ENG1DB

Julius Caesar
Inquiry Unit

Goals:
Writing:
1. Locate and select information to support ideas for writing, using several different
strategies and print, electronic and other resources as appropriate
2. Generate and focus ideas for potential writing tasks
3. Build vocabulary for writing by confirming word meanings and reviewing word choice,
using several different types of resources and strategies

Reading:
4. Extend understanding of both simple and complex texts by making connections between
the ideas around them and personal knowledge, experience and insights, other texts, and
the world
5. Analyze texts in terms of the information, ideas, issues or themes they explore,
examining how various aspects of the texts contribute to the presentation or development
of these elements
6. Identify several different elements of style in texts and explain how they help
communicate meaning and enhance the effectiveness of the text
7. Use appropriate decoding strategies to read and understand unfamiliar words

Media Studies:
8. Produce media texts for several different purposes and audiences, using appropriate
forms, conventions and techniques
9. Describe several different strategies used in interpreting and creating media texts, explain
which ones were most helpful, and identify several specific steps to improve as media
producers and interpreters

Oral Communication:
10. Communicate orally for several different purposes, using language suitable for the
intended audience
11. Communicate in a clear, coherent manner appropriate to the purpose, subject matter and
intended audience
12. Use appropriate words, phrases and terminology and several different stylistic devices to
communicate meaning and engage the intended audience
Task: The Big Idea – The Tragic Hero
In small groups, you will work together to explore the many aspects of a Shakespearean tragedy.
In the process, you will use a variety of resources (print, web, video) to gather information about
the context of the play, as well as the components that develop the plot and theme. We will work
through this activity with a short lesson each day that will direct your investigation for that class.
Your final product will consist of four parts:
 A large group mindmap that contains all the information your group has gathered on
Julius Caesar (the man and the play)
 An individual mindmap that summarizes what you consider to be the key elements of the
play.
 This mindmap will then become the basis of an essay you will write as the culminating
activity for the play
 An exit interview where we will conference on what you have learned about
Shakespearean tragedies in the course of this activity

Components: each class (or so) you will be given some direction by me about how to
investigate a different aspect of the play. We will approach it using the following components:

 Shakespeare’s Theatre and Associated Conventions (biography of Shakespeare video,

shakespearesglobe.com website)
 Historical Context of the Play (life of Julius Caesar video)
 Tracking the Plot in a Five-Act Play (plot charts)
 Character Development of the Protagonist, Antagonist and Foils (text – No Fear
Shakespeare)
 Use of Rhetorical Devices: Argument and Persuasion (Julius Caesar movie, TED
lectures)
 Themes of Honour, Disgrace and Redemption (text – No Fear Shakespeare)

You will have opportunities to explore other resources as well.

Each component will form a ‘branch’ of your mindmap. From it, you will list all the subsidiary
information that explains, explores or supports your observations about it.

As a group, you will read the play together, though you will be expected to do some reading on
your own. Key scenes will be assigned for the group to read together, with one person being the
‘keeper’ of the No Fear version of the play, which provides a modern interpretation of the text.
(This version is also available online). However, you are to read the original text as much as
possible so as to maintain the ‘voice’ of the playwright (ie. William Shakespeare).

This play is written in five acts, or sections; each act contains a number of scenes, designated
usually by either setting and/or character and/or plot. For each act, we will be focusing on the
following aspects:
Act One – setting, character and plot

Act Two – atmosphere and The Elizabethan World Picture

Act Three – argument and persuasion in the funeral speeches

Act Four – conflict and character development

Act Five – resolution and the fall of the tragic protagonist

Your group will generate your mind-map on chart paper (up to three pieces taped together). In
the middle you will have the title of the play, Julius Caesar, and then the individual branches of
your map around it.

Shakespeare’s Theatre

Plot Devices Historical Context

Julius Caesar and

the Tragic Hero

Characters Themes

Rhetorical Devices

Your individual mindmap will also follow this basic format, but will be on 11’ by 17’ paper
(provided by me). At the end of the unit, you will meet with me to discuss your understanding of
the play, and explain your reasoning for including the information that you did on your
mindmap. As a result, you will also be assessed for your oral communication skills.

This mindmap will then give you all the information you need to complete the culminating
activity, an in-class essay on Julius Caesar.
Success Criteria:

Mind-Maps
 Use of primary source quotes to support observations
 Equal entries for each branch of the web
 Clear, coherent arrangement of entries showing connections between ideas
 Colour-coding of ideas
 Use of images to explain observations
 Clear headings and sub-headings for each branch

Essay
 Five-paragraph structure
 Clear thesis and directional statements
 Definitions of key terms
 Use of primary source quotes to support answers
 Comprehensive paragraph structure
 Transitions between paragraphs

Interview
 understanding and explanation of all branches of the mind-map
 complete, coherent sentences
 use of relevant terms and definitions
 input on strengths and weaknesses of the mind-map

Assessment:

 Mind-maps: checklist of criteria

 Essay: rubric
 Interview: responses to questions