Tuesday, February 28 ~ Accept vs. Except

QUIZ - Roots - Today

REMINDERS

• Tomorrow report to the theater.

GRAMMAR - Confused Words - Accept vs. except

Accept and Except

There is often confusion over the words accept and except. They sound similar, but their meanings are very different.

Accept

To accept is a verb. It has several meanings:

To hold something as true.

• The officer accepts your point and has decided to let you off with a caution. 
• I accept she may have been tired, but that's still no excuse. 

To receive something willingly.

• I accept this award on behalf of the whole cast. 
• Do you accept dogs in your hotel? 
• Please accept my resignation. I don't want to belong to any club that will accept me as a member.  (Groucho Marx)

To answer yes (especially to an invitation).

• The minister would love to accept the invitation to your ball, but she has a prior engagement. 

Except

The word except is most commonly seen as a preposition. However, it can also be used a conjunction and very occasionally as a verb.

Except as a preposition means apart from, not including, or excluding.

For example:

• I can resist everything except temptation. (Oscar Wilde)
• I have nothing to declare except my genius. (Oscar Wilde)
• Marge, don't discourage the boy! Weaseling out of things is important to learn. It's what separates us from the animals...except the weasel. (Homer Simpson)

Except as a conjunction means but or 'if not the fact that'.

For example:

• I would go swimming, except I am scared of big fish. 

Practice:

1. After Ms. B wrote the referral, I had no choice but to (accept/except) the consequences.
2. Everyone read (their, there, they're) weekend homework, (accept, except) one student.
3. (Accept/Except) for his messy hair, he is a very handsome young man.
4. All of the actors, (accept/except) one, were very gracious when (accepting/excepting) the award.
5. I was more than willing to (accept/except) the very expensive watch.

JULIUS CAESAR - Act V Scenes III & IV

West class...click here for your lesson. 
Bridgette - Journal 31

ACT V, SCENE III.
1. What horrible mistake does Cassius make? What is the outcome of this mistake?
2. What is Titinius's reaction to Cassius's actions?
3. What is Brutus's response to Cassius's and Titinius's actions?

ACT V, SCENE IV.
4. What role does Lucilius take upon himself? What was Antony's response to his masquerade?

HOMEWORK

• Read Act V Scenes III & IV 
• Journals

Monday, February 27 ~ Boo! It's the Ghost of Caesar! Or is it?

REMINDERS

• QUIZ - Roots - tomorrow - Tuesday, Feb. 28

JULIUS CAESAR
Act IV, Scene III (Weekend Reading)
 EQ: Did Brutus really see Caesar's ghost? Or was he hallucinating? Why did Shakespeare bring Caesar back as an apparition?

Discussion: (West Jounral 17)

1. What wrong does Cassius say Brutus has done him?
2. In response, what does Brutus condemn Cassius for doing?
3. What does Cassius threaten to do if Brutus continues to “urge” him? According to Brutus, how has Cassius wronged him? What is ironic about Brutus's accusation?
4. To prove that he has been wronged, what does Cassius tell Brutus to do to him?
5. What is the real reason for Brutus's ill temper? Give all of the details.
6. Messala brings what ill news of the triumvirate's actions in Rome?
7. What reasons does Cassius give for not going directly to Philippi?
8. What reasons does Brutus give for going directly to Philippi? Who prevails?
9. What happens to make Brutus speed up his plans to go to Philippi?

Act IV, Scenes I and II  Let the Battle Begin

West ~ Journal 18 
Bridgette ~ Journal 30
ACT V, SCENE I.
1. What hope of Octavius and Antony is answered? What does this say about Brutus?
2. What does Cassius mean by the following statement?
“Flatterers! Now, Brutus, thank yourself;/This tongue had not offended so today,/If Cassius might have ruled.”(45-47)
3. What ominous sign has Cassius seen that causes him to fear the coming battle?
4. What does Brutus say he will do if they lose the battle? Why is he reluctant to do this? 

ACT V, SCENE II.
5. What is the purpose of this tiny scene?

Watch the Battle Unfold
  Begin at 1:33 - End at 1:41

HOMEWORK for Bridgette

• Study Roots (And 4.2 for West's kids)
• Read Act V Scenes 1 & 2 ~ 
• J17 - West,  J30 - Bridgette

HOMEWORK for West

• Study Roots (And 4.3 for West's kids)
• Read Act IV Scenes 3 
• J17 

Block Day, February 23 & 24 ~ Blood Thirsty Mob

 Surprise! Pop Quiz on Act II

 ROOTS

• lau, lav, lot, lut - wash
• oper - work 
• pel, plus - drive, urge
• pend, pens, pond - hang, weigh

REMINDER

• QUIZ - Roots - Tuesday, Feb. 28
• Journal 29 due Friday for Bridgette's Class

 GRAMMAR ~ Confused Words

 What Is the Difference Between 'Affect' and 'Effect'?

 

• The majority of the time you use affect as a verb and effect as a noun.
• Effect is pronounced [ih-fekt]. 
• Affect is pronounced is [uh-fekt].

 When Should You Use 'Affect'?
 Affect means "to influence," as in:
 The arrows affected Aardvark.
The rain affected Stephanie's hairdo.

When Should You Use 'Effect'?
Effect means "a result," as in:
"The effect was eye-popping."  
"The sound effects were amazing." 
"The rain had no effect on Stephanie's hairdo." 

Take the Affect / Effect Quiz 

JULIUS CAESAR

Act III, Scene III
Act IV, Scenes I & II

You will be divided up into 3 groups and assigned a role. You will have time to rehearse with your group. Each group will need to assign one member to give a brief synopsis for your scene, as well as introductions for each cast member.
Remember: you are allowed to read (modern English), but it must be done with passion and correct pronunciation. Don't forget to answer the Journal Questions below: West Only

Journal 16 - West Only
ACT IV, SCENE I.
1. What are Antony, Octavius, and Lepidus doing at the opening of the scene?
2. Why do they want Caesar's will? What is ironic about this?
3. What is Antony's plan for Lepidus? What is his reason?

ACT IV, SCENE II.
4. What does Brutus tell Lucilius about dying love?
5. What practical instructions does Brutus give Cassius about their disagreement? What is unusual about this?
6. After reading Antony's interactions with his group and Brutus' interactions with his partner, do you notice any ironic similarities? Why would Shakespeare create this pairing of scenes back to back?

HOMEWORK

• Read Act IV, Scene III - The Ghost of Caesar
• Discussion on Monday
• Study your roots

 

Wednesday, Feb. 22 ~ Who gives a better speech, Antony or Brutus?

ROOTS

• grad, gress - step, go
• here, hes - stick
• ject - throw

JULIUS CAESAR

• EQ: Who gives a better speech, Antony or Brutus? Why? 
  
• Journal 16 (Bridge 29): ACT III, SCENE II.
1. What reason does Brutus give for murdering Caesar? What is the crowd's reaction?
2. What final mistake does Brutus make when he lets Antony speak?
3. Why does Antony read Caesar's will to the people? (How do you think he got it so fast?)
4. At the end of the scene, what are the fates of Brutus and Cassius?

What does Antony have to say?

Block Day ~ February 15 & 16 ~ Purgers not Butcherers?

Roots

• fix - fix
• flex, flect - bend
• fract, frag - break

Grammar ~ Confused Words



Like whom, the pronoun him ends with the letter M. When you're trying to decide whether to use who or whom, ask yourself if the hypothetical answer to the question would contain he or him. If it’s him, you use whom, and they both end with M.

Who vs. Whom


Julius Caesar

• Go over J14 (Bridge 27: Julius Caesar 2.2)
• Read Act 2, Scenes 3 & 4
• What can be seen about Caesar's Character in 2.3? Portia's in 2.4? 

Journal 15 (Bridge 28):Julius Caesar 3.1

ACT III, SCENE I.

1. In regard to Artemidorus's request, how does Caesar's nobility doom him?

2. What is Metellus Cimber's petition to Caesar? What is Caesar's response and why does he give this response?

3. What does Brutus instruct the conspirators to do before they go public? Why does he instruct them to do this?

4. What request does Antony's servant bring to Brutus? What is Brutus's response?

5. Why does Cassius object to letting Antony speak at Caesar's funeral? What reassurance does Brutus give him?

6. How well organized do the conspirators seem to be? Who is in charge? Who should be?

7. What promise does Antony give Brutus about his funeral speech?
8. After being left alone with Caesar's body, what does Antony promise to do?

• Analyze the film together: watch it here (starting at 20 min). 
• How does Caesar's behavior in the scene anger the conspirators?
• What do the costumes tell us about the characters and the situation?
• How does the act of the assassination in the film compare with Brutus' recommendation in the scene to 'kill him boldly, but not wrathfully'?
• Where does Casca stab Caesar in this production? 
• What do you think of the way Brutus kills Caesar?
• How do you feel about the conpsirators and their cause after watching this scene?
• Director Gbolahan Obisesan says of the murder, "As an idea it sounded brilliant. The way it's carried out, it's savage." Do you agree? 

Tuesday, February 14 ~ Happy Valentine's Day! Portia needs a better date.

This one's for the peeps who hate Valentine's Day...

Roots & reading QUIZ today!

Reminders

• 4 Day Weekend - Wed. & Thurs. Block 

 Grammar ~ Confused Words
Whose vs. Who's


Julius Caesar

• Go over Journal 13 (Act II, Scene I)
• Start Journal 14 (J27 for Bridgette)  ~  ACT II Scene II Questions

HW: Journal 14 (J27) (ACT II Scene II Questions)
SCENE II.

1.      What strange and horrible things does Calpurnia report to Caesar that have been seen that night?

2.      What does Calpurnia mean by the following statement? “When beggars die, there are no comets seen;/The heavens themselves blaze forth the death of princes.”(30-31)

          3. How does Decius convince Caesar to go to the Capitol?

Monday, Feb.13 ~ Act II

Reminders:

•  ROOTS QUIZ ~ tomorrow

• 4 Day Weekend - Block on Wed. & Thurs.  

•  Sophomores meet in MS Gym today during Flex

GRAMMAR ~ confused words

Loose vs. Lose


JULIUS CAESAR
EQ: How does Shakespeare use nature to reveal that something is off or out of natural order?

• ·         Review Act I, Scene 3 Questions

HW: Journal 13 (Bridgette J26) ~ Read Act 2, Scene 1 & complete questions below. 

Here is a recording of the older BBC film with sweet subtitles in the original script.

ACT II, SCENE I.

1.      What question is Brutus pondering at the opening of the scene?

2.      For what information does Brutus want Lucius to look at a calendar? What is the significance of what Lucius finds? 

3.      Why do the conspirators want Cicero to join them? 

4.      Why does Brutus reject Cicero? What is Cassius's reaction and what does this show about his and Brutus's relationship? 

5.      What do the conspirators plan to do the next day? 

6.      How does Decius say he will make sure that Caesar will come to the Capitol? 

7.      What has Portia done to show Brutus that she is worthy of knowing his secrets?

Block Day, February 9&10 ~ Honor is the subject of my story...

Roots

• fac, fact, fic, fect - do, make
• fer - bear, carry
• fila, fili - thread

FYI: Roots QUIZ on Tuesday, February 14 💘

Grammar - Confused Words 😕

• EQ: When do we us Its or It's ? Click and practice.
• Journal Check (West Class only)

JULIUS CAESAR

·         EQ: Is violence ever honorable? Is it ever okay to assassinate someone for the common good of society?  

• Go over scenes 1 & 2
• Watch this clip (first 7’20 min only) and do J12.

·         Journal 12 (Bridgette J24): Hello Cassius and Brutus

1.       As you watch the clip, get to know these two main characters. Consider what they hope for and fear. Make a T-Chart  with Cassius one one side and Brutus on the other. Then list at least five words or phrases to describe each one.

2.       Why do you think Brutus is reluctant to share his thoughts and fears with Cassius?

3.       What can we guess is the atmosphere of Rome at this point in the play?  

·          

      Journal 13 (Bridgette J25): Honor

1.       First, write your own definition of Honor.

2.       Is personal honor important today? In what settings?

3.       Is honor a matter of personal honor or is it related to responsibility to other people and institutions?
*Now watch the next section of the clip.

4.       After watching the next section of the clip, how does your definition compare with that of Patterson Joseph (actor).

·         Activity: Staging Circle (pgs.4-8)

·         First, the whole class needs to skim back through Scene 2, highlighting the most powerful and convincing words from each character.

·         Clear the center of the room, set about 20 chairs in a circle, and elect two actors to read Act 1, Scene 2. The two actors must remain in the middle of all the desks. They should sit on opposite sides of the circle at first. At any point in the reading of the scene, either character may move to a different place in the circle. Sometimes that move may be only one chair toward or away from the other person and other times the actor may move quickly away as far as possible. Characters may move during their own lines or another’s. Audience may suggest moves to the actors. They could shout ‘freeze Brutus’ or tell the character where to move and why.  

  

·         HW: Finish Journal 11: Act I Questions (BRIDGETTE'S CLASS J22 &J23 due FRIDAY)          Read - ACT I, SCENE III. Be prepared to discuss on Monday.

1.       What wonderous things has Casca seen on this night?

2.      What reason does Cassius give for the terrible storm?

3.      What important news does Casca give Cassius about the Senate's plan?

4.      What does Casius mean by the following statement? “He were no lion, were not Romans hinds.”(106)

5.      What instructions does Cassius give Cinna that will help sway Brutus to their cause?

6.      What reason does Casca give for wanting Brutus to join their cause?