Julius Caesar • 2013 - Chicago Shakespeare Theater

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CLASSROOM ACTIVITIES
11 Today
Do a brief “show-and-tell” presentation connected to the scenes and characters you are studying that day. Each
day, what—locally or around the world—makes you think of the play? What connections are you making with Julius
Caesar and your personal lives as young adults? You as the teacher can select the items, or leave it wide open
for imaginative and cultural connections. CONSIDER COMMON CORE ANCHOR STANDARDS R6, R7, SL4, W7
12
13
Key Quote Chant
As a class, choose a key quote to memorize. During the time that you will be studying the play, use the opening
minutes of each class to collectively recite it. Use different tones and voice inflections (a western accent, in
robust Italian, with a French accent, like Elmer Fudd, in British high style, Cockney, etc…). Say it fast and slow,
sing it, chant it, be creative each day—and soon you will know it and have learned it together. CONSIDER COMMON
CORE ANCHOR STANDARDS R5, L3
Significant Passage Pull
At the end of each act, pull the quote you found that best represents an ongoing theme in the play. In a small
group, pick the one you all agree on, and present it to the class. Explain why you chose it and its significance to
the play and to you. CONSIDER COMMON CORE ANCHOR STANDARDS R2, R5, SL4
Julius Caesar • 2013
TEACHER RESOURCE
CENTER
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