Teacher:  Laken  Lymburner

Unit:  Julius  Caesar

Class:  10  grade  English
th

Lesson  time:  47  minutes

 
Stage  1  –  Desired  Results
9.7.9.9  Draw  evidence  from  literary  or  informational  texts  to  support  analysis,  reflection,  and  
research.
9.9.1.1  Initiate  and  participate  effectively  in  a  range  of  collaborative  discussions
9.9.6.6  Adapt  speech  to  a  variety  of  contexts,  audiences,  tasks,  and  feedback  from  self  and  
others,  demonstrating  command  of  formal  English  when  indicated  or  appropriate
 
 
Enduring  Understandings:
All  students  will  understand  that  rhetorical  devices  are  a  part  of  speech  used  to  convey  meaning  
or  persuade.
All  students  will  understand  that  there  are  several  types  of  rhetorical  devices.
All  students  will  understand  why  a  speaker/  writer  attempts  to  use  rhetorical  devices.
Some  students  will  understand  how  rhetorical  devices  are  used  to  manipulate  an  audience.
 
Essential  Questions:
What  are  rhetorical  devices?
What  rhetorical  devices  seem  to  be  most  effective?
What  is  at  stake  when  a  speaker/  writer  is  employing  a  rhetorical  device?
How  do  rhetorical  devices  manipulate  an  audience?
Who  are  some  people  it  would  benefit  to  use  rhetorical  devices?
 
Student  Objectives  (outcomes):
All  students  will  be  able  to  name  some  rhetorical  devices.
Most  students  will  be  able  to  define  “rhetorical  device”.
Most  students  will  be  able  to  explain  why  a  speaker/  writer  would  want  to  use  rhetorical  devices.
Some  students  will  be  able  to  pick  out  rhetorical  devices  used  in  everyday  speech.
 
Stage  2  –  Assessment  Evidence:
 
Formative  Assessment:
The  worksheet  they  hand  in  will  contain  formative  assessment  because  it  will  have:
-­ Student  annotation  which  shows  thought  process
 
Summative  Assessment:
 A  final  writing  piece  which  shows  an  example  of  gained  knowledge/  learning

Assessment  Justification:
I  believe  this  assessment  is  fair  because  it  asks  students  to  analyze  the  text  and  use  that  
analysis  to  reflect  in  the  form  of  a  phrase  that  names  a  rhetorical  strategy.  The  final  writing  piece  
is  to  give  students  a  space  to  try  and  take  what  they  have  learned  and  apply  it  to  real  life  for  a  
more  concrete  understanding.  
 
Stage  3  -­    Learning  Plan
 
Materials  &  Resources:
Projector
Copies  of  both  speeches-­  on  worksheet  and  on  a  document  for  myself  to  have  up
Writing  utensils
https://www.youtube.com/watch?v=5w0etDR-­TuI
Slides
 
Assumptions  of  knowledge  &  Context:
I  will  be  assuming  that  students  have  read  most  things  in  Julius  Caesar  up  to  this  point,  and  if  
they  haven’t  they  at  least  have  an  idea  of  what  the  play  is  about.  I  will  also  assume  the  students  
know  very  little  about  rhetorical  devices.
 
Procedure  of  the  lesson:
Discuss  importance  of  identifying  persuasive  strategies
  -­politics,  advertising,  peer  pressure
These  persuasive  strategies  are  so  common,  Shakespeare  wrote  them,  and  Donald  Trump  
uses  them.  
Show  my  Antony  vs.  Donald  Trump
Reinforce  with  Iron  Man  2  video  
Explain  wkst
Discuss  examples  as  a  class
Learner  Needs
 
Diversity/  Differentiation
This  lesson  has  visuals  including  pictures  and  videos.  It  also  has  things  written  all  the  way  out,  
and  it  also  has  a  template  to  get  students  started  and  on  the  right  track.  There  will  be  an  option  
to  work  in  partners,  or  alone.  I  will  also  walk  around  and  assist  students  I  suspect  will  need  
additional  help.    
 

 
 
 
 
 

Name:___________________

Hour:__________
Rhetorical  Devices
 
Brutus
Be  patient  till  the  last.  Romans,  countrymen,  and  lovers!  Hear  me  for  my  cause,  and  be
silent,  that  you  may  hear.  Believe  me  for  mine  honor,  and  have
respect  to  mine  honor,  that  you  may  believe.  Censure  me  in  your
wisdom,  and  awake  your  senses  that  you  may  the  better  judge.
If  there  be  any  in  this  assembly,  any  dear  friend  of  Caesar’s,  to
him  I  say  that  Brutus'  love  to  Caesar  was  no  less  than  his.  If  then
that  friend  demand  why  Brutus  rose  against  Caesar,  this  is  my
answer:  not  that  I  loved  Caesar  less,  but  that  I  loved  Rome  more.
Had  you  rather  Caesar  were  living,  and  die  all  slaves,  than  that
Caesar  were  dead,  to  live  all  free  men?  As  Caesar  loved  me,  I
weep  for  him;;  as  he  was  fortunate,  I  rejoice  at  it;;  as  he  was
valiant,  I  honor  him;;  but,  as  he  was  ambitious,  I  slew  him.  There
is  tears  for  his  love,  joy  for  his  fortune,  honor  for  his  valor;;  and
death  for  his  ambition.  Who  is  here  so  base  that  would  be  a
bondman?  If  any,  speak;;  for  him  have  I  offended.  Who  is  here
so  rude  that  would  not  be  a  Roman?  If  any,  speak;;  for  him  have
I  offended.  Who  is  here  so  vile  that  will  not  love  his  country?  If
any,  speak;;  for  him  have  I  offended.  I  pause  for  a  reply.
 
ALL
None,  Brutus,  none.
 
BRUTUS
Then  none  have  I  offended.  I  have  done  no  more  to  Caesar  than
you  shall  do  to  Brutus.  The  question  of  his  death  is  enrolled  in
the  Capitol;;  His  glory  not  extenuated  wherein  he  was  worthy;;
nor  his  offenses  enforced  for  which  he  suffered  death.
 
ENTER  MARK  ANTONY  WITH  CAESAR’S  BODY
 
Here  comes  his  body,  mourned  by  Mark  Antony,  who,  though  he
had  no  hand  in  his  death,  shall  receive  the  benefit  of  his  dying,  a
place  in  the  commonwealth,  as  which  of  you  shall  not?  With  this
I  depart,  that,  as  I  slew  my  best  lover  for  the  good  of  Rome,  I
have  the  same  dagger  for  myself  when  it  shall  please  my  country
to  need  my  death.
Name:___________________
 
Hour:__________
Rhetorical  Devices
 
 
ANTONY
Friends,  Romans,  countrymen,  lend  me  your  ears;;
I  come  to  bury  Caesar,  not  to  praise  him.
The  evil  that  men  do  lives  after  them;;
The  good  is  oft  interred  with  their  bones;;
So  let  it  be  with  Caesar.  The  noble  Brutus
Hath  told  you  Caesar  was  ambitious:
If  it  were  so,  it  was  a  grievous  fault,
And  grievously  hath  Caesar  answered  it.
Here,  under  leave  of  Brutus  and  the  rest—
For  Brutus  is  an  honorable  man;;
So  are  they  all,  all  honorable  men—
Come  I  to  speak  in  Caesar's  funeral.
He  was  my  friend,  faithful  and  just  to  me:
But  Brutus  says  he  was  ambitious;;
And  Brutus  is  an  honorable  man.
He  hath  brought  many  captives  home  to  Rome
Whose  ransoms  did  the  general  coffers  fill:
Did  this  in  Caesar  seem  ambitious?
When  that  the  poor  have  cried,  Caesar  hath  wept:
Ambition  should  be  made  of  sterner  stuff:
Yet  Brutus  says  he  was  ambitious;;
And  Brutus  is  an  honorable  man.
You  all  did  see  that  on  the  Lupercal
I  thrice  presented  him  a  kingly  crown,
Which  he  did  thrice  refuse:  was  this  ambition?
Yet  Brutus  says  he  was  ambitious;;
And,  sure,  he  is  an  honorable  man.
I  speak  not  to  disprove  what  Brutus  spoke,
But  here  I  am  to  speak  what  I  do  know.
You  all  did  love  him  once,  not  without  cause:
What  cause  withholds  you  then,  to  mourn  for  him?
O  judgment!  thou  art  fled  to  brutish  beasts,
And  men  have  lost  their  reason.  Bear  with  me;;
My  heart  is  in  the  coffin  there  with  Caesar,
And  I  must  pause  till  it  come  back  to  me.
Name:___________________
 
Hour:__________
Rhetorical  Devices
 

1.  In  my  opinion,  _________________  delivers  a  more  convincing  speech.  When  he  said,  

“___________________________________________________________________________

_______________________________________________________”,  it  really  convinced  me  

(to/  that/  of)    ___________________________________________________________,  and  

made  me  feel  ____________________________________.

2.  In  number  1  you  highlighted  a  spot  in  the  text  that  convinced  you  of  something  or  made  you  

feel  a  certain  way.  The  speaker  intentionally  made  you  feel  this  way.  In  other  words,  you  

highlighted  a  strategy.  In  the  space  below,  give  this  strategy  a  name.

 
  

3.  Please  write  2  or  more  sentences  using  your  strategy  to  convince  your  parents  to  let  you  

borrow  their  car.