2. Agenda:
1. Collect yesterday’s homework
2. Indirect Characterization
3. Tragedy as a genre in Shakespeare’s work
4. Read some of the play
5. Complete Charts
6. Homework
3. Do Now:
1. What are some of the ways that we judge a
person? List them!
-
-
-
1. What are some of our reasons for judging a
person?
4. Indirect Characterization
Indirect characterization is when the author SHOWS things
that reveal the personality of the character.
There are FIVE different methods of indirect characterization:
• Speech: What the characters say
• Thoughts: What the characters think or feels
• Effect on other characters: How other characters think,
feel, or react to one character
• Actions: What the characters does
• Looks: How the character looks or dresses
5. Speech and Effect on
Others Ex.
Speech example:
We learn a lot about the way Dee feels towards her family when she
says:
“You ought to try to make something of yourself…It’s really a new day
for us. But from the way you and Mama still live you’d never know it.”
Though example:
We learn a lot about Dee’s character through Mama’s thoughts of
her:
“She used to read to us without pity; forcing words, lies, other folks’
habits, whole lives upon us two, sitting trapped and ignorant
6. Indirect Characterization
Instructions: Copy down the following indirect characterization
chart, so you can draw a conclusion about your assigned
character after reading:
Character name:________________
Speech Thought
s
Effect on
others
Actions Looks
1.
-Quote:
-Conclusion:
2.
3.
7. Elements of Shakespeare’s
Tragedies
1. Tragic Flaw: A weakness in personality that eventually leads to
the protagonist’s downfall.
2. Fall of the nobleman: Men in Shakespeare’s tragedies have
extreme wealth and power, making their downfall more tragic.
3. External Pressure: Shakespeare’s tragic heroes often fall victim to
outside pressure from others, such as evil spirits or manipulative
characters.
4. Hero: The hero has opportunities for their situation to improve,
but never takes advantage of these in time, which leads to their
death.
8. Typical features of
Shakespeare’s Tragedies
Begin in an ordered society but end with chaos
Change is often reflected by changes in the environment, such
as storms or peculiar sightings (“When Kings die the ground
shakes”)
Sympathetic hero
The protagonist is usually a person of good character who is
destroyed by his own ego or desire for self-advancement
9. Homework:
Directions: Write a letter to your character using at least two
adjectives to describe what you think about him. Your thoughts
should reflect things about his personality or character that you
like or dislike. Afterwards give your character your best piece
of advice.
Example:
Dear Caesar,
I feel like you’re arrogant, because you didn’t want to listen to
the Soothsayers advice. I also feel like you’re oblivious to the
people who are plotting against your life. You should stop
parading around acting like you’re king, and start paying
attention to the people around you. If you don’t you may lose
your life…
11. Do Now
1. Copy the chart below within your notebooks for Act I
Scene 1 of Julius Caesar:
1. Who is in the scene?
2. What are they doing?
3. Where does the scene
take place?
4. When does the scene
take place (and why is it
important)?
5. Why are the people
celebrating?
6. How do Marullus and
Flavius feel?
12. Do Now
Copy the chart below within your notebooks for Act I
Scene 1 of Julius Caesar:
1. Two tribunes are trying to get people
to return to work rather than celebrate
Caesar’s return. Why is Flavius critical
of the workers he encounters?
2. What pun does Shakespeare make on
the word cobbler?
3. Why does Shakespeare start the scene
with a humorous tone as the tribunes
speak with the carpenter and cobbler.
4. Marullus is sympathetic to Pompey, the
man defeated by Caesar. How does
Marullus feel toward Caesar?
5. After the crowd disperses what does
Flavius do? What does Marullus do?
6. What is the political situation in Rome as
the scene ends?
13. William Shakespeare
William Shakespeare lived from 1564 to
1616
Julius Caesar is Shakespeare’s story of the
emperor who lived 1500 years before
Shakespeare’s time when Rome was the
dominant world power. Shakespeare had
read Julius Caesar’s story in Plutarch’s Lives.
14. Elizabethan Age VS. Middle
Ages
When Shakespeare wrote Julius Caesar, England was in the
midst of Elizabethan Age, ruled by Queen Elizabeth.
The Elizabethan Age greatly contrasted from The Middle ages,
which was the era before it.
Key Differences
Middle Ages (1301-
1500)
Elizabethan
Age/Renaissance
(1500-1688)
Emphasis on religion Emphasis on art, music, science, and
self-discovery
Religious stories or moral lessons
influenced the arts
Greek and Roman classical influences
on the arts
Church ruled the state. Ruling body is supreme over the church.
15. Julius Caesar
Julius Caesar was a Roman dictator that reigned in
49 BC; he died a violent death many many moons
ago.
He gained most of his power by being a successful
general at war, and was appointed consul (our
version of a senator or house of rep.) of Rome, by his
friend Pompey the Great.
Caesar gained more power when he formed an
alliance with two fellow consuls, despite Rome being
a Republic at the time.
Caesar, Crassus, and Pompey were the first “ruling
16. Julius Caesar continued…
Caesar continued to make successful military
conquests around the world, thereby increasing his
power and popularity, but also his haters.
Pompey soon became jealous and convinced the
Roman Senate to remove Caesar from office. This
action started a battle between the two men.
Caesar ended up killing Pompey at war and poisoning
Crassus. Afterwards, he became the sole leading ruler
of Rome.
17. Julius Caesar continued…
He was loved by the lower class (plebeians) of
Rome, mostly because he wooed them with gifts and
money; the senate started to get really pissed off by
his growing powers.
The senate started to really get pissed off about his
growing power with the people and his increasing
political powers, so they took matters into their own
hands.
18. Dramatic Terms:
Term Definition Example
1. Pun A pun is a play on words
in which a word or
phrase has a double
meaning.
2. Comic Relief A release from tension
through humor.
19. Homework:
Instructions:
1. Write a headline for the scene you just
read. Your headline should convey the
most important events of the scene.
-Feel free to be creative and funny, just as
long as you show that you know what
happened in this scene.
Headline Example for Scene 1:
“Two Government Officials Sip on
Haterade and Try to Destroy Caesar’s
Parade”
2. Can a modern day audience still
appreciate the following themes from
Shakespeare’s play: honor, friendship,
loyalty, patriotism, deceit, and revenge?
3. Do differing cultural groups value
concepts such as honor, friendship,
loyalty, patriotism, deceit, or revenge
“Modern Shakespeare”
Editor's Notes
Collect yesterday’s homework!
Why do we judge a person (positive and negative
Connection: just like in real life, good readers must draw conclusions or make judgments about the characters in order to determine who they really are
Examples we learn a lot about Dee through Mama’s thoughts
Period 2
The fatal flaw - all of the heroes in Shakespeare's tragedies have a weakness in personality that eventually leads to their downfall.
Fall of the nobleman - many of the men in Shakespeare's tragedies have extreme wealth and power, making their downfall more tragic.
External pressure - Shakespeare's tragic heroes often fall victim to external pressure from others, such as evil spirits and manipulative characters who play a role in their downfall.
Hero - The hero has opportunities for redemption but never takes advantage of these in time, which leads to death.
Shakespeare's tragedies usually share several features, including the following:
Shakespeare's tragedies begin in an ordered society but end with chaos.
Change is often reflected by changes in the environment, with storms or other happenings in the natural world.
The audience often develops sympathy for the hero.
The protagonist is usually a person of good character who is destroyed by his own ego or desire for self-advancement.
Very restricted 2. Contrasted
Republic: people had more rights, voted for their elected officials…slowly became empire during Caesar’s rule, both senate and people started having less say about the choice of their elected officials and the laws.
