Quad Text Set - Julius Caesar

Kristi Vandygriff
EDIS 5701
Due: April 10, 2017

Quad Text Set Outline

Your Name: Kristi Vandygriff
Grade Level and Subject Area of the Class: English Language Arts Grade 12
Theme or Topic of the Text Set: Roman Political History
Standard of Learning:
12.4 The student will read, comprehend, and analyze the development of British literature and literature
of other cultures.
d) Relate literary works and authors to major themes and issues of their eras.
e) Analyze the social and cultural function of British literature.
Target Text
Source

Lexile

The Tragedy of Julius Caesar - Williams Shakespeare

Non-Prose

Grade
Band
NA

Visual Text/s
Source

Brief Description

Death of Julius Caesarhttps://www.youtube.com/watch?

v=7OjMuuk0W5Q

I am not exactly sure what movie this scene comes from,

but it depicts Act 3 scene 1 of the play. This is Caesars
death scene where the conspirators stab him to death,
ending with Brutus.

Ted-Ed video; The great conspiracy against

Julius Caesar - Kathryn Tempest
https://www.youtube.com/watch?
v=wgPymD-NBQU

This video walks through some important facts of Roman

history and the way power came to be structured. It also
includes some background information on certain
characters that helps in understanding their motives.

Reason for Choice:

I chose the first video because I thought it was a good representation of the most exciting scene in the
whole play. It is one thing to read the text that describes all this action, but it is another to watch it
actually happen. I figured that students would enjoy seeing a visual representation of this exciting
moment, and that it could also help them understand what was happening. Just reading it may not give
enough of an actual picture for the readers, especially since a play is something that is meant to be
performed and viewed rather than read.
The second video I was excited to find because it gave a lot of crucial and useful background
knowledge that really digs into important aspects of the text. Even I learned new things while I was
watching it. It provides viewers with details about characters such as Brutus and Caesar that are not
revealed in the play but help to understand their motives and characterization. It also gives lots of
information on the political history of Rome and the issues it had. This background information will be

so helpful for students when they are reading the play.

Information Text 1 (Near Grade Level)
Source

Brief Description

First Triumvirate

This article describes the First

Triumvirate and how it came to be. It
Retrieved from
includes information on all three
http://www.livius.org/articles/c members (Crassus, Pompey, and Caesar)
oncept/triumvir/firstand why they were important in Rome at
triumvirate/
the time. It gives some information on
how the deal came to be, what it did for
each member, and how it led to falling
apart.

Lexile
1240

Grade
Band
12

Reason for Choice: This article provides an excellent description of what was happening in Rome
politically in the time of the play. It is actually everything that happened directly before the start of the
play and leads us into it. Students will get an accurate depiction of how important Caesar was in Roman
politics and how this contributed to his demise. Students will also understand that the play is based on
events that actually happened in history, even though some of the play details are not verified. I thought
that maybe seeing that its not all made up will interest the students even more in their reading of the
play.
Information Text 2 (Below Grade Level)
Source
The First Triumvirate
Retrieved from
http://www.socialstudiesforkid
s.com/articles/worldhistory/fir
sttriumvirate.htm

Brief Description
The article gives information on the First
Triumvirate and the men who composed
it. It describes the men before they joined
together and how they felt about one
another. The article tells about the land
each man got in this system and also
gives information on the downfall of the
triumvirate and the men individually.

Lexile
1140

Reason for Choice: Even though the lexile for this article is high, I actually think it is
easier to read than the number reflects. It comes from a site called Social Studies for
Kids and I think the readability is definitely accessible for the lower end of the grade
band here. There are a few words that could trip students up, but I think with a reading
guide it could easily be used for below grade level readers. I also chose it because it
provides a lot of great background information for students to understand what was
happening in Rome politically right before the play takes place. It would help to build

Grade
Band
8-12

background knowledge on Romes political history and specifically how Caesar the
character plays into that.
YA Selection
Source
Scorpions
by Walter Dean Myers

Brief Description
This book is about a young boy Jamal
who takes over as the leader of the
Scorpions gang after the previous leader,
his brother, goes to jail. He is given a gun
by another gang member and tragedy
strikes.

Lexile
610

Grade
Band
3-5

Reason for Choice: I have not personally read the book, but I have read Monster by Walter Dean
Myers and know that his writing style is enjoyable for many young readers. I came across the title
when researching YA fiction, and after reading the Amazon description I knew it could fit well
alongside this play. Part of the Amazon description says, A realistic look at a boy who wants to do the
right thing but gets caught up in the culture of violence which to me is a direct connection to the
character of Brutus. I think the book not only allows for connections between a YA source and a classic
play, but also between historical events and things that unfortunately still happen in our world today.

Outside Resources:
Death of Caesar Scene
Ted-Ed Video on Caesar History
The First Triumvirate - livius.org
The First Triumvirate - Social Studies for Kids
YA Literature and Classics
Amazon Description of Scorpion

Reading Guide

Act I, Scene 2
A public place.

Flourish: trumpets sounding

[Flourish. Enter CAESAR; ANTONY, for the course;
CALPURNIA, PORTIA, DECIUS BRUTUS, CICERO, BRUTUS,
CASSIUS, and CASCA; a great crowd following, among them
a Soothsayer]

Ides: fifteenth day of the

month

A soothsayer is like a
prophet, or someone who can
see the future.

Caesar. Calpurnia!
Casca. Peace, ho! Caesar speaks.
Caesar. Calpurnia!
Calpurnia. Here, my lord.85

1. Make a Prediction: Do you

think anything is really going
to happen on the fifteenth of
March? If so, what?
Roman superstition said the
touch
of a ceremonial
2. Reflect:
If someone runner
known
could
cure
barrenness
to see the future told you to

Caesar. Stand you directly in Antonius' way,

When he doth run his course. Antonius!
Antony. Caesar, my lord?
Caesar. Forget not, in your speed, Antonius,
To touch Calpurnia; for our elders say, 90
The barren, touched in this holy chase,
Shake off their sterile curse.

watch out on a certain day,

would you listen? Why or why
not?

Antony. I shall remember:

When Caesar says 'do this,' it is perform'd.
Caesar. Set on; and leave no ceremony out.95
Flourish

Gamesome: playful

Soothsayer. Caesar!
Caesar. Ha! who calls?
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 turn'd to hear.

In the press: in the crowd

100

Soothsayer. Beware the ides of March.

Countenance: facial
expression
Brutus is having conflicting
feelings about something.

Caesar. What man is that?

Brutus. A soothsayer bids you beware the ides of
March.105
Caesar. Set him before me; let me see his face.
Cassius. Fellow, come from the throng; look upon
Caesar.
Caesar. What say'st thou to me now? speak once again.
Soothsayer. Beware the ides of March.

Stop

Caesar. He is a dreamer; let us leave him: pass.110

Sennet. Exeunt all except BRUTUS and CASSIUS
Cassius. Will you go see the order of the course?
Brutus. Not I.
Cassius. I pray you, do.
Brutus. I am not gamesome: I do lack some part
Of that quick spirit that is in Antony.
Let me not hinder, Cassius, your desires;
I'll leave you.

115

Cassius. Brutus, I do observe you now of late:

I have not from your eyes that gentleness 120
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.
Brutus. Cassius,
Be not deceived: if I have veil'd my look, 125
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 give some soil perhaps to my behaviors; 130
But let not therefore my good friends be grieved
Among which number, Cassius, be you one
Nor construe any further my neglect,
Than that poor Brutus, with himself at war,
Forgets the shows of love to other men.135
Cassius. Then, Brutus, I have much mistook your
passion;

He is telling Cassius not to

worry, he will still be a good
friend.

By means whereof this breast of mine hath buried

Thoughts of great value, worthy cogitations.
Tell me, good Brutus, can you see your face?
Brutus. No, Cassius; for the eye sees not itself,
But by reflection, by some other things.

140

Cogitations: deep thoughts,

contemplations

Cassius. 'Tis just:

And it is very much lamented, Brutus,
That you have no such mirrors as will turn
Your hidden worthiness into your eye, 145
That you might see your shadow. I have heard,
Where many of the best respect in Rome,
Except immortal Caesar, speaking of Brutus
And groaning underneath this age's yoke,
Have wish'd that noble Brutus had his eyes.150

This is the idea that you cant

really see yourself completely
with your own eyes. It will
always be through some sort
of reflection.
1. Connect: Think back to the
video we watched that
explained what Caesar did for
Brutus. What reasons does
Brutus have to love Caesar?
After all Caesar did for
Brutus, is it fair for Brutus to
not want Caesar to be king?

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 155
So well as by reflection, I, your glass,
Will modestly discover to yourself
That of yourself which you yet know not of.
And be not jealous on me, gentle Brutus:
Were I a common laugher, or did use 160
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 165
To all the rout, then hold me dangerous.

Stop

Think: Go back to what was

just said about reflections.
What is Cassius offering to do
for Brutus here?

Flourish, and shout

Refers to the Tiber River,

located in Rome

Brutus. What means this shouting? I do fear, the people

Choose Caesar for their king.

Accoutred: wearing armor

Cassius. Ay, do you fear it? 170

Then must I think you would not have it so.
Brutus. I would not, Cassius; yet I love him well.
But wherefore do you hold me here so long?
What is it that you would impart to me?
If it be aught toward the general good, 175
Set honour in one eye and death i' the other,
And I will look on both indifferently,
For let the gods so speed me as I love
The name of honour more than I fear death.

2. Pay attention: Look closely

at what Brutus says about
valuing honor here. Keep this
in mind as you watch his
actions throughout the play.

Stop

Understanding: This is
referring to the Trojan Hero
Aeneas, one of few men to
survive the battle of Troy.
Anchises is his father who he
carried out of Troy on his
back. Knowing this, what
does it tell us about the way
Cassius views himself? How
does he view Caesar?

Cassius. I know that virtue to be in you, Brutus, 180

As well as I do know your outward favour.
Well, honour is the subject of my story.
I cannot tell what you and other men
Think of this life; but, for my single self,
I had as lief not be as live to be 185
In awe of such a thing as I myself.
I was born free as Caesar; so were you:
We both have fed as well, and we can both
Endure the winter's cold as well as he:
For once, upon a raw and gusty day, 190
The troubled Tiber chafing with her shores,
Caesar said to me 'Darest thou, Cassius, now
Leap in with me into this angry flood,
And swim to yonder point?' Upon the word,
Accoutred as I was, I plunged in 195
And bade him follow; so indeed he did.
The torrent roar'd, and we did buffet it
With lusty sinews, throwing it aside
And stemming it with hearts of controversy;
But ere we could arrive the point proposed, 200
Caesar cried 'Help me, Cassius, or I sink!'
I, as Aeneas, our great ancestor,
Did from the flames of Troy upon his shoulder
The old Anchises bear, so from the waves of Tiber
Did I the tired Caesar. And this man 205
Is now become a god, and Cassius is
A wretched creature and must bend his body,
If Caesar carelessly but nod on him.
He had a fever when he was in Spain,
And when the fit was on him, I did mark 210
How he did shake: 'tis true, this god did shake;
His coward lips did from their colour fly,
And that same eye whose bend doth awe the world
Did lose his lustre: I did hear him groan:
Ay, and that tongue of his that bade the Romans 215
Mark him and write his speeches in their books,
Alas, it cried 'Give me some drink, Tintinius,'
As a sick girl. Ye gods, it doth amaze me
A man of such a feeble temper should
So get the start of the majestic world 220
And bear the palm alone.

This is describing Caesar as

having seizures

Stop

Prediction: Do you think

Caesar has been named king
as Brutus fears? If so, how do
you think the characters will
react?

Colossus is the huge statue

of Apollo at the harbor of
Rhodes

Underling: someone of lower

status or rank

Shout. Flourish
Brutus. Another general shout!
I do believe that these applauses are
For some new honours that are heap'd on Caesar.225
Cassius. Why, man, he doth bestride the narrow world
Like a Colossus, and we petty men
Walk under his huge legs and peep about

Stop

Noahs ark flood

To find ourselves dishonourable graves.

Men at some time are masters of their fates: 230
The fault, dear Brutus, is not in our stars,
But in ourselves, that we are underlings.
Brutus and Caesar: what should be in that 'Caesar'?
Why should that name be sounded more than yours?
Write them together, yours is as fair a name; 235
Sound them, it doth become the mouth as well;
Weigh them, it is as heavy; conjure with 'em,
Brutus will start a spirit as soon as Caesar.
Now, in the names of all the gods at once,
Upon what meat doth this our Caesar feed, 240
That he is grown so great? Age, thou art shamed!
Rome, thou hast lost the breed of noble bloods!
When went there by an age, since the great flood,
But it was famed with more than with one man?
When could they say till now, that talk'd of Rome, 245
That her wide walls encompass'd but one man?
Now is it Rome indeed and room enough,
When there is in it but one only man.
O, you and I have heard our fathers say,
There was a Brutus once that would have brook'd 250
The eternal devil to keep his state in Rome
As easily as a king.

Stop

Stop

Brutus. That you do love me, I am nothing jealous;

What you would work me to, I have some aim:
How I have thought of this and of these times, 255
I shall recount hereafter; for this present,
I would not, so with love I might entreat you,
Be any further moved. What you have said
I will consider; what you have to say
I will with patience hear, and find a time 260
Both meet to hear and answer such high things.
Till then, my noble friend, chew upon this:
Brutus had rather be a villager
Than to repute himself a son of Rome
Under these hard conditions as this time 265
Is like to lay upon us.

Connect: Remember what we

learned about the history of
Roman politics before this
play before. Here, Cassius is
questioning whether one man
alone has ever had so much
power. What do you think?

Go back: Read this passage

from Cassius one more time.
Notice the way it builds in
intensity, and take note of
the ways in which this
happens. What sort of
language does he use?
Nothing jealous: not doubtful

Repute: state of being,

reputation, character

Cassius. I am glad that my weak words

Have struck but thus much show of fire from Brutus.
Brutus. The games are done and Caesar is returning.
Cassius. As they pass by, pluck Casca by the sleeve;
And he will, after his sour fashion, tell you
What hath proceeded worthy note to-day.

270

Re-enter CAESAR and his Train

Chidden: scolded, chastised

Brutus. I will do so. But, look you, Cassius,

The angry spot doth glow on Caesar's brow, 275
And all the rest look like a chidden train:
Calpurnia's cheek is pale; and Cicero
Looks with such ferret and such fiery eyes
As we have seen him in the Capitol,
Being cross'd in conference by some senators.280
Cassius. Casca will tell us what the matter is.

Conversations are switching

between groups now. It
would be performed as if they
could not hear each other.

Caesar. Antonius!
Antony. Caesar?
Caesar. Let me have men about me that are fat;
Sleek-headed men and such as sleep o' nights: 285
Yond Cassius has a lean and hungry look;
He thinks too much: such men are dangerous.

Stop

Antony. Fear him not, Caesar; he's not dangerous;

He is a noble Roman and well given.
Caesar. Would he were fatter! But I fear him not: 290
Yet if my name were liable to fear,
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, 295
As thou dost, Antony; he hears no music;
Seldom he smiles, and smiles in such a sort
As if he mock'd himself and scorn'd his spirit
That could be moved to smile at any thing.
Such men as he be never at heart's ease 300
Whiles they behold a greater than themselves,
And therefore are they very dangerous.
I rather tell thee what is to be fear'd
Than what I fear; for always I am Caesar.
Come on my right hand, for this ear is deaf, 305
And tell me truly what thou think'st of him.
Sennet. Exeunt CAESAR and all his Train, but CASCA

Stop

Think: We know what Cassius

thinks of Caesar based on
what he said. What about his
look do you think gives it
away to Caesar that he
should watch out for Cassius?
How do you see this being
performed?

Pay Attention: Look closely at

the reasons Caesar gives in
this speech for not trusting
Cassius. Are they justifiable?
Would people think the same
thinks today?

Caesar is saying these types

of men cant be trusted when
someone else is in power
over them.

Casca. You pull'd me by the cloak; would you speak with

me?
Brutus. Ay, Casca; tell us what hath chanced to-day,
That Caesar looks so sad.310
Casca. Why, you were with him, were you not?
Chanced:
happened
Coronet: small
or simple
crown
Fain: with pleasure, gladly

Brutus. I should not then ask Casca what had chanced.

Casca. Why, there was a crown offered him: and being
offered him, he put it by with the back of his hand,
thus; and then the people fell a-shouting.315
Brutus. What was the second noise for?
Casca. Why, for that too.
Cassius. They shouted thrice: what was the last cry for?

Rabblement: tumult,
disturbance

Casca. Why, for that too.

Brutus. Was the crown offered him thrice?320
Casca. Ay, marry, was't, and he put it by thrice, every
time gentler than other, and at every putting-by
mine honest neighbours shouted.

Swounded: fainted
Connect: Thinking back on
what you learned about
Roman politics in this time,
what reason would Caesar
have to refuse the crown to
become a king?

Cassius. Who offered him the crown?

Casca. Why, Antony.325
Brutus. Tell us the manner of it, gentle Casca.
Casca. I can as well be hanged as tell the manner of it:
it was mere foolery; I did not mark it. I saw Mark
Antony offer him a crown;yet 'twas not a crown
neither, 'twas one of these coronets;and, as I told 330
you, he put it by once: but, for all that, to my
thinking, he would fain have had it. Then he
offered it to him again; then he put it by again:
but, to my thinking, he was very loath to lay his
fingers off it. And then he offered it the third 335
time; he put it the third time by: and still as he
refused it, the rabblement hooted and clapped their
chapped hands and threw up their sweaty night-caps
and uttered such a deal of stinking breath because
Caesar refused the crown that it had almost choked 340
Caesar; for he swounded and fell down at it: and
for mine own part, I durst not laugh, for fear of
opening my lips and receiving the bad air.
Cassius. But, soft, I pray you: what, did Caesar swound?
Casca. He fell down in the market-place, and foamed
at 345
mouth, and was speechless.

When they reference the

falling sickness here they are
talking about epilepsy

Stop

Brutus. 'Tis very like: he hath the failing sickness.

Cassius. No, Caesar hath it not; but you and I,
And honest Casca, we have the falling sickness.
Casca. I know not what you mean by that; but, I am
sure, 350
Caesar fell down. If the tag-rag people did not
clap him and hiss him, according as he pleased and
displeased them, as they use to do the players in
the theatre, I am no true man.
Brutus. What said he when he came unto himself? 355
Casca. Marry, before he fell down, when he perceived
the
common herd was glad he refused the crown, he
plucked me ope his doublet and offered them his
throat to cut. An I had been a man of any
occupation, if I would not have taken him at a word, 360
I would I might go to hell among the rogues. And so
he fell. When he came to himself again, he said,
If he had done or said any thing amiss, he desired
their worships to think it was his infirmity. Three
or four wenches, where I stood, cried 'Alas, good 365
soul!' and forgave him with all their hearts: but
there's no heed to be taken of them; if Caesar had
stabbed their mothers, they would have done no less.
Brutus. And after that, he came, thus sad, away?
Casca. Ay.370
Cassius. Did Cicero say any thing?
Casca. Ay, he spoke Greek.
Cassius. To what effect?
Casca. Nay, an I tell you that, Ill ne'er look you i' the
face again: but those that understood him smiled at 375
one another and shook their heads; but, for mine own
part, it was Greek to me. I could tell you more
news too: Marullus and Flavius, for pulling scarfs
off Caesar's images, are put to silence. Fare you
well. There was more foolery yet, if I could 380
remember it.
Cassius. Will you sup with me to-night, Casca?

Stop

Go back: Re-read this speech

by Casca. Pay close attention
to the way he describes the
peoples reactions to Caesar.
Keep in mind how the general
public feels about him as the
play carries on.

Casca. No, I am promised forth.

Cassius. Will you dine with me to-morrow?
Casca. Ay, if I be alive and your mind hold and your
dinner 385
worth the eating.
Cassius. Good: I will expect you.
Casca. Do so. Farewell, both.
Exit
Brutus. What a blunt fellow is this grown to be!
He was quick mettle when he went to school.

390

Cassius. So is he now in execution

Of any bold or noble enterprise,
However he puts on this tardy form.
This rudeness is a sauce to his good wit, 395
Which gives men stomach to digest his words
With better appetite.

Tardy form: slow and simple

Brutus. And so it is. For this time I will leave you:

To-morrow, if you please to speak with me,
I will come home to you; or, if you will, 400
Come home to me, and I will wait for you.
Cassius. I will do so: till then, think of the world.
[Exit BRUTUS]
Well, Brutus, thou art noble; yet, I see,
Thy honourable metal may be wrought 405
From that it is disposed: therefore it is meet
That noble minds keep ever with their likes;
For who so firm that cannot be seduced?
Caesar doth bear me hard; but he loves Brutus:
If I were Brutus now and he were Cassius, 410
He should not humour me. I will this night,
In several hands, in at his windows throw,
As if they came from several citizens,
Writings all tending to the great opinion
That Rome holds of his name; wherein obscurely 415
Caesar's ambition shall be glanced at:
And after this let Caesar seat him sure;
For we will shake him, or worse days endure. Exit

Cassius is hoping he can

bend Brutus like metal

Stop

1. Predict: Do you think

Cassius plans with the letters
will convince Brutus to join
him?
2. Think: Go back to what
Brutus said about honor
earlier in the scene. Do you
think this will play a role
when he sees the letters?
How and why?

Resources used:
Text and Annotations
Sparknotes

Implementation Plan
Order of Components

I feel as though the resources I have included in my quad text set work particularly well
because they can be spread throughout the reading of the target text. They provide information
that is relevant to multiple areas, and thus can be used at different points in the reading process.
In my plan I would begin with the nonfiction informational articles. Since the articles contain
mostly the same information, I would use them at the same time and differentiate them based on
student reading levels. I would provide very structured reading guides for both of them to ensure
that no matter who reads which article, every student is pulling out the most important
information. It will be guided specifically towards what students should take away from the
readings in order to connect to the target text of the play. I would then plan on showing the first
half of the Ted-Ed video up until the 2:11 mark. This first part gives a lot of detailed background
information, whereas the second half talks a lot about Caesars assassination. I would not want to
give away too much information right away, so at that point I would only play the first part to
ensure that they had the background information they needed to start reading the play. We would
then begin on the target text, using reading guides as we went along as needed. When Act 3
scene 1 comes, I would first read it through with the students and then show them the visual
representations. The video portraying the death is the one I would show first so that students get
interested in talking about it and so they know what was happening. Then I would play the
second half of the Ted-Ed video, which gives a clear explanation in case students needed help
further understanding what was happening and why. Once we had finished reading the play I
would pull excerpts from Scorpion to help analyze the character of Brutus with my students. I
would also take note of parts in the book which show the connection between events that happen
in the play and in Roman history to what happens in our world today.
Differentiating Reading

With the informational articles that I chose, I would hopefully be able to reach a wide
range of the students in this 12th grade English class. As I mentioned, I would start with these
articles before looking at the target text and use them at the same time but differentiate based on
which students were at what reading level. I would look specifically at any data I had on how
well students interact with non-fiction texts if that data is available. For students who are at or
above grade level I would have them read the first article, and for students who are below grade
level I would have them read the second article. After students read the articles and fill out the
accompanying reading guide, I would pair up students who read different articles to compare
what answers they got for the reading guide. I would use student data in creating these pairs. If
any students were significantly below grade level in reading, I would pair them with a strong
reader who I am confident was able to find the answers on the sheet. Furthermore, I believe that
my videos serve as a form of guidance for lower level readers as well. They aid in understanding
and comprehension, which can help scaffold these readers especially up to the target text.
Encountering Texts
To make sure that students are getting the most of this reading experience, I would make
sure that they are encountering texts in a variety of way. As previously mentioned, students
would work on the informational articles on their own at first. Once they filled out the reading
guide they would work with a partner to discuss the information they got out of these articles.
For both of the videos I would play them for the whole class first. Then I would lead a class
discussion on what students learned from the video and what surprised them about it. I would
make sure that students got the information out of the videos that was intended, especially in
regards to the first video. For the YA text, I would pull certain passages and have students work
in pairs or small groups to first come up with the connections they can find to the play. Then we

would share as a class, and if any connections I noticed were not mentioned then I would guide
students to find those as well.
Reading the Target Text
Students will be asked to read some of the target text at home while we also read parts of
it together in class. When they read it at home they will be provided with a reading guide similar
to the one I created. They will be asked to record any of their responses to the questions in their
writing journal. If reading by themselves in class, they will also be given a reading guide.
However this reading guide may be a little more challenging and force them to think deeper
about the text. Since I will be available to them in the classroom, they would be able to ask me
any clarifying questions that they had about the text. This way the reading guides could help
them be comfortable diving in more than they would if they were at home without help. When
reading together as a class I would not prepare a reading guide specifically, but students would
be expected to take notes when I either pointed out something important or asked a question
about the text. I would provide sort of a verbal guide that students could record on their own. I
dont see working too much with partners or groups specifically for this target text. It could be
hard to work through a play with multiple parts in a small group if there are not enough people to
cover all the roles. Plus, students could get too focused on the role they are reading and not pay
much attention to what is actually happening in the story.

Quad Text Set and Reading Guide Rubric

Assignment Criteria

Self
Assessment

Instructor
Assessment

Cover sheet with title of project, author, and date,

ALONG with this rubric (self assessment completed
and included in the paper) are presented together
as a single file when submitted through the
assignment link. (5 points)

3.5 All
aspects
completed
except
uploading
through the
assignments
tab on Collab.

Level of Selections for Quad Text Set

13 There
All selections are at appropriate levels of difficulty.
could have
Origin of all sources is clear and adequate for locating. been a larger
(15 points)
gap between
the lexiles of
my
informational
texts, but as I
mentioned I
dont think the
second one is
as difficult as
the lexile
makes it out to
be. I am also
not really sure
if Julius
Caesar is a
12th grade text,
but it seemed
to fit the
standards. I
tried to
research what
grade it is
normally read
in but could not
find any
consistent
information.

15

Coherence of the Quad Text Set

Visual, Information, and YA texts are likely to facilitate
students comprehension of target text. (15 points)

15

15 I am
proud of the
texts I found as
I think they

provide
opportunities
to be spread
throughout the
reading
process. They
help to provide
and build
background
knowledge, aid
in
comprehensio
n and
understanding,
and also allow
for comparison
and analysis.
Reading Guide
The reading guide demonstrates an understanding of
the places where students may struggle with the
target text and provides strong supports to aid in
understanding of the text. (15 points)

13 It was
somewhat
hard to identify
where students
were going to
struggle and
specifically
what parts they
wouldnt
understand. I
did the best I
could to try
and decide,
and hopefully I
got close. I
think the
supports I
have vary
enough to be
pretty helpful
between
providing
vocab,
explaining
situations and
references,

15

and furthering
their thought
process
through
questioning.
Reading Guide
The guide utilizes a relevant structure, logical
organization, and appropriate purpose setting devices
that will aid in students comprehension of the text. (10
points)

9 I could
have used
more purpose
setting devices
probably, but I
definitely
included
questions and
predictions/hyp
othesis in
sections of the
reading guide.
I think it
logically makes
sense
organization
wise, but it
could also
mean that I
would have to
print out this
scene
specifically for
students. I
guess I could
utilize
technology and
send it to them
somehow that
way to save
from the
printing!

I agree with
your point
about setting a
purpose- which
I think is really
important for
Shakespeare.
Using your YA
book first might
help with this!
Some
essential
questions
about human
nature could
help too.

Implementation
The plan for implementation considers a relevant
order of presentation of the texts that supports
students understanding of the quad text set.
Description of how the lesson will be administered

18 I tried to
be really
thoughtful in
when each
part of the text

20

utilizes small group, whole group, and individual work

time appropriately. (20 points)

set was going

to be utilized,
and I thought I
explained it
pretty well. I do
have aspects
that include
small group,
whole group
and individual
work, but it
may be a little
too heavy on
the individual
work side.

Differentiation
The Quad Text Set and implementation appropriately
differentiates reading to accommodate a variety of
reading levels in the class and provides all students
with opportunities to read both challenging texts and
texts that are attainable and at a students instructional
reading level. (10 points)

9 Like I said
before I think
in reality the
informational
texts are
spread enough
even though
the lexile
measure may
not reflect it
exactly. But the
videos help
with this and
also the YA lit
book is
definitely
accessible to
hopefully all
readers!

10

Professional Language
The paper is written in presentation-style English, with
rules of grammar, agreement, and punctuation
followed. References are included and listed using
APA formatting following the body of the paper on a
new page. (10 points)

10 I didnt
use any
references
specifically
when writing
the paper, and
I think (and
hope) my

language is ok!
Grade: ____ out of 100 points

95/100
-10 late
85/100

Kristi,
This is a great quad text set! I think its a bit long, but could be done well in the right class if you
mix things up a bit. Your reading guide was fantastic and well thought out!
Sarah