Home
Shop  |  Calendar  |  Join  |  Buy Tickets  |  Hamnet  |  Site Rental  |  Press Room  
  
About UsWhat's OnUse the CollectionDiscover ShakespeareTeach & LearnFolger InstituteSupport Us
Teaching Resources
• Teaching Modules
Teaching Modules Archive

   Sign up for E-news!
   Printer Friendly

www.Caesar



Teachers' Rating:
  4 ratings


E. Scriven after R. Westall. Julius Caesar, act IV, scene III. Engraving, 1802

 
February 2003
 
Jeremy Ehrlich, Folger Shakespeare Library.
Sadie White, student, University of Maryland.
Heather Bouley, student, West Springfield High School in Springfield, VA.
 

Plays/Scenes Covered
Julius Caesar
 
What's On for Today and Why

Students will use online resources in order to examine patterns of imagery in Julius Caesar. By comparing these patterns to those of other Shakespeare plays, the students will draw conclusions about the different reasons Shakespeare uses imagery in the play.

 

This lesson will take two class periods.


 
What You Need

Folger edition of Julius Caesar
Available in Folger print edition and Folger Digital Texts

Internet-linked computer lab for the class period or available for homework


Documents:
Optional: "There's No Plays Like Home" Handout
 
 
What To Do

1. Demonstrate the use of the online concordance at http://shakespeare.clusty.com. You might want to show students a variety of online concordances, such as the one at http://www.it.usyd.edu.au/~matty/Shakespeare/test.html.

 

Explain that a concordance groups together all the uses of each word in a piece of literature. Show students how to search for a particular word on the site.

 

2. Divide the students into pairs. Give each pair of students a set of images to explore in the play. Make sure they know they will have to look up all the different forms of the word: a student with the word "blood" may need to enter "blood", "bloody", "bleed", "bleeds", etc. Possible sets of images to use include: friend/friends/brothers; dead/death/die; life/live/alive; blood/fire; honour/honourable/noble/glory; world/countrymen/Roman/Romans; speak/speech/hear/say/word/words; might/mighty/great/strength/strong; time/hour/day/age; man/men/lady/woman; or fear/danger/dangerous.

 

3. Have the students use the online concordance to examine their sets of images. At each stage, make them attempt to draw conclusions: what does this information tell them about what Shakespeare is trying to say with his imagery? First, have them find and examine the uses of their word(s) in the play. As a conclusion, they may note the relative frequency of words in the play: they may note the words "live," "life" and "alive" appear about half as often as the words "die," "death" and "dead", giving the imagery of the play a decidedly deadly feel.

 

4. Second, have them examine each use of the word in the context in the play in which it appears. Can they find any patterns in the way a word is used throughout the play? They might note that references to life are often accompanied by images of time. Coax them to use this information to draw conclusions: what is the play saying about life?

 

5. Third, have them go back to the concordance and compare Shakespeare's use of these words in Julius Caesar to his use of them in some of the other plays he was writing around the same time. Before Caesar, scholars think he wrote Henry V, and before that Much Ado About Nothing. After Caesar, scholars think he wrote As You Like It and then Hamlet. How is his use of imagery different in Caesar than in the other work he was doing at the time? What kinds of conclusions can students draw from that information? In these four other plays, they might note great variety in the different references to men and women. What does this say about the roles of women in the Renaissance, in love and in war? How does the feel of this play change due to its gender imagery? How does the context for these usages change as well?

 

6. Finally, have the students examine Shakespeare's use of these images within the context of his entire body of work. Students might note that the word "honourable", appearing often in Caesar, appears much less frequently in the rest of Shakespeare's plays. What can students conclude about the reasons for this difference from the rest of the canon?

 

7. Have students report their findings to the whole group. Have groups compare other students' findings with their own to see if they can uncover any larger patterns of imagery in the play. 8. Optional extension: download and copy the 12-page handout "There's No Plays Like Home". This is a dramatic retelling of the Wizard of Oz story told entirely with lines from Shakespeare. It was written by Heather Bouley as a sophomore at West Springfield High School in 2000–01. Bouley's class used online resources to identify Shakespearean lines relating to the Oz story. Have students read this play. Then, give them a well-known fairy tale or modern story to research online. For extra credit, see if students can retell this story using Shakespeare's language as Bouley has.


 
How Did It Go?
Were students able to draw conclusions from the information they received from the concordance website? Were they able to generate a discussion about the imagery in the play? Did the exercise show the students image patterns they had not seen before?
 


If you used this lesson, we would like to hear how it went and about any adaptations you made to suit the needs of YOUR students.

Login or register to post comments.

0 Comments
  Common Core State Standards

There are no standards associated with this Lesson Plan.
 
 
How To

Note to Mozilla Firefox Users:

If the PDF documents are freezing, please try the following fix:
Go to Tools. Under Options click the Applications icon. Under Content Type, find Adobe Acrobat Document. Select Use Adobe Reader. If the option already says Use Adobe Reader, try changing the option to Use Adobe Acrobat.




Related Items

Download the free Adobe Acrobat Reader



Bookmark and Share   
 
     Copyright & Policies   |   Sitemap   |   Contact Us   |   About This Site
RSS   
 
  Address:
201 East Capitol Street, SE
Washington, DC 20003
Get directions »

Federal Tax ID #04-2103542
    Hours:
PublicReading Room
10am to 5pm, Monday through Saturday8:45am to 4:45pm, Monday through Friday
12pm to 5pm, Sunday9am to noon and 1pm to 4:30pm, Saturday
    Phone:
Main: 202 544 4600
Box Office: 202 544 7077
Fax: 202 544 4623