Here we deal with the use of movie clip from a Shakespearean play titled “Julius Caesar” to learn and understand English language with various learning skills involved.

1. B r u t u s ’ S p e e c h a t J u l i u s C a e s a r ’ s F u n e r a l P a g e | 1
Lesson Plan Based On Movie Clips
Brutus’ Speech at Julius Caesar’s Funeral
https://www.youtube.com/watch?v=wM6X-8dokRE
All the dramas written by Shakespeare have had a great appeal in the fieldof Englishlanguage
and literature since ages. They are widely used in schools and colleges across the world for
the same. They have become quite resourceful to the English researchers, teachers and
students in terms of learning a refined English language besides relishing the taste of drama
and poetry. Films and videos based on Shakespearean dramas, for example, are very effective
ways of both motivating the students and helping them to understand and learn English
language. However, they do need to be used with care and an understanding of some of the
potential dangers involved at this advanced stage of information and technology. Here we
deal with the use of movie clip from a Shakespearean play/movie named “Julius Caesar” to
learn and understand English language with various learning skills involved.
Procedure:
I. Preparation by Teacher:
1. View the movie clip – for class 10
2. Identify the exact portion to be viewed – Brutus’ Speech at Julius Caesar’s
Funeral from the movie “Julius Caesar” fromAct III Scene II of the original play.
3. Caution:
i. Regarding scene – teacher needs to view the clip at least twice before
actually showing it to the students to make sure that there are no
offensive scenes in the clip.
ii. Language – make sure that the language of the movie clip is not
offensive or objectionable.
iii. Time – 4:58 Minutes.
iv. Technical assistance to be checked and arranged – teacher will contact
the lab technician and ask him/her to prepare the viewing of the movie
clip in the AV room well before hand.

2. B r u t u s ’ S p e e c h a t J u l i u s C a e s a r ’ s F u n e r a l P a g e | 2
II. Objectives:
1. Students will be provided with an excellent example of public speech
transposed to the movie “Julius Caesar”. The movie clip will provide
opportunities for listening, oral and writing projects that can sharpen research
and listening, speaking and writing skills.
2. Students will be able to create dialogues as per the characters and situation
based on the movie clip “Brutus’ Speech at Julius Caesar’s Funeral”.
3. Students will be able to comprehend the ideas and thoughts of Brutus as well
as the civilians communicated through the clip “Brutus’ Speech at Julius
Caesar’s Funeral”.
4. Students will be able to review or critique the clip “Brutus’ Speech at Julius
Caesar’s Funeral”.
5. Students willbe ableto relate costumes, language,accent, behavior and mood
of the crowd, etc. of the Roman society through the clip “Brutus’ Speech at
Julius Caesar’s Funeral”.
6. Students will be able to compare and contrast the English language pattern of
the movie clip with the present day English language.
7. Students will be able to comprehend the ideas of the writer, William
Shakespeare, through the movie clip “Brutus’ Speech at Julius Caesar’s
Funeral”.
III. Steps:
1. Instructions:
i. Teacher willshow the movie clipto the students and monitor the whole
proceeding which follows review and criticism, question – answer, new
ideas and thoughts of students, etc.
ii. Students of 10th standard will be shown the movie clip “Brutus’ Speech
at Julius Caesar’s Funeral”. This is an abstract from one of
Shakespeare’s plays, “Julius Caesar”.
iii. Teacher will show the movie clip to the students twice for a better
comprehension in terms of language and setting.
iv. Students are supposed to pay attention to the characters, for example,
Brutus, Antonio, Roman Civilians, etc.
v. Students should pay a greater attention to the dialogue delivery,
language and accent of the characters, especially that of Brutus.
vi. Students should grasp the context upon viewing the movie clip.
vii. After viewing the movie clip students will be asked to review and
critique it.
viii. Students will be divided into groups of 4 students for discussion on the
movie clip.

3. B r u t u s ’ S p e e c h a t J u l i u s C a e s a r ’ s F u n e r a l P a g e | 3
ix. After viewing the movie clip students will be given some time to
recollect the scene, setting, dialogue, characters, costumes, etc. of the
movie clip.
x. The students will be discussing the above mentioned points of the
movie clip in the respective groups for 10 minutes.
xi. Students will be given 5 minutes each for the presentation of their
views and comments on the movie clip to the whole class for a better
comprehension and understanding of the movie clip.
2. Points/Questions to be discussed:
i. Who are the main characters in the movie clip “Brutus’ Speech at Julius
Caesar’s Funeral”?
ii. Who is the leading character in the movie clip?
iii. What is the scene or occasion on which the movie clip is based?
iv. What is the matter of speech or dialogue the main character and
civilians engage in?
v. How do you describe the mood of the scene of the movie clip?
vi. Characteristics of the characters.
vii. Can you put your own dialogues or speech in the place of the original
one?
3. Tasks for Students:
i. Getting students role-play the movie clip will be a real fun along with
motivation and learning:
a. Run through the movie clip once or twice with the whole class
to get the gist and understand setting.
b. Students, in their own respective groups, will prepare a role
play, wherein each will be assignedthe roles of Brutus, Antonio,
and civilians.Thestudents can be as creative and imaginative as
possible in terms of formulating dialogues, acting and creating
scenes.
c. Students will practice their roles, using their scripts in their
respective groups. Then they will perform without scripts.
d. Students not keen on role-play can be directors/prompters with
the whole script.
e. Students will be given 10-15 minutes for preparation.
ii. Another task could be to predict language:
a. Getting students to predict the language being used can be
useful and motivating.
b. Give students the script with key items removed e.g.
expressions/verbs/key words/questions.

4. B r u t u s ’ S p e e c h a t J u l i u s C a e s a r ’ s F u n e r a l P a g e | 4
c. View the movie clip with sound off and students use the visual
clues to brainstorm the missing items such as dialogues and
background music, etc.
d. View with sound to check predictions and complete. View again
if needed.
N.B.: students will be given 7 minutes each to perform their creative play/drama.
IV. Evaluation Criteria: students will be evaluated on the basis of the following
criteria. The more they touch upon these points the better their performance will
be considered.
1. Creative imagination
2. New creative ideas and thoughts
3. Theme based performance
4. Creative dialogue delivery
5. Proper use of English Language, clarity, voice modulation and pronunciation
6. Acting performance
7. Team work
8. Overall presentation
9. Time management
V. Conclusion: how it will help students to learn English:
The above mentioned movie clip, “Brutus’ Speech at Julius Caesar’s Funeral”, is
taken from a movie adaptation of Shakespearean drama titled “Julius Caesar”. The
main character of the movie clip is, of course, Brutus. It deals with the speech he
delivers at the funeral of the slain Julius Caesar. Upon viewing this movie clip
students benefit a lot in terms of learning various English language skills, besides
effective presentation of public speaking.
The movie clip provides examples and opportunities to the students for listening,
oral and writing skills which will sharpen their knowledge of English language.
Students will be able to practice their speaking skill through their own creative
dialogues based on the movie clip. Their comprehension of English words,
sentences and paragraphs will enhance and they will be able to generate new
ideas and thoughts when they do brainstorming after watching the movie clip.
Besides, they will also learn to review and critique movie clips and other literary
works too. They will also be able to compare between the present day English
language with the classical English of the olden days. Moreover, they will also
develop some idea about the thinking pattern of the Englishwriters and dramatists
at the same time.