Contents

How to Use This Study Guide with the Text & Literature Notebook ......... 5
Notes & Instructions to Teacher (or Student) ................................................. 7
Taking With Us What Matters .......................................................................... 9
Four Stages to the Central One Idea............................................................... 13
How to Mark a Book......................................................................................... 18
Introduction ....................................................................................................... 20
Basic Features & Background .......................................................................... 23
ACT 1
Pre-Grammar | Preparation ............................................................................ 24
Grammar | Presentation .................................................................................. 24
Logic | Dialectic ................................................................................................ 29
Rhetoric | Expression ....................................................................................... 31
ACT 2
Pre-Grammar | Preparation ............................................................................ 33
Grammar | Presentation .................................................................................. 33
Logic | Dialectic ................................................................................................ 36
Rhetoric | Expression ....................................................................................... 38
ACT 3
Pre-Grammar | Preparation ............................................................................ 40
Grammar | Presentation .................................................................................. 40
Logic | Dialectic ................................................................................................ 43
Rhetoric | Expression ....................................................................................... 45
ACT 4
Pre-Grammar | Preparation ............................................................................ 47
Grammar | Presentation .................................................................................. 47
Logic | Dialectic ................................................................................................ 49
Rhetoric | Expression ....................................................................................... 50
ACT 5
Pre-Grammar | Preparation ............................................................................ 52
Grammar | Presentation .................................................................................. 52
Logic | Dialectic ................................................................................................ 55
Rhetoric | Expression ....................................................................................... 56
Memorization & Recitation ............................................................................. 58
Master Words-to-Be-Defined List ................................................................... 60
Rhetoric Essay Template .................................................................................. 61
QUIZZES & ANSWER KEY
Quiz ~ Act 1 ....................................................................................................... 64
Quiz ~ Act 2 ....................................................................................................... 68
Quiz ~ Act 3 ....................................................................................................... 72
Quiz ~ Act 4 ....................................................................................................... 75
Quiz ~ Act 5 ....................................................................................................... 78
Quiz ~ Act 1 ~ Answer Key ............................................................................. 82
Quiz ~ Act 2 ~ Answer Key ............................................................................. 86
Quiz ~ Act 3 ~ Answer Key ............................................................................. 90
Quiz ~ Act 4 ~ Answer Key ............................................................................. 93
Quiz ~ Act 5 ~ Answer Key ............................................................................. 96

Contents 3
 ACT 1 • Pre-Grammar | Preparation

ACT 1
PRE-GRAMMAR | Preparation
Prepare the student for understanding the Central One Idea
by drawing upon his or her prior knowledge or experience.
1. Consider the saying “There is strength in numbers.” Groups
can have strength, and that strength can often be a good
thing. Think of a time in your own life or in history when
“strength in numbers” worked for the good. Now consider
the converse. Can you think of a historical example when
“strength in numbers” has caused harm? How do groups
succeed in their goals? Write your thoughts to all parts of
this writing prompt in the space below or in your Literature
Notebook. Conclude with a sentence that lists three or four
characteristics of a good leader.

GRAMMAR | Presentation
The student is presented with and discovers essential
facts, elements, and features of the play.

READING NOTES
1. Flavius – a Roman tribune
2. Marullus – a Roman tribune
3. tribune – a political office created during the reign of
Coriolanus during the early republic; represents the
plebeians and has power to veto any laws he dislikes
4. Caesar – Rome’s leader
5. Casca – a member of the conspiracy
6. Calphurnia – Caesar’s wife
7. Antony – loyal to Caesar; a triumvir after the death of
Julius Caesar
8. Cassius – the leading conspirator

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24 Act 1 • Pre-Grammar | Preparation

 ACT 1 • Grammar | Presentation

9. Brutus – Caesar’s good friend who joins the conspiracy

10. Cicero – a Roman senator
11. soothsayer – someone believed to have the divine gift of
being able to see into the future
12. sovereign – one possessing supreme political power
13. servile fearfulness – fear of a suffering and humiliating
enslavement
14. pun– a play on words deriving from the similarity of sounds
between two words with different meanings1
15. tone – whatever leads us to infer the author’s attitude;
implies the attitudes toward the subject and toward the
audience in a literary work
16. metaphor – a direct, implicit comparison between two
unlike things (does not use like, as, or than) (Example: My
daughter is an angel.)
17. simile – the comparison of two unlike things with the use
of like, as, or than; shows that something unknown can
be understood because it is similar to something known
(Example: My daughter is as silly as a monkey.)
18. irony – a discrepancy between what is said and what is
actually intended
19. dramatic irony – a form of irony in which the audience
knows more than a character(s)
20. soliloquy – a speech given by a character when he is alone
on stage
21. monologue – a long speech by a character, esp. one that
monopolizes a conversation
22. allusion – An implied or stated reference to something
else—such as Greek or Roman mythology, the Bible, a
historical event, work of art, or an epic poem. Knowledge of
the reference imbues additional meaning to the work under
consideration.

[1] William Flint Thrall and Addison Hibbard, A Handbook to Literature, Revised and Enlarged by C.
Hugh Holman (New York: The Odyssey Press, 1960), 388.

25

Act 1 • Grammar | Presentation 25

WORDS TO BE DEFINED
1. man of humble position ACT 1 • Grammar | Presentation

2. pointed tool used for making holes in

leather WORDS TO BE DEFINED
3. set foot; stepped
4. curved; hollow Definitions Bank
believe; consider oppression; small or lesser
5. facial expression; a person’s face
curved; hollow something that crowns
6. thoughts causes cruelty
facial expression; a strength of spirit or
7. oppression; something that causes or takes away temperament
person’s face
cruelty or takes away freedom freedom
a man of humble thoughts
8. believe; consider pointed tool used
position unnatural,
9. a small or lesser crown for making holes in
ominous; hinting of extraordinary,
leather
10. strength of spirit or temperament something sinister ominous
set foot; stepped
11. ominous; hinting of something sinister
12. unnatural, extraordinary, ominous
1. What trade, thou knave? Thou naughty knave, what
trade? (1.1.14)
2. Truly, sir, all that I live by is with the awl. (1.1.22)
3. As proper men as ever trod upon neat’s leather have gone
upon my handiwork. (1.1.26)
4. To hear the replication of your sounds made in her concave
shores (1.1.48)
5. I turn the trouble of my countenance merely upon myself
(1.2.38)
6. Thoughts of great value, worthy cogitations (1.2.50)
7. And groaning underneath this age’s yoke (1.2.61)
8. Brutus had rather be a villager than to repute himself a son
of Rome (1.2.173)
9. ’twas not a crown … ’twas one of these coronets (1.2.236)
10. Thy honourable mettle may be wrought from that it is
dispos’d (1.2.308)
11. For I believe they are portentous things (1.3.31)
12. In personal action, yet prodigious grown (1.3.77)

26

26 Act 1 • Grammar | Presentation

 2. The Romans used to love Pompey as they
ACT 1 • Grammar | Presentation now profess to love Caesar. Marullus
finds their loyalty capricious (1.1.38).

 Read the Prologue and Act 1, marking the text in key

places according to the method taught in "How to Mark
3. a) Marullus tells the people to go home
and pray that the gods won’t send a
a Book." plague as a punishment for ingratitude
As you read through Act 1, be sure to pause as often as necessary to toward Pompey. Flavius tells them to go
read the helpful footnotes for difficult words and phrases. You may to the Tiber River and cry until the banks
not need to read all of the footnotes because you will probably know overflow (1.1.54-56).
some of the words already or have a sense of their meaning as you b) Rome is decorated for the feast of
read. If you pause frequently in any section, it will be helpful to read Lupercal and the triumph for Caesar. The
the section again without pausing so that you get a proper sense of tribunes plan on dispersing the crowds
the rhythm and continuity of the language, as well as the gist of the
and removing any decorations honoring
complete speech or scene.
Caesar (1.1.69-71).

COMPREHENSION QUESTIONS Act 1, Scene 2

4. Brutus says he is not interested in such
Act 1, Scene 1 matters. Cassius stays behind because he
1. What are the professions of the onlookers questioned by says Brutus has not been himself lately
the tribunes, and how do the two men explain their absence and has seemed less friendly toward him
from work? (1.2.28-36).
2. Why does Marullus think the crowd should feel terrible 5. Brutus blames his distressed
about Caesar’s victory over Pompey? countenance on worries about which he
3. a) Marullus and Flavius each give instructions to the should not speak, and he assures Cassius
gathered crowd. Using a quote from the text, tell what each that he is one of his closest friends
tribune advises the people. (1.2.39-47).
b) What do Flavius and Marullus plan to do after dispersing 6. Cassius tells Brutus that many respected
the crowd? Romans have concerns about “this age’s
yoke” and see Brutus as someone with
Act 1, Scene 2 the ability to address Rome’s current
4. Brutus and Cassius do not attend the races. Why not? situation (1.2.55-62).
5. When Cassius tells Brutus he has been behaving strangely 7. 1) I am not the butt of jokes or the
toward him lately, how does Brutus respond? laughingstock of the other patricians: the
6. Cassius offers to be Brutus’s mirror. What does Cassius other patricians see me as respectable.
“show” Brutus about himself? 2) I am not accustomed to bestowing my
allegiance to any person that comes along
7. Referring to scene 2, ll. 72-78, list four reasons Cassius says wanting to be my ally: I am circumspect
Brutus should trust him. about my professional relationships.
8. Cassius describes two occasions when he felt Caesar did 3) You know I am not a hypocrite,
not behave like someone who should become leader of someone who acts like a loyal friend
the Roman Republic. Briefly describe the two occasions, in the presence of someone and then
including at least one quote in your answer. speaks poorly of him after he leaves the
room: I am loyal.
4) I am honest with my friends.
27
8. Cassius recounts a time along the
Tiber when Caesar challenged him to a
swimming race but then needed Cassius
COMPREHENSION QUESTIONS to save him from drowning. The other
occasion took place in Spain when
Act 1, Scene 1 Caesar was sick with a fever and cried,
“Give me some drink, Titinius’ as a sick
1. The onlookers are a carpenter and a cobbler. They have left
girl” (1.2.127-128).
work to view Caesar’s triumph and celebrate his recent military
victory (1.1.32).

Act 1 • Grammar | Presentation 27

9. Cassius says fate is not responsible
for every single event in a man’s life; ACT 1 • Grammar | Presentation
sometimes man has control over a
situation. Being underlings to Caesar is
an example of something Brutus and he 9. Reread scene 2, ll. 139-141. Paraphrase the idea Cassius
do not have to accept. presents to Brutus.
10. Cassius would be a threat if Caesar had 10. Caesar speaks to Antony about his concerns regarding Cassius.
any fears, for Cassius is a man never at Summarize Caesar’s concerns from scene 2, ll. 192-212.
peace but always yearning for something
11. What happened to Flavius and Marullus in scene 2, ll. 283-285?
else, something greater.
11. Flavius and Marullus were silenced 12. Scene 2 ends with a short soliloquy by Cassius. In
for removing decorations celebrating this soliloquy, what does Cassius say about himself in
Caesar. See also footnote 166 on p. 23 of comparison to Brutus? What does he reveal he will do
the Ignatius Critical Edition. “this night”?
12. Cassius says that if he were Brutus, he
would not listen to himself. He comments Act 1, Scene 3
that though Brutus is honorable and firmly 13. Act 1, scene 3 begins with an ominous mood created by the
wants to do that which is honorable, he weather. What does Casca tell Cicero about the weather at
senses Brutus wavering. Because of this, the start of scene 3?
he will have fraudulent letters planted 14. In addition to the vicious storm, Casca reports observing
where they will be found by Brutus, letters four unusual occurrences that he believes are portentous.
imploring Brutus’s help and that appear to List the four spectacles.
be written by a variety of Roman citizens.
15. Unlike Casca, why doesn’t Cicero believe the storms and
13. Casca says he has seen a lot of bad
weather in his lifetime but none that unusual happenings are portentous?
rivals the current storm. He speculates 16. In scene 3, ll. 43-78, how does Cassius view the weather and
that either the gods are engaging in strange events?
their own civil war or they are upset with
17. How does Cassius respond when Casca tells him that the
human behavior (1.3.3-13).
senators plan on making Caesar king?
14. 1) A slave’s hand burned like twenty
torches but remained healthy. 18. Where is Cinna supposed to take the letters written
2) In the Capitol a lion stared at Casca by Cassius?
but did him no harm. 19. Explain why Casca thinks the group needs Brutus to join.
3) A hundred women riddled with fear
told Casca they’d seen men on fire
walking up and down the streets.
4) An owl hooted at the marketplace in
the middle of the day. (1.3.15-28)
15. Though Cicero agrees times are strange,
he says human beings are apt to interpret
the meaning of an event in ways that suit
their particular viewpoint (1.3.33-34).
16. Like Casca, Cassius claims the fires, “gliding
ghosts,” and creatures behaving contrary
to their natures are signs from the gods
that something unnatural is taking place in Rome—specifically, one human has more power than should be bestowed
upon one man. Cassius reassures Casca that honest men have no need to worry; in fact,
28 he gave the gods opportunities
to strike him down when he unbuttoned his shirt and bared his breast. Apparently, the gods are content with Cassius!
17. Cassius speaks of suicide as a way of liberating himself from a situation he perceives as tyrannical (1.3.89-100).
18. Some of the papers are to be put in Brutus’s praetor chair, another by his window at his home, and yet another
paper should be posted on the statue of Junius Brutus, a distant relative of Brutus who stabbed Tarquin Superbus
and thus ended Rome’s monarchy in 510 B.C. (1.3.142-146).
19. The people respect Brutus. If Brutus becomes a member of their group, the public’s approval of one man will
transfer into an acceptance of the group and their enterprise (1.3.157-160).

28 Act 1 • Grammar | Presentation

 2. a) Marullus
ACT 1 • Logic | Dialectic b) The crowds gathered to
celebrate Caesar.
c) The celebration of Caesar’s victory
LOGIC | Dialectic over Pompey and his sons
d) The tribunes are upset by the
The student reasons with the facts, elements, and features of the play;
Roman people’s change of heart. This
sorts, arranges, compares, and connects ideas—and begins to uncover
will not be the last time the public has
and determine the Central One Idea. Discussion of the Socratic
a change of heart.
Questions may include note-taking in the Literature Notebook, or
3. The cobbler’s job is to fix the broken
they may be answered in written form in the Literature Notebook.
soles of shoes, but he uses the
homonym of soles (souls) to joke
SOCRATIC DISCUSSION QUESTIONS about fixing the souls of men’s lives.
May be verbally discussed or answered in written form in your 4. Cassius offering to be Brutus’s mirror
Literature Notebook. is an example of metaphor. After the
1. Relying only on details from scene 1, in a paragraph explain two men agree that the best way to
the problems facing Rome at the start of the play. “see” oneself is to listen to another
2. Read 1.1.37-53, starting at “O you hard hearts, you cruel men of man’s judgment, Cassius readily
Rome ….” expounds upon his own character
starting at 1.2.70, thereby arguing on
a) Who says this? behalf of his own trustworthiness.
b) To whom? 5. a) Cassius
b) The audience in a soliloquy
c) What is the occasion?
c) 1) a pun on mettle and metal;
d) What is the significance? 2) Cassius knows human nature.
3. Shakespeare enhances his dialogue with puns and their People must pick their company
ensuing humor. In a sentence or two, explain the pun on wisely because the individual, though
soles in the cobbler’s dialogue in scene 1, line 13. convicted about what is good, will
always be stronger in the company of
4. Cassius offers to be Brutus’s mirror in scene 2, lines 55- people similarly principled. However,
62. This is an example of what figure of speech? Why are contrast Cassius’s observation with
Cassius’s words ironic? Caesar’s preferences for the men that
5. Read 1.2.307-321, starting at “Well, Brutus, thou art noble; yet, surround him (1.2.192-194). Choosing to
I see ….” be around people with good character
is not the same thing as choosing to be
a) Who says this? around people without the abilities or
b) To whom? strength to ask critical questions.
c) What is the significance? 6. Casca’s lines report Caesar acting
before the crowd. Thrice Caesar
6. Many of Shakespeare’s plays include a play within the rejects a pretend crown, and at one
play. Reconsider Casca’s explanation of events in the point he asks Casca to tear open his
Capitol in scene 2, lines 234-274. Describe the drama Casca doublet (1.2.264) so Caesar could
recounts and include what thematic idea this off-stage mime cutting his own throat for
scene suggests. the sake of the people. With each
passing moment, the masses grow
in fervor and support of their new
SOCRATIC DISCUSSION QUESTIONS leader. Casca notes that Caesar
1. Student paragraphs will vary, 29but they need to find their evidence could have killed their mothers and
in scene 1. The tribunes have already expressed disapproval of the the crowd would have forgiven him.
masses’ capricious loyalties. Students should mention this and Readers learn secondhand how much
try to articulate why the public’s fleeting allegiances could harm emotional control Caesar has over his
the Republic. Students will likely also focus on Flavius’s extended citizens, and Casca’s final comment
metaphor in lines 69-76: Caesar has so much more power than any suggests that the Romans may be too
other man, it’s as if he is a god. His omnipotence leaves all other blinded by their emotions to think
citizens in comparative “servile fearfulness.” critically about their new leader.

Act 1 • Logic | Dialectic 29

7. a) Cassius
b) Fellow Romans ACT 1 • Logic | Dialectic
c) Romans may physically resemble their
ancestors, but they do not act similarly
or seem to have the same values. The 7. Read 1.3.80-84, starting at “Let it be who it is; for Romans
current Romans behave like weaklings. now ….”
d) Casca has just told Cassius he will a) Who says this?
join the conspiracy and act out as far as
is needed (1.3.118-120). Cassius wants b) About whom?
to keep Casca emotionally stirred up c) What is the meaning?
and committed. The metaphorical yoke d) What is the significance?
also comes with a historical allusion.
In ancient times, “passing under the 8. Read 1.3.127-130, starting at “There is no stir or walking in the
yoke” was an act of humiliation when streets ….”
defeated soldiers literally bowed under a) Who says this?
the yoke of the victorious as a way of
acknowledging submission. b) To whom?
8. a) Cassius c) What is the significance?
b) Casca 9. Consider what you know thus far regarding the characters
c) 1) Cassius does not name the plan of Caesar and Cassius—their apparent strengths,
explicitly but uses a metaphor instead: weaknesses, and their concerns about one other. Which man
the sky and its current appearance, would you prefer for your country’s leader if they were the
which he describes as “bloody, fiery, and
only two candidates from which to choose?
most terrible.”
2) The descriptors alone reveal
Cassius’s understanding that his plans
are morally questionable.
9. Answers will vary.

RHETORICAL EXPRESSION
1. • Scene 1: Tribunes Flavius and Marullus
attempt to admonish and control a
crowd on a day when people should be
at work.
• Scene 2: Cassius begins the process of
winning the honorable Brutus over to
his cause.
• Scene 3: The weather is perceived as
divine evidence of the Roman Republic’s
fragile state, while Cassius sends Cinna 30
to plant letters appealing to Brutus’s
aid. Cassius is certain Brutus will join his
cause. Casca says the conspiracy needs
Brutus to gain legitimacy in the eyes of
the people.
2. Answers will vary.

30 Act 1 • Logic | Dialectic

 3. 1) The tribunes express concern about
ACT 1 • Rhetoric | Expression Caesar’s unnatural amount of power
at the end of scene 1, and by the end
of scene 2, Flavius and Marullus have
RHETORIC | Expression disappeared. This disappearance
symbolizes not just the lost voice of
The student reasons with the facts, elements, and features of the play;
the citizenry, but suggests something
sorts, arranges, compares, and connects ideas—and begins to uncover
about the manner in which any
and determine the Central One Idea. Discussion of the Socratic people can lose their voice—without
Questions may include note-taking in the Literature Notebook, or recognition and thereby without
they may be answered in written form in the Literature Notebook. protest, in the midst of fervent
approval for a charismatic leader.
RHETORICAL EXPRESSION 2) Brutus, one of Caesar’s closest
To be answered in your Literature Notebook in preparation for friends, has concerns about
your essay. Caesar’s power.
3) In this play, which focuses on the
1. In a sentence or two, summarize each scene in Act 1.
power and use of language, Caesar
2. Write the Central One Idea of Act 1 in a precise, acts out a play (1.2.234) in which
eloquent sentence. Antony pretends to crown him king.
3. List three or four points that support your determination of In this play without language and only
the Central One Idea. mime, Caesar stirs the crowd into an
emotional frenzy. Casca comments
4. Write a lead (1-2 sentences) that grabs the reader’s that the crowd would not have
attention—such as a quote, question, startling fact or statistic, censored the leader had he killed
scenario, piece of dialogue, etc. their mothers.
5. Write an amplification/importance (1-2 sentences) that 4) The unnatural events and weather
explains why your thesis is important in a larger or more described at the start of scene 2
universal sense. indicate that Rome’s situation is
abnormal—yet another indicator of
” Central Quote: Choose a quote from anywhere in Act 1 that you Caesar’s unusual degree of power.
think best embodies the Central One Idea. With good penmanship, The common people seem to revere
write it in the Central Quote section at the beginning of Act 1. him as more than a man, someone
I Write the Central One Idea as expressed by the teacher. half-god. In their eyes, he can do no
wrong, and so the people’s love for
Caesar is also unnatural.
ESSAY OPTION
4. Answers will vary.
Choose a topic below and respond with a 3-5 paragraph
5. Answers will vary.
essay that includes an Introduction with a clear thesis; a Body
with organized, logical, and specific support of the thesis; and a ””Central Quote: Answers will vary.
Conclusion that discusses the significance of the thesis. Here is an example:
The essay should feature appropriate tone, voice, and point “These growing feathers pluck’d from
of view; correct grammar, usage, and mechanics; a variety of Caesar’s wing
Will make him fly an ordinary pitch,
sentence structures enhanced by subordination and parallelism; Who else would soar above the view
a balance of general and specific detail; and enhanced rhetorical of men,
effect through transition words, appropriate diction, strong And keep us all in servile fearfulness.”
verbs, descriptive adjectives, and other rhetorical devices. – (5.1.45-49)
I Power should not be consolidated
31
in an individual, even if that
particular individual is considered
virtuous. Untouchable power in
one person threatens the security
and well-being of a society.

Act 1 • Rhetoric | Expression 31

 ACT 1 • Rhetoric | Expression

1. Write a 3-5 paragraph essay in which you point out and

explore the similarities between Caesar and Cassius.
2. Write a 3-5 paragraph essay discussing what you perceive
to be Caesar’s weaknesses, and how these weaknesses could
affect his leadership and/or harm Rome.
3. Write a 3-5 paragraph essay exploring how appearances
differ from reality in Act 1.
4. Central One Idea — Write about Caesar’s power. Why is it
wrong to have power concentrated in Caesar? What sort of
problems are already sprouting up for the Republic as early as
this first act? In your concluding paragraph, explain why your
reader should prefer a balance of power over the leadership of
one person—even if that leader is considered virtuous.

32

32 Act 1 • Rhetoric | Expression