The Tragedy of Julius Caesar Act II Digital Lesson OBJECTIVES RL 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 2 Determine the theme or central idea of a text. RL 3 Analyze how complex characters with conflicting motivations develop, interact with others, and advance the plot or develop the theme. RL 4 Determine the figurative and connotative meanings of words and phrases as they are used in a text. RL 5 Analyze how an author’s choices concerning how to structure a text and order events within it create such effects as mystery, tension, or surprise. RL 9 Analyze how an author draws on and transforms source material in a specific work. RL 10 Read and comprehend dramas. RI 7 Analyze various accounts of a subject told in different mediums. SL 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. L 1b Use various types of clauses to convey specific meanings and add variety and interest to writing. ACT II STUDY GUIDE NOTES I. Vocabulary: Taper: candle (Brutus asks Lucius to get one) Tyranny: living under an absolute ruler Lest: for fear that II. Literary Terms: Anachronism: representation of something as existing or happening out of the social order (Example): Storm at the beginning of Scene 1 Complication: Conflict or something that doesn’t go as planned Personification: Giving inanimate objects human qualities or characteristics (Example): he speaks to it and describes it as if it has a human face (line 80) Irony: Situation or saying, which is opposite of the true or literal meaning Dramatic Irony: The audience has information that a character does not Situational Irony: Difference between what is expected to happen and what does Verbal Irony: Figure of speech that is the opposite of what is meant Aside: talking to one person or oneself while ignoring others (Example): “Caesar, I will and so near will I be, That your best friend shall wish I had been further.” SOME THINGS TO KNOW… The Senate was a democratic body even though it was run by wealthy men. Caesar wanted to take away the power of the Senate and make it an advisory body. Basically has the power to influence-but not vote on matters! Characters who have trouble sleeping are often said to have a bad conscience Anachronism-In Act II Scene ! You hear a clock-yet there were no clocks in Caesar’s time! Augers or fortunetellers was widely respected! ACT II VOCABULARY Augment: to increase Insurrection: rebellion Affability: to be easy going Visage: facial expression Augurer: one who predicts Fray: brawl Dank: moist Vile: evil Constancy: never changing, a support Chide: to scold in a kidding manner BLOG RESPONSE Act II: Do you think power can corrupt someone? Provide an example given a situation you have been through or have witnessed. ACTIVE READING: DECISION MAKING In Act II, characters make decisions that affect the play’s outcome. Use the boxes below to record four important decisions from Act 2. Briefly explain the reason for each decision and predict its possible consequence. The first decision has been filled in for you. Fill in the remain three. Decision #1: The conspirators decide to spare Antony. Decision #2: The conspirators decide not to include Cicero Decision #3: Caesar decides to go to the Senate House despite bad omens.