{"id":1359,"date":"2024-04-26T02:36:33","date_gmt":"2024-04-26T02:36:33","guid":{"rendered":"https:\/\/seizethedayinela.com\/?p=1359"},"modified":"2024-04-30T20:23:53","modified_gmt":"2024-04-30T20:23:53","slug":"the-best-julius-caesar-activities","status":"publish","type":"post","link":"https:\/\/seizethedayinela.com\/index.php\/2024\/04\/26\/the-best-julius-caesar-activities\/","title":{"rendered":"The Best Julius Caesar Activities"},"content":{"rendered":"\t\t
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If you\u2019ve followed me here on the blog or social media, you might know I started in 8th grade ELA.\u00a0 There, I taught <\/span>Romeo and Juliet<\/span><\/i> \u2013 at the same time as statewide testing.\u00a0 In the spring.\u00a0 Yeah, let\u2019s just say we made the most of the opportunities we had.<\/span><\/p>

But since moving to the high school, I now have the chance to teach <\/span>Julius Caesar<\/span><\/i>.\u00a0 I don\u2019t mean to knock the ill-fated teenage lovers, but Caesar is so much more conniving, strategic, and, well \u2013 <\/span>fun<\/span><\/i><\/p>

Here are some of my favorite <\/span>Julius Caesar<\/span><\/i> activities from introducing the play to killing the protagonist.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Julius Caesar Activities to Introduce the Play<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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This year, I tried a crime scene investigation to pique my students\u2019 interest in the play.\u00a0 And it was epic.<\/span><\/p>

I teamed up with one of our art teachers to make a \u201cchalk\u201d outline of Caesar.\u00a0 Then, after school the day before the first of many <\/span>Julius Caesar<\/span><\/i> activities, I staged the whole crime, cordoning off the \u201cbody\u201d with authentic-looking crime scene tape and planting two murder weapons.<\/span><\/p>

I even went all-out and placed fingerprints on the weapons and a seizure medication prescription next to the dead body.<\/span><\/p>

The day of the activity, I told students there had been a crime next door over the long weekend.\u00a0 Fortunately, my room adjoins one of our copier rooms \u2013 the perfect location.<\/span><\/p>

Working in teams, I first gave everyone the chance to investigate the scene.\u00a0 I encouraged them to take notes and to take pictures.<\/span><\/p>

(It was super rewarding when I saw kids posting the pictures to their SnapChat stories.)<\/span><\/p>

Then, they had to work through a series of tasks I set up using Google Forms.\u00a0 Think of it as an escape-room or digital-breakout activity.<\/span><\/p>

Here\u2019s where I was able to incorporate informational nonfiction and close reading tasks into one of my favorite <\/span>Julius Caesar<\/span><\/i> activities.\u00a0 They had to work together to first read a piece of material and then answer questions.<\/span><\/p>

Some of the tasks were set up so they couldn\u2019t move on without the correct answer.\u00a0 Other tasks were more subject but also required more critical thinking.\u00a0 For example, using the evidence provided, they had to evaluate the likelihood of each suspect.<\/span><\/p>

I also prepared fingerprint analysis materials.\u00a0 In the latter stages of the murder investigation, they\u2019d have to check in with their Chief (i.e. me) to acquire new evidence.\u00a0 In addition to the suspects\u2019 fingerprints, students also obtained the letter from Artemidorus (in Act Two, Scene Three) with a smudged fingerprint in the corner.<\/span><\/p>

To help boost engagement, I told students it wasn\u2019t necessarily a race but rather more about the quality of the case they prepared.\u00a0 I also let them know that a) our crime scene was a prelude to our next text and b) even though you might recognize the protagonist as a historical figure, the text was a piece of historical <\/span>fiction.<\/span><\/i><\/p>

Trust me: that\u2019ll help cut down on the number of kids who think they can \u201cfigure it out\u201d by searching on Google.<\/span><\/p>

In all, this was one of the best <\/span>Julius Caesar<\/span><\/i> activities to introduce the text.\u00a0 It was so awesome to see all the clever ways students referred back to our crime scene even as we were deep into the play itself.<\/span><\/p>

If this sounds like it\u2019s up your alley, check out this resource I put together for you.<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Julius Caesar Activities for Act One<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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It\u2019s important to lay a strong foundation for the rest of the play.\u00a0 Here are some tried-and-true <\/span>Julius Caesar<\/span><\/i> activities for the first act of the historical tragedy.<\/span><\/p>

If you\u2019re really invested \u2013 and you enjoy saving money \u2013 you can check out the Act 1 Bundle<\/a> I have.\u00a0 It has all of the activities you\u2019re about to read PLUS quizzes and ELL accommodations.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act One, Scene One<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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I think a great way to start reading a Shakespearean play is to tackle the first scene as original written \u2013 almost like it\u2019s a foreign language.\u00a0<\/span><\/p>

To a lot of students, Shakespeare can certainly feel like a different language!<\/span><\/p>

So I put together a handout for students that not only features the original text but a side-by-side modern \u201ctranslation\u201d of the text.\u00a0 Basically, I rewrite the original so that it sounds more like someone from the last decade wrote it.<\/span><\/p>

But there are some key portions missing \u2026<\/span><\/p>

That\u2019s where our \u201ctranslating\u201d work comes in.\u00a0 Using context clues, students work to fill in those gaps by thinking critically.<\/span><\/p>

It\u2019s arduous work and some kids are glad when it\u2019s finished.\u00a0 But it\u2019s funny because some kids really love that in-depth reading of the text.\u00a0 Either way, it\u2019s a nice prelude to the rest of the play in that it gets students accustomed to the language.\u00a0 But moving forward, I don\u2019t take quite that much time to look at the text so intricately.<\/span><\/p>

Check out my handout here.<\/span><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act One, Scene Two<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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The next scene of the play is a crucial one.\u00a0 It takes place at the races on the Feast of Lupercal.\u00a0 And it\u2019s the first opportunity we have to get to know Cassius and Brutus.<\/span><\/p>

Once again, I provide students with a handout that \u2013 this time \u2013 features only the original text.\u00a0 Strategically placed throughout are comprehension questions.\u00a0 In my class, we take the time to pause in our reading to answer those questions.\u00a0 But I can also see major benefits to reading the entire scene play through before answering the questions.<\/span><\/p>

This all culminates to a characterization chart.\u00a0 Students work together to very carefully analyze each character\u2019s traits.\u00a0 I challenge students to find traits that a) other characters reveal about one another b) traits the character reveals about himself in what he says or does and c) textual evidence to support their findings.\u00a0<\/span><\/p>

We then share out our ideas on the board, which ends up being one of the best introductory <\/span>Julius Caesar<\/span><\/i> activities as it lays the groundwork for so much to come.<\/span><\/p>

You can see what I do by clicking here.<\/span><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Act One, Scene Three<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Though I don\u2019t spend as much time on this brief scene, I do want to share that for a handful of my <\/span>Julius Caesar<\/span><\/i> activities and scenes, we read the \u201ctranslated\u201d version.\u00a0 This is one of those scenes.\u00a0 It helps speed up the scene and can help boost the confidence of some of my more reluctant learners.<\/span><\/p>

Plus, all learners enjoy the framework I pose for them: pretend you\u2019re taking these men to court.\u00a0 Build a case for premeditation.<\/span><\/p>

Take a look here for what I mean with Act One, Scene Three.<\/span><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act Two Ideas<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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I love Act Two because things really start to take shape.\u00a0 Plus, with the <\/span>Julius Caesar<\/span><\/i> activities I\u2019ve created, I sprinkle in rhetorical analysis practice we\u2019ll use in future scenes and tasks.<\/span><\/p>

Again, if you\u2019re hooked, check out the Act Two Bundle<\/a>, which has a ton of great\u00a0Julius Caesar<\/em> activities plus quizzes and ELL accommodations.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act Two, Scene One<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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The next scene is another crucial one.\u00a0 Like Act One, Scene Two, my students and I read the original, stopping periodically to answer the comprehension questions embedded throughout.<\/span><\/p>

We first establish the subtle but powerful allusions to the Garden of Eden in this scene.<\/span><\/p>

Then we spend a lot of time digesting a handful of quotes from the scene.\u00a0 Namely, we talk about Brutus\u2019s unhatched serpent\u2019s egg metaphor and later, his \u201csacrificers not butchers\u201d quote.<\/span><\/p>

The culminating activity with this scene is for students to interact powerfully with these important quotes \u2013 albeit in a creative, artistic way.<\/span><\/p>

One of my newer <\/span>Julius Caesar<\/span><\/i> activities is for students to choose one of the featured quotes in this scene and use my Canva tutorial video to design a sticker featuring that quote and an interesting graphic.\u00a0 When finished, I printed (on cardstock) and laminated the six or so best stickers from the class.\u00a0 I made two copies: one for my bulletin board and one for my students.<\/span><\/p>

Here\u2019s a look at the handout I use for this scene.<\/span><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Act Two, Scene Two<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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I feel like a broken record but here\u2019s another one of my favorite <\/span>Julius Caesar <\/span><\/i>activities.<\/span><\/p>

We introduce this scene with a video and discussion on what our dreams can tell us.\u00a0 I have students first free write about the most recent dream they can recall.\u00a0 Then we watch a video that shares some of the more common dreams and their meanings.<\/span><\/p>

That all makes for a nice transition into this scene, which, of course, features Calpuria\u2019s nightmares.<\/span><\/p>

We read the original, taking time to answer our comprehension questions.\u00a0 But the real money maker with this scene is to really investigate how Decius persuades Caesar.\u00a0 This sets us up for rhetoric in the third act.<\/span><\/p>

I have students work in pairs to evaluate how each character tries to persuade Caesar to either stay home from the Capitol or go to the Capitol.\u00a0<\/span><\/p>

Obviously, Decius wins out.\u00a0 I challenge students to really dig into how he accomplishes that.\u00a0 It makes for really insightful conversations about Caesar\u2019s insecurities and character flaws.<\/span><\/p>

See what I mean by clicking here.<\/span><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act Two, Scenes Three and Four<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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The next two scenes are brief and we don\u2019t spend too much time on them.\u00a0 We read Artemidorus\u2019s letter (the kids LOVE the connection back to our crime scene and I love seeing the \u201clightbulbs\u201d appear when they recognize it).<\/span><\/p>

Then we read a modern translation of the final scene.<\/span><\/p>

You can see what I use in my classroom here<\/a> and here<\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Julius Caesar Activities for Act Three<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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It\u2019s all been building to this.\u00a0 We\u2019ve known for so long that Caesar will die.\u00a0 But we\u2019ve stuck around as Shakespeare brilliantly built up the suspense.<\/span><\/p>

If you\u2019re all-in, check out the discounted Act Three Bundle<\/a>.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act Three, Scene One<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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https:\/\/www.teacherspayteachers.com\/Product\/Julius-Caesar-Act-3-Scene-1-Murder-at-the-Capitol-11491975<\/a>Once again, we read the original script, stopping along the way to answer and unpack the comprehension questions.<\/span><\/p>

One of many creative <\/span>Julius Caesar<\/span><\/i> activities is to have students write a eulogy for our newly-deceased protagonist.<\/span><\/p>

I challenge students to take either Brutus or Antony\u2019s perspective and write a eulogy about Caesar, his life\u2019s accomplishments, and why he died.<\/span><\/p>

Check out the whole scene and activity here.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Act Three, Scene Two<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Maybe my favorite of the <\/span>Julius Caesar<\/span><\/i> activities comes in this scene.<\/span><\/p>

I first start the lesson with direct instruction on rhetoric.\u00a0 We talk about what it is and the three main types.\u00a0 But \u2013 bonus \u2013 we also talk about a less-often-discussed technique: kairos.\u00a0 Kairos is the art of seizing an opportunity.\u00a0 Marc Antony certainly seems to know how to maximize a chance by withholding the reading of Caesar\u2019s will.<\/span><\/p>

I have a notes sheet to accompany my presentation.\u00a0 Along the way, we check out various commercials.\u00a0 Then we play a Kahoot or similar game to review the concept.<\/span><\/p>

I have all of this ready to go (including a creative project!); you can see it here.<\/span><\/p>

That all sets us up to read the scene.\u00a0 As before, we carefully read the original.\u00a0 But thrown into the mix this time is an evaluation of Brutus\u2019s rhetoric at the conclusion of his speech.<\/span><\/p>

I throw this into the middle of the scene because I want students, like the plebeians, to view Brutus\u2019s speech as pretty decent.<\/span><\/p>

Then we continue with Antony and, well, he just blows Brutus out of the water.<\/span><\/p>

The final task for this scene is one of the more rigorous <\/span>Julius Caesar<\/span><\/i> activities for me.\u00a0 It requires students to independently write an analytical piece about who had the more convincing speech and what rhetorical devices he used.<\/span><\/p>

You can see what I mean her<\/a>e.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Act Three, Scene Three<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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We once again read a modern translation for this scene (check it out<\/a>).\u00a0 And, time-permitting, my students and I open up a healthy debate about the dangers of mob mentality.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Finishing the Play<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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I\u2019ve had several conversations with colleagues about the final two acts of <\/span>Julius Caesar.<\/span><\/i><\/p>

On the one hand, they seem anticlimactic and, well, boring, compared to the first three.\u00a0 I can totally understand why some teachers can\u2019t find the time to include them or outright exclude them.<\/span><\/p>

But on the other hand, part of me would lose sleep at night if we didn\u2019t finish the play.<\/span><\/p>

So for these final two acts, I have my students complete them independently.\u00a0 For me, these acts fall right around standardized testing.\u00a0 I personally don\u2019t like to spend much time on test preparation, but a little bit of practice is certainly worthwhile in my classroom.<\/span><\/p>

So for Act Four, students read the original text on their own, answering comprehension questions along the way.\u00a0 Check out this ready-to-go resource<\/a>.<\/span><\/p>

By Act Five, my <\/span>Julius Caesar<\/span><\/i> activities ease up a bit: students read the modern translation of all five scenes either by themselves or with a friend.\u00a0 You can see what I use by clicking here.<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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ELL Accommodations with my Julius Caesar Activities<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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If you\u2019ve followed other blog posts, you know I have a growing number of Spanish-speaking students.\u00a0 And I strive to be as inclusive as I can.<\/span><\/p>

To help my Spanish speakers better understand the play, I have two <\/span>Julius Caesar <\/span><\/i>activities recommendations.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Summary and Translation Booklet<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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I curate a collection of summaries for each scene of the play.\u00a0 These summaries are written at a more appropriate grade level but also with non-native English speakers in mind (i.e. elementary students who have spoken English their whole lives might understand idioms but a non-native speaker might not).\u00a0 These summaries also feature the Spanish translation.\u00a0 Here\u2019s the link to my <\/span>Julius Caesar<\/span><\/i> booklet.<\/span><\/p>

I also create a colorful cartoon for each of the scenes in the play.\u00a0 Using context clues and what they pick up from our reading aloud in class, my ELL students complete fill-in-the-blank tasks to demonstrate their understanding.\u00a0 You can check out all the cartoons I\u2019ve made for <\/a><\/span>Julius Caesar<\/span><\/i> here.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Cartoon Summaries<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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I also create a colorful cartoon for each of the scenes in the play.\u00a0 Using context clues and what they pick up from our reading aloud in class, my ELL students complete fill-in-the-blank tasks to demonstrate their understanding.\u00a0 You can check out all the cartoons I\u2019ve made for <\/a><\/span>Julius Caesar<\/span><\/i> here.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Concluding Thoughts<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Before I wrap things up, I have to say again how awesome this play is and how much I enjoy all the <\/span>Julius Caesar <\/span><\/i>activities I\u2019ve put together over the years.\u00a0 I hope at least one of those covered in this post inspire you in your classroom.<\/span><\/p>

If you\u2019re feeling extra-inspired, you can also check out these products and bundles on my Teachers Pay Teachers page.<\/span><\/p>