an absolute ruler
35. lamented
_____
c. enlarged
36. tyrant
_____
d. to reject
37. augmented
_____
e. imitation; copying in admiration
38. emulation
_____
f.
39. spurn
_____
g. mourned; cried
40. valiant
_____
h. honorable; noble in action
41. visage
_____
i.
42. base
_____
a. to annoy, irritate, or confuse
43. conspirator
_____
b. a flag showing allegiance or nationality
44. malice
_____
c. property that has been taken by force
45. ensign
_____
d. sought revenge against
46. fret
_____
e. spitefulness; showing evil
47. provender
_____
f.
48. vex
_____
g. one who plots against someone else
49. avenged
_____
h. fodder for livestock
50. spoils
_____
i.
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Secondary Solutions
deep thoughts; musings
eagerly; preferably
to worry
raw; vulgar
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Name _____________________________________ Period __________
Final Test: Multiple Choice

Directions: Fill in the bubble of the correct answer on your answer sheet.
1. Who said: Caesar, now be still: I kill'd not thee with half so good a will?
a. Brutus
c. Antony
b. Cassius
d. Casca
2. Who was Brutuss wife?
a. Calpurnia
c. Portia
b. Strato
d. Cinna
3. Who was Caesars adopted son and heir?
a. Antony
c. Octavius
b. Lepidus
d. Flavius
4. Who said: Cry Havoc! and let slip the dogs of war?
a. Antony
c. Brutus
b. Cassius
d. Caesar
5. Who had ominous dreams?
a. Calpurnia
c. Portia
b. Lepidus
d. Brutus
6. Who held the sword for Brutus to kill himself?
a. Cassius
c. Strato
b. Titinius
d. Philippi
7. Who were the members of the Second Triumvirate?
a. Cassius, Brutus, Casca
c. Antony, Lepidus, Octavius
b. Brutus, Titinius, Murellus
d. Brutus, Cassius, Lepidus
8. Who said: Cowards die many times before their deaths; the valiant never taste death but once?
a. Caesar
c. Brutus
b. Antony
d. Cassius
9. Who said: Upon what meat doth this our Caesar feed, that he is grown so great?
a. Caesar
c. Brutus
b. Antony
d. Cassius
10. Julius Caesars most loyal follower was:
a. Lepidus
c. Antony
b. Brutus
d. Casca
11. According to the play, Caesar was stabbed _______ times:
a. 300
c. 13
b. 33
d. 3
12. The fortune-teller warns Caesar:
a. Beware St. Patricks Day
c. Beware the Ides of March
b. Beware the Ides of May
d. Beware Brutus and Cassius
13. The Feast of Lupercal was a celebration of:
a. fertility
c. Calpurnias marriage to Caesar
b. weather
d. Caesars victory at Lupercal
14. Brutus was visited by the ghost of:
a. Cassius
c. Cinna
b. Casca
d. Caesar
15. All of the following characters killed themselves EXCEPT:
a. Brutus
c. Portia
b. Cassius
d. Casca
16. How was Caesar physically challenged?
a. he was blind in his left eye
c. he was deaf in his left ear
b. he was deaf in his right ear
d. his right arm was partially paralyzed
2006
Secondary Solutions
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Name _____________________________________ Period __________

17. Who had his birthday in the play?
a. Cassius
c. Caesar
b. Antony
d. Brutus
18. Who spares Antonys life?
a. Cassius
c. Brutus
b. Caesar
d. Strato
19. Octavius and Antony form a triumvirate with:
a. Cassius
c. Young Cato
b. Lepidus
d. Flavius
20. Who said that the conspirators needed no oath because they were bound by their cause and not
by empty words?
a. Cassius
c. Brutus
b. Caesar
d. Strato
21. Brutus made an ultimately fatal mistake by allowing:
a. Antony to speak at Caesars funeral
c. Antony to become his partner
b. Cassius into the conspiracy
d. Portia to talk him into surrendering
22. Brutus viewed Caesars assassination as necessary because he:
a. wanted to rule Rome himself
c. was afraid of Caesars wrath
b. thought it would be best for the citizens of Rome
d. wanted Cassius to rule Rome
23. One of Caesars fatal flaws was his:
a. self-pity
c. false sense of immortality
b. unconcern for the well-being of his citizens d. unconcern for his friends wishes
24. One of Brutuss fatal flaws was that:
a. his military record was too perfect
c. he didnt think things through
b. he was too ambitious
d. he was too concerned about others
25. Who tried to warn Caesar?
a. Portia
c. Calpurnia
b. Octavius
d. Cinna
26. Brutus charged Cassius with:
a. treason
c. accepting bribes
b. murder
d. giving false information
27. Cassius could be described as:
a. greedy and driven
c. honorable and valiant
b. malicious and vengeful
d. all of the above
28. The play began immediately after:
a. Caesars victory at Philippi
c. Caesars crowning
b. the announcement of Caesars heir d. Caesars victory over Pompey
Vocabulary
Fill-in the letter on your answer sheet that corresponds with the vocabulary word that best fits the
definition or synonym given.
29. face; appearance
a. lamented
b. fain
30. an absolute ruler
a. tyrant
b. provender
31. enlarged
a. augmented
b. spurn
32. to reject
a. avenged
b. vex
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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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Name _____________________________________ Period __________

33. imitation; copying in admiration
a. malice
c.
b. emulation
d.
34. deep thoughts; musings
a. cogitations
c.
b. chidden
d.
35. mourned; cried
a. barren
c.
b. chidden
d.
36. honorable; noble in action
a. spoils
c.
b. valiant
d.
37. eagerly; preferably
a. base
c.
b. shrewd
d.
38. to annoy, irritate, or confuse
a. beseech
c.
b. vex
d.
39. a flag showing allegiance or nationality
a. valiant
c.
b. valor
d.
40. property that has been taken by force
a. prevail
c.
b. legacy
d.
41. sought revenge against
a. augmented
c.
b. affable
d.
42. spitefulness; showing evil
a. imminent
c.
b. malice
d.
43. to worry
a. spurn
c.
b. abide
d.
44. one who plots against someone else
a. conspirator
c.
b. apparition
d.
45. fodder for livestock
a. base
c.
b. provender
d.
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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
- 67 -
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)
12. malicespitefulness; showing evil

Act Four
1. apparitiona spirit or ghost
2. chastisementa punishment or scolding
3. engenderedcreated; came into existence
4. ensigna flag showing allegiance or
nationality
5. envenomedmade poisonous; made angry or
bitter
6. exigentneeding immediate action
7. fretworry
8. gallantcourageous; courteous
9. levyingimposing a tax or raising an army
10. presumebelieve something to be true
11. provenderfodder for livestock
12. vexto annoy, irritate, or confuse
Act Five
1. assuremake confident, sure
2. avengedsought revenge
3. biddingorders or instructions
4. bondagecontrol; physical or emotional
restraints
5. demeanoroutward behavior
6. fawnedtried to please, flatter
7. gorginggreedy eating or consuming
8. misconstruedmisinterpreted or understood
incorrectly
9. peevishirritable; bad-tempered
10. perilsdangers; risks
11. spoilsproperty taken by force
12. virtuegoodness; admirable qualities
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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Pre-Reading Ideas and Activities

Suggested activities prior to the study of Julius Caesar:
1. Have students read and answer the questions on William Shakespeares biography on pages 6
and 7.
2. Have students complete the Anticipation/Reaction Guide and questions on pages 9 and 10.
3. Using the biography of Shakespeare on page 6, have students create a timeline of the events of
Shakespeares life. Or, have students research more information about Shakespeare and his
works and create a timeline with their information.
4. Have students read/discuss The Real Julius Caesar on page 8.
5. Have students research more on the life of the real Julius Caesar, including major
accomplishments, military awards and honors, political connections, etc. Have students make a
poster or brochure of their findings.
6. Have students complete the activity for Elements of Drama on page 11.
7. Have students complete the activity on Shakespeares Style on pages 13 and 14.
8. Have students look up definitions for the vocabulary list on page 15.
9. Have students discuss/journal a time when they wanted something so badly they would do
almost anything to get it. What was it? When? What was the result? If they were able to get
what they wanted, how did it feel? If they didnt, how did that feel?
10. Have students discuss/journal a time when they wanted revenge. Did they get it? How did it feel?
Did they have any regrets or guilt? Discuss an eye for an eye. Is this philosophy justifiable?
Explain.
11. Have students discuss/journal avaricious characters from movies, books, video games, etc. How
are they characterized? How do these characters behave? How do they get what they want?
How do other characters treat them?
12. Have students discuss/journal the qualities of a good and bad leaders. Are leaders born or are
they made? Have students list the attributes of their ideal leader, how he/she would act,
reason, negotiate, follow, etc. Can this leadership be used for evil deeds? How?
13. Some say that our dreams often reflect our subconscious desires and fears. Have students
discuss/journal the concept of dreams or supernatural visions. Are they omens? Do our dreams
and/or visions have meaning? Have students explore a time when they dreamt something that
actually came true, or they felt a very strong feeling something was going to happen, and it did.
Discuss these dreams/visions as a class. Are these our subconscious speaking to us?
14. Have students research theater in Shakespeares time; famous theaters (The Globe, The Rose),
how plays were performed (costumes, location, actors), who saw the plays, how much they cost,
what the environment was like, etc.
15. Have students do an Internet search and brochure/report on Elizabethan Era food, dress, social
classes, games, weapons, etc. They can be divided into small groups and given a topic to share
with the rest of the class, or work individually on some or all topics.
Post-Reading Extension Activities and Alternative Assessment

Suggested activities after reading Julius Caesar:
1. Create a newspaper front page which includes local news (such as Caesars crowning or murder), an
advice column, classified ads, a fashion column, gossip, Readers Opinion column, sports news,
recipes and restaurant reviews, announcements (such as Caesars crowning or murder), weather, a
crossword, the funny page, etc. Be sure all articles relate to the correct era.
2. Choose a scene or an act from the play to translate into text-message language. Note: While this
activity can be fun, it also must accurately tell the story.
3. Write a rap translation of an important scene from the play. Note: While this activity can be fun, it
also must accurately tell the story.
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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!
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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.
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Project Rubric
Category
Required
Elements
Score of 4
Score of 3
Score of 2
Score of 1
Includes all required

elements as stated in
the directions/
instructions.
Includes all but

one of the
required elements
as stated in the
directions/
instructions.
Missing more than

one of the required
elements, as stated
in the directions/
instructions.
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
Exceptionally attractive Attractive and neat

in design and
and particularly neat in
layout.
design and layout.
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.
All sources are

properly and
thoroughly cited; the
maximum number/
types of sources are
used to complete the
project.
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.
Project does not cite

sources.
Engaging, provocative,
and captures the
interest of the
audience. Work clearly
shows sense of pride
and exceptional effort.
Well done and

interesting; is
presented in a
unique manner
and is well
organized. Work
shows pride and
good 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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Response to Literature Rubric

Adapted from the California Writing Assessment Rubric
California Department of Education, Standards and Assessment Division
Score of 4
Clearly addresses all parts of the writing task.
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.
Illustrates control in organization, including effective use of transitions.
Provides a variety of sentence types and uses precise, descriptive language.
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.
Develops interpretations that demonstrate a thoughtful, comprehensive, insightful grasp of the

text, and supports these judgments with specific references to various 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
Addresses all parts of the writing task.
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.
Illustrates control in organization, including some use of transitions.
Includes a variety of sentence types and some descriptive language.
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.
Provides textual examples and details to support the interpretations.
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Score of 2
Addresses only parts of the writing task.
Suggests a central idea with limited facts, details, and/or explanations.
Demonstrates little understanding of purpose and audience.
Maintains an inconsistent point of view, focus, and/or organizational structure which may
include ineffective or awkward transitions that do not unify important ideas.
Includes little variety in sentence types.
Contains several errors in the conventions of the English language. These errors may
interfere with the readers understanding of the writing.
Develops interpretations that demonstrate a limited grasp of the text.
Includes interpretations that lack accuracy or coherence as related to ideas, premises, or

images from the literary work.
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
Addresses only one part of the writing task.
Lacks a thesis or central idea but may contain marginally related facts, details, and/or
explanations.
Demonstrates no understanding of purpose and audience.
Lacks a clear point of view, focus, organizational structure, and transitions that unify
important ideas.
Includes no sentence variety; sentences are simple.
Contains serious errors in the conventions of the English language. These errors interfere
with the readers understanding of the writing.
Develops interpretations that demonstrate little grasp of the text.
Lacks an interpretation or may be a simple retelling of the text.
Lacks inferences about the effects of a literary work on its audience.
Fails to support judgments with references to various text and/or personal knowledge.
Lacks textual examples and details.
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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
Page 18: Act One Scene Guide

See Teachers Guide Summary of the Play
Page 19: Act One Comprehension Check
Scene One
1. Rome, on a street
2. to celebrate Caesars victory over Pompey
3. disgust over their hypocrisy; they were just celebrating Pompey as their leader, now they celebrate Caesars victory
4. There is a division between the Romans: some favor Caesar, some fear him. It is the beginning of the Feast of Lupercal.
Marullus and Flavius are not happy about Caesars victory: they want to tear down the decorations.
Scene Two
1. touch her; fertility
2. Beware the Ides of March; he ignores the warning and dismisses the man
3. concerned, preoccupied; not his usual self; Brutuss concern for the people of Rome gives Cassius the opportunity to
exploit Brutuss concerns for Cassiuss cause.
4. Answers will vary; Brutus is hesitant and wary and knows the plot is malicious; this foreshadows an unhappy ending
for Brutus as it may end up badly for everyone involved.
5. the citizens of Rome
6. Caesar dared Cassius to swim in the turbulent water during a storm; they both jumped in, but Caesar panicked and
almost drowned in fear; Cassius saved Caesar from drowning. This shows that Caesar may not be as strong as he
portrays, and that Cassius is a strong man who sees Caesar as a weak tyrant.
7. He hesitates and asks that he have some time to think about it.
8. Caesar says Cassius has an evil look about him, and that he reads too much, observes too well, hates going to plays,
dislikes music, doesnt smile and when he does manage to sneak a smile, Caesar believes Cassius is thinking evil
thoughts. Caesar does not fear Cassius, however, because Caesar feels that he is untouchable.
9. he is deaf in his left ear
10. Answer will vary. Caesar refused the crown three times in a show of spectacle and pomposity.
11. At first, the men believe it is all a part of Caesars show, but then it is speculated that Caesar has epilepsy, called the
falling sickness at the time. The men make a play on words that the conspirators also have the falling sickness
because they are falling from their duty and honor towards Caesar.
12. Answer will vary. It is ironic because the men were speaking Greek and Casca knew that they were speaking Greek.
Casca also prefaces his answer with if I tell you that, I could never look you in the face again, alluding to the fact that
he understood what the men were talking about, but could not reveal it. Casca would have also been aware of the
popular Latin saying, and therefore uses it as a pun.
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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
in- and -ed

-in is a
variant;
into to
fuse; -ed
present to
past tense
will vary
verb;
introduced
together, as
if by
pouring;
penetrated
-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
- 78 -
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
Page 24: Act Two Scene Guide

Page 25: Act Two Comprehension Check
Scene One
1. That lowliness is young ambition's ladder, / Whereto the climber-upward turns his face; / But when he once attains
the upmost round. / He then unto the ladder turns his back, / Looks in the clouds, scorning the base degrees / By
which he did ascend. So Caesar may. He says that once someone reaches the top of their ambitions, they will scorn
and abandon those below him.
2. He compares him to a serpents egg; and that he must kill him fast before he is able to cause harm and evil to his own.
3. The Ides of March; the soothsayer warned Caesar about this day
4. Brutus explains that he is caught up in the idea of the action, and the actual commitment of the action. He says men
get caught up in this inner struggle which is the worst part of the entire act.
5. the are brothers-in-law (it says brothers in the text)
6. he says that their action is their bond, and that words mean nothing
7. they want Cicero because he is old, wise, and influential; they change their minds because they believe Cicero will not
follow anything that wasnt his own idea in the first place
8. Antony
9. there will already be too much bloodshed; he does not want to be butchers; they do not see Antony as a threat
10. he plans to flatter him with stories of flattery
11. he is distracted; not sleeping; not himself
12. She insists that she can keep a secret, and that she is strong enough to hear the truth; she gets on her knees and begs to
know; she threatens him; she says that if he doesnt tell her, then he is only using her as his whore, and not a wife
13. She stabs herself in the leg with a knife; answer will vary
Bonus: there were no clocks in ancient times: only sundials; Shakespeare added a clock to this act, which is an
anachronism; whether he did this on purpose or it is an error scholars do not know. Have your students discuss the
reasons Shakespeare might have done this on purpose (i.e. an obsession with time?)
Scene Two
1. She is having nightmares about Caesar being murdered. A lioness hath whelped in the streets; / And graves have
yawn'd, and yielded up their dead; / Fierce fiery warriors fought upon the clouds, / In ranks and squadrons and right
form of war, / Which drizzled blood upon the Capitol; / The noise of battle hurtled in the air, / Horses did neigh, and
dying men did groan, / And ghosts did shriek and squeal about the streets.
2. He insists that if the gods have death in his plan, then that is his fate.
3. They found no heart in the sacrificed animal.
4. Decius tells Caesar that the men will make fun of him if he tells them that he would not leave because of his wifes
dreams.
5. The irony is that these are the men who plan to kill him.
Scene Three
1. Artemidorus wrote the letter, and he plans to give it to Caesar as soon as possible. The letter warns of the
assassination plot.
Scene Four
1. She claims that she is not one of those women who cannot keep a secret, but goes and tells everything the moment she
can tell what she thinks she knows (even though Brutus has told her nothing at this point).
2. Portia tells Lucius to take a note to Caesar to spy on Caesars activities.
3. the Soothsayer; he is on his way to the Capitol to warn Caesar again
2006
Secondary Solutions
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Page 26: Character Map

Calpurnia
A Soothsayer
Artemedorus
Caesar
Mark Antony
Octavius Caesar
Marcus Brutus
Caius Cassius
Lepidus
Publius
Cicero
Casca
Decius Brutus
Trebonius
Metellus Cimber
Caius Ligarius
Cinna
Lepiduss brother Lucius Paullus (unnamed in the

play)
Cinna, the poet
Portia
Cicero
Titinius
Young Cato
Flavius, Marullus, Lucius, Volumnius, Lucilius, Pindarus

Messala, Varro, Claudius, Clitus, Dardanius, Strato
Page 28: Characterization and Character

Motivation
Answers will vary
Caesar
Ye gods, it doth amaze me / A man of such a feeble
temper should / So get the start of the majestic
world, / And bear the palm alone. (scene ii, lines
129-132)
I rather tell thee what is to be feared / That what I
fear; for always I am Caesar. Come on my right
hand, for this ear is deaf, / And tell me truly what
thou thinkst of him. (scene ii, lines 212-215)
Caesar is pleased with his new post; he is not above
dramatics to make the people beg for his leadership.
He wants to remain as primary ruler, but knows
there are others that want to see him stripped of
power. His main motivation is to keep ultimate
power.
Cassius
I do not know the man I should avoid / So soon as
that spare Cassius. He reads much, / He is a great
observer, and he looks / Quite through the deeds of
men. He loves no plays, / As thou dost, Antony; he
hears no music. / Seldom he smiles, and smiles in
such a sort / As if he mocked himself, and scorned
his spirit / That could be moved to smile at
anything. (scene ii, lines 201-208)
Were I a common laugher, or did use / To stale with
ordinary oaths my love / To every new protester; if
you know / That I do fawn on men and hug them
hard, / And after scandal them; or if you know / That
I profess myself in banqueting / to all the rout, then
hold me dangerous. (scene ii, lines 72-78)
2006
Secondary Solutions
Cassius does not want Caesar in power. He is jealous

and insists that Caesar is nothing special, and no
more deserving of the dictatorship than he or Brutus.
Cassiuss main motivation is to remove Caesar from
power. Whether or not he wants the power himself is
not certain, but is implicit throughout Act One.
Antony
I lack some part / Of that quick spirit that is in
Antony. (scene ii, lines 28-29)
I shall remember. / When Caesar says, Do this, it
is performed. (scene ii, lines 9-10)
Antony has few speaking parts in this act. His
motivation seems to be as a loyal follower of Caesar,
and to support him.
Casca
You are dull, Casca, / And those sparks of life that
should be in a Roman / You do not? want, or else
you use not. (scene iii, lines 58-60)
You speak to Casca, and to such a man / That is no
fleering telltale. Hold my hand. / Be factious for
redress of all these griefs, / And I will set this foot of
mine as far / As who goes farthest. (scene iii, lines
118-122)
Casca is on Cassius and Brutuss side to overthrow
Caesar. He wants to see Caesar out of power, and
loyally follows Cassiuss plan.
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Pages 29-30: Vocabulary in Context

Answers will vary; sample answers are given
1. I was spurned by my friends when they didnt invite me to the movies when they were all going.
2. cant find their way through the school; dont know anyone
3. wear the same clothes; act like/copy his movements and actions
4. Supermanhe can withstand anything and is faster than a speeding bullet
5. stay up late; stay out late; borrow the car; bigger allowance; my own bedroom
6. To me, Huck Finn is a valiant hero because he stood up for what he believed in, even though he knew it was against the
law
7. stepping in gum; getting lost; falling in a puddle
8. dark sky, windy, hard rain
9. knows how to listen to his employees in order to make them feel valued; can be manipulative to get what he or she
wants
10. laughs a lot; friendly; welcoming; warm
11. fireman, policeman, paramedic, teacher
12. on a dollar bill; in the White House; in an art museum
Page 31: Act Three Scene Guide
Page 32: Act Three Comprehension Check
Scene One
1. Caesar thinks the Soothsayers warning is not valid; the Soothsayer reminds him the day is not over yet.
2. He asks Caesar to pardon his brother, who has been banished. Caesar tells him to get up and stop making a fool of
himself. Caesar insists that he will not give in and change his mind.
3. And you, Brutus?; betrayed
4. Antony sends a message saying that he will follow Brutus, and that he knows Brutus had good reason for killing Caesar.
When Antony arrives, he pretends he is on their side, and asks to speak at Caesars funeral.
5. To speak at Caesars funeral.
6. Brutus warns Antony that he must not speak ill of Brutus and Cassius, but must only defend their actions.
7. he vows revenge
8. Antony tells the servant to warn Octavius about everything that has happened and to wait until after Antony speaks at
the funeral to come near Rome. He wants to be sure Octavius is safe and that he has turned the people against Brutus
and Cassius before his arrival.
Scene Two
1. that he did it for the citizens and love of Rome
2. they are on his side, but they also feel (now that Brutus has explained) that it was Caesars time to die before things got
out of hand; they want to bury him with honor and build a statue of him
3. he wasnt therehe left Antony alone
4. Caesars will; read the will to them
5. Caesars body and all of the stab wounds that were inflicted upon him; they are mortified and furious at the overkill.
6. seventy-five drachmas
Scene Three
1. he runs into an angry mob
2. he is mistaken as Cinna the conspirator and not Cinna the poet
3. things are getting too tense for the audiencethey just witnessed a murder, and see that Brutus and Cassius are in
trouble as Antony has vowed revenge
Pages 35-36: Standards Focus: Analysis of Rhetoric
1. synecdoche
2. rhetorical question
3. rhetorical question
4. antithesis
5. apostrophe
6. aposiopesis
7. conduplicatio
8. paralipsis (or irony)
9. hyperbole
10. aporia
11. irony
12. apostrophe
13. alliteration
14. irony
15. understatement
16. polysyndenton
2006
Secondary Solutions
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17.
18.
19.
20.
21.
personification
rhetorical question
Answers will vary
Answers will vary
Answers will vary
Pages 37-38: Assessment Preparation: Word Roots

Part b will vary.
1. a. conspirator
b. spirited; conspire
2. a. appeased
b. peaceful; appease
3. a. malice
b. maleficent; malignant
4. a. compel
b. expelled; compelled
5. a. abide
b. bid; abode
6. a. base
b. basic; bath
7. a. coffers
b. coffin
8. a. ingratitude
b. gracious; ingrate
9. a. banished
b. famous; banishment
10. a. apprehensive
b. pregnant; reprehensible
11. a. consent
b. sense; consensus
12. a. legacy
b. private; legal
Page 39: Act Four: Scene Guide
Page 40: Act Four: Comprehension Check
Scene One
1. to his brothers death
2. he feels he is too weak and ineffectual; a donkey who only carries the masters load
Scene Two
1. he is angry and distrusts him
2. to Brutuss tent; to talk alone
Scene Three
1. Cassius claims Brutus slandered him because Cassius took Lucius Pellas side when he was accused of accepting bribes.
2. Brutus accuses Cassius of taking bribes and behaving dishonorably.
3. They are fighting; their relationship is on shaky ground; this will cause a breakdown in their communication and trust
in each other when they need it the most
4. he challenges Brutus to kill him if he really doesnt trust him
5. Cassiuss mother
6. a poet, Lucilius, Titinius, and Lucius; probably to interrupt the fight and get their orders
7. she has killed herself; she swallowed fire, meaning she probably drank a known poison
8. Brutus wants to leave for Philippi immediately, meeting the enemy there when they come
9. to play/sing for him; Lucius falls asleep
10. that he will see Brutus at Philippi
Pages 41-42: Standards Focus: Figurative Language
1. metaphor; spot compared to his signature on the death warrant; it makes the deed sound much less evil
2. metaphor; seen more days means he is older
3. simile; as the ass bears gold; Antony is saying that Lepidus is useful for doing ordinary things, but that he would not
make a good ruler in the triumvirate
4. metaphor; Octavius is saying that there are people who may look like they are friends, but are truly adversariesthey
have to watch their backs
5. personification; love becomes ill and dies
6. simile; comparing the men to gallant horses showing off
7. simile; he compares the men falling from grace to horses that look like they are strong and sturdy, falling from
exhaustion or weakness (jades are tired, old horses)
8. personification; chastisement hides his head
9. simile; Brutus is comparing Cassiuss comments to Mount Olympus; he is saying that Cassiuss flattery is overdone
10. imagery; Brutus sets up the image of a lamb bearing anger (lambs are traditionally meek) like a flint holds a spark. In
other words, Brutus is saying that Cassius is really weak underneath it all; that he could not have done any of this
without Brutus, and now that things are getting heated, Cassius is falling apart
11. personification; heart is thirsty
12. metaphor; drinking love; Cassius cannot get enough of Brutuss love and support
13. imagery; comparing the recent incidents to the ebb and flow of a body of water; he uses the words tide, flood,
voyage, shallows, sea, afloat. and current to paint this image
14. personification; night creeping, nature obeying
15. personification; murderous slumber; laying the mace upon Lucius
2006
Secondary Solutions
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Pages 43-44: Standards Focus: Dialogue, Monologue, and Soliloquy

1.
a. Antony, Octavius
b. dialogue
c.
i. He does not trust him; he thinks he will make a bad leader and is weak
ii. a donkey; that Lepidus can only take ordersnot give them as a true leader should; essentially, he calls
Lepidus an ass.
2.
a. Brutus, Lucius, Varro, Claudius, ghost of Caesar
b. Dialogue or monologue
c.
i. answer will vary; Brutuss fears are becoming more real; he is haunted by what he has done to Caesar, to whom
he was supposed to be a friend and confidante.
ii. answer will vary; it reveals a vulnerable and haunted Brutus, who knows in the depths of his mind that he did
something very wrong
3.
a. Cassius, Messala, (Brutus, Lucilius on a separate part of the stage)
b. monologue
c.
i. Cassius was at one time very confident, but he is beginning to see his own fall
ii. Cassius and Brutus
iii. they are ready to fight and die in the process
Pages 45-47: Assessment Preparation: Connotation/Denotation
Images will vary.
1. a punishment or scolding; c. scolding
2. created; came into existence; b. concocted
3. a flag showing allegiance or nationality; d. rag
4. made poisonous; made angry or bitter; a. envenomed
5. needing immediate action; d. demanding
6. worry; b. agonize
7. courageous; courteous; b. domineering
8. imposing a tax or raising an army; b. imposing
9. believe something to be true; a. presume
10. fodder for livestock; d. chow
11. to annoy, irritate, or confuse; c. torment
Page 48: Act Five Scene Guide
Page 49: Act Five Comprehension Check
Scene One
1. on the battle field at Philippi
2. Antony wants Octavius to take his troops to the left; Octavius tells Antony to take his troops to the lefthe will go to
the right
3. they exchange words
4. Cassius
5. he saw two eagles feeding on dead soldiers; he now sees ravens and crows over them, ready to feed on their dead
bodies
6. they fear they will never see each other again
Scene Two
1. that Octavius is weakening
Scene Three
1. Brutus moved upon Octavius too early, allowing Octavius to encircle Cassiuss troops
2. to check on Titiniuss status
3. Cassius is stabbed with the same sword he used to kill Caesar.
4. his report was either purposefully misleading or accidentally inaccurate
5. takes his own life
6. everyone is killing themselves; all those who turned against him are getting what they deserve
Scene Four
1. Lucilius says that he is Brutus
Scene Five
1. stab him with his sword; Clitus refuses
2. also to stab him with his sword
3. Strato
2006
Secondary Solutions
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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
Pages 50-51: Standards Focus: Tragedy and the Tragic Hero

(Page 51 answers will vary)
Caesar
yes
ultimate ruler of
Rome
by most; others
think he is a tyrant
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; he was the top

ruler of Rome
yes
not at first, but rises

to the occasion out
of revenge
his ego
his utmost honor for

the citizens and his
country
his sense of revenge
yes; suicide
no
yes; he was stabbed

33 times
yes; his extreme
pride, ego, and false
sense of immortality
lead to his murder
no
yes; Then die,
Caesar!
Brutus or Cassius
Brutus
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
Pages 52-53: Standards Focus: Theme

Sample answers given
1. Caesar is murdered by his friends; Et tu, Brute?
2. Julius Caesar is too ambitious, which leads to the assassination plot
3. Brutus ignored the fact that he had very little military experience; Cassius ignored this fact as well, giving in to Brutus
at the end
4. Caesar ignored the warnings, ironically because he felt that one cannot control the fates
5. Caesar did not care about the majority; Brutus did everything for the needs and wants of the people; they each fell
because of it
6. Calpurnia begs Caesar to heed her warnings; the Soothsayer warns Beware the Ides of March; had Caesar listened,
things might have been very different in the end
7. We dont know if Brutus is bad or good (protagonist or antagonist); he felt motivated for the good of the people of
Rome; Antony also gives Brutus a heros burial; we as the audience want to see the good in Brutus, and clearly, so does
Antony
8. Both Brutus and Antony are able to rouse the citizens their way.
9. People want to see Caesar as a hero; others think he is a tyrant
Answers for 10-15 will vary.
Pages 54-55: Assessment Preparation: Analogies
1. b. pressure : force
2. c. quarrel : dispute
3. d. indulge : deny
4. c. motivate : stimulate
5. a. dangerous : safe
6. a. lazy : languid
7. b. intimidate : threaten
8. d. mature :juvenile
9. b. faithful : pious
10. d. menial : important
11. d. transparent : opaque
12. c. dirty : clean
Page 57: Act One Quiz
1. Caesars victory over Pompey
2. Cassius
2006
Secondary Solutions
- 84 -
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Beware the Ides of March

refused the crown three times; fainted; put on a show
by throwing papers into Brutuss window claiming to be citizens asking for Brutuss help
dark, ominous weather; stormy; foreshadows evil happenings on the horizon
d. unable to bear fruit
g. deep thoughts
a. revered; elevated
f. inactive; lazy
h. mourned
c. strength of character
i. significant; harbinger of future events
b. people with significant talent or ability
e. an absolute ruler, often oppressive
Page 58: Act Two Quiz

1. before Caesar becomes more tyrannical
2. Brutus; he did not want more bloodshed; he felt Antony was no threat
3. She dreamt of blood on the Capitol; she feared Caesar was in danger
4. Decius said that the men would make fun of Caesar if he told them that he wouldnt leave the house because his wife
had a nightmare
5. Artemidorus
6. j. likeable; friendly
7. a. belong to or relate to something
8. g. enlarged
9. b. copying in an attempt to equal or surpass someone
10. e. about to occur; certain to occur
11. f. win
12. d. good at judging people or situations; suspicious
13. c. to reject
14. i. courage
15. h. face; appearance (also: ghost or apparition)
Page 59: Act Three Quiz
1. Casca
2. Et tu Brute? He is caught off-guard by his friends betrayal.
3. that Caesar was a tyrant who had to be stopped before he caused more damage
4. the will and Caesars body; they were inflamed and vowed revenge
5. At first, the citizens were on Brutuss side; Antony then won them over with the will and his persuasive speech; Cinna,
the poet
6. i. to follow or tolerate
7. a. satisfied; pleased
8. c. fearful; doubtful
9. g. exiled; thrown out
10. h. to drive forward
11. e. to give permission; allow
12. d. one who conspires; plots against
13. j. failure to show or express thanks
14. b. money or property left in a will; reputation
15. f. spitefulness; showing evil
Page 60: Act Four Quiz
1. he felt Lepidus was weak and useless as a leader
2. they lost trust in each other; Brutus thought Cassius was accepting bribes; Cassius didnt like Brutuss lack of support
for him; they argued and hashed it out, then made up
3. she killed herself by drinking fire
4. he wanted to go to Philippi and surprise the enemy there
5. the ghost of Caesar appeared to Brutus
6. true
7. false
8. false
9. true
10. true
11. true
12. false
13. true
14. true
2006
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.
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
Pages 65-67: Multiple Choice Final Test

1. a
2. c
3. c
4. a
5. a
6. c
7. c
8. a
9. d
10. c
11. b
12. c
13. a
14. d
15. d
16. c
17. a
18. c
19. b
20. c
21. a
22. b
23. c
24. d
25. c
26. c
27. a
28. d
29. c
30. a
31. a
32. d
33. b
34. a
35. c
36. b
37. d
38. b
39. c
40. d
41. c
42. b
43. d
44. a
45. b
2006
Secondary Solutions
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Caesar Unit Plan With Good Resources

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Julius Caesar

Literature Guide Developed by Kristen Bowers

ISBN 13: 978-0-9772295-6-7

The First Solution for the Secondary Teacher

Julius Caesar Literature Guide

Author Biography: William Shakespeare ............................................................................................................... 6

Standards Focus: Exploring Expository Writing ............................................................. 7

The Real Julius Caesar............................................................................................................................................ 8

Anticipation/Reaction Guide .......................................................................................... 9

Pre-Reading Individual Reflection....................................................................................................................... 10

Standards Focus: Elements of Drama ............................................................................ 11

Literary Terms to Know......................................................................................................................................... 11

Standards Focus: Approaching Shakespeares Language .............................................. 12

The Sonnet Form and Iambic Pentameter ............................................................................................................13

Vocabulary List ..............................................................................................................15

Scene Guide .......................................................................................................................................................... 18

Act Two ......................................................................................................................... 24

Scene Guide .......................................................................................................................................................... 24

Act Three ...................................................................................................................... 31

Scene Guide ...........................................................................................................................................................31

Act Four ........................................................................................................................ 39

Scene Guide .......................................................................................................................................................... 39

Act Five .........................................................................................................................48

Scene Guide .......................................................................................................................................................... 48

Anticipation/Reaction Guide ........................................................................................ 56

Post-Reading Individual Reflection ..................................................................................................................... 56

Act One Quiz ................................................................................................................. 57

Julius Caesar Literature Guide

Act Five Quiz ................................................................................................................. 61

Summary of the Play............................................................................................................................................. 68

Julius Caesar Literature Guide

About This Literature Guide

Julius Caesar Literature Guide

How to Use Our Literature Guides

Julius Caesar Literature Guide

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Exploring Expository Writing

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Standards Focus: Exploring Expository Writing

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Standards Focus: Historical Context

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Be careful whom you trust.

2. Excessive pride can lead to your own ruin.

Superstition can be a powerful driving force.

8. People want to see the good in others.

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Anticipation/Reaction Guide Response

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Standards Focus: Elements of Drama

act: a division within a play, much like chapters of a novel

aside: lines that are spoken by a character directly to the audience

cast of characters: a list of characters presented before the action begins

comedy: a humorous work of drama

dialogue: conversation between two or more characters

drama: a work of literature designed to be performed in front of an audience

scene: a division of an act into smaller parts

Julius Caesar Literature Guide

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