The historical and cultural aspects of the Cleopatra story provide an opportunity for the arts to enter the history class. Whatever opportunities you pursue for interdisciplinary uses of this, we know the students will benefit by an expanded awareness of the many talents needed to put together a Shakespearean play. In 41 BC, Antony summoned Cleopatra to meet him at Tarsus. She presented herself in full state on the royal barge, dressed as Aphrodite. traveled from city to city displaying his oratorical skill, which became wildly popular for its poetic style, a style which included parallelism, antithesis, even rhythm and rhyme The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. Employ a number of rhetorical devices—alliteration, simile, metaphor, hyperbole, aetiologia, anthypophora, parallelism, repetition, anaphora, epistrophe, expeditio, and illustration and conclusion—for more thought-provoking writing and speaking. What all rhetorical devices have in common is that they are departures from normal, natural or simple language. But, of course, that requires consensus on the definitions of normal, natural and simple. Categories of figures of speech Schemes deal with patterns, sounds and syntax, e.g. alliteration, meter, parallelism, rhyme, etc. and the final effect is sonorous and harmonious in the extreme. These are certainly lines for students to scan and read aloud. Historical context-social, political, economic, and environmental situations that influence literature It's always great to watch Shakespeare at work, and the thing to notice here is how he cuts and elaborates on the basis of alliteration. The word barge is in the original, and Shakespeare adds that it was burnished and that it burned and that its gold was beaten. The poop and purple are in the original, so Shakespeare invents the idea that the sails were perfumed. Shakespeare picks the flute from among all Plutarch's instruments and then makes the water follow faster. There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. The strongest analyses will not only identify and explain reasons, but they will also attempt to differentiate them in terms of significance. Engages imagination and sparks a desire to imitate by giving student a model from which to write. An opportunity to learn from Shakespeare as well as present her own work. seeks to develop comprehension of a skill taught in those particular lessons. Students will variously examine the use of vivid words and the three modes of persuasion: pathos, ethos, and logos. Use, analyse and evaluate ancient sources within their historical context to make judgements and drawn conclusions about The best candidates will analyse how the author’s interpretation/context, purpose and techniques contribute to their judgements. Students may also cross-reference the information in the sources, as well as interrogating the evidence using logic, to develop relevant evaluations. The activity encouraged them to analyze the use of language, metaphor, and symbolism in Shakespeare's text, fostering deeper textual analysis skills. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. It teaches students to recognize and use the three persuasive appeals to an audience: pathos, ethos, and logos. This was a cognitively demanding task that required her to process vocabulary, sequence and organize ideas, employ grammatical concepts and draw upon a reservoir of good writing—hopefully the reservoir exists—as a template for new writing In this fun activity ……….. students has taken a step towards her mastery of rhetoric. Student used the content of Shakespeare’s verse on Cleopatra’s first meeting with Antony to compose a poem. She spotted had spotted alliteration in Cleopatra and observed a queen ant after a storm, In writing these compositions, students take another step forward toward the goal of mastering rhetoric. The readings will continue to be a foundation of pleasure and instruction, but students will use the content of the readings to develop different types of descriptive and expository essays. They will continue working with topic sentences and expanding the meaning of those sentences through facts and details. In other words, all the basics are in place for creating an ethos and logos based on careful observation, which ultimately makes for rhetoric firmly planted in credible ideas and sources Objectives for Description & Impersonation The following are some of the major objectives for the exercises found in each section of this book: Reading 1. Expose students to various forms of descriptive, process, fiction, nonfiction, biographical, and autobiographical writing as well as culturally important narratives from American history dur- ing the early- to mid-twentieth century. 2. Model fluent reading for students and give them practice reading diverse texts. 3. Aid student reading and recall by teaching techniques for annotation. 4. Facilitate student interaction with well-written texts through discussions and exercises in evaluation and critical thinking. Writing 1. Enhance research skills by giving students multiple texts to read and having them summarize, outline, and create a topic from the material. 2. Support the development of invention (inventing topics and ideas to write about). 3. Encourage students to map (prewrite) their information before they write a paragraph. 4. Strengthen descriptive capabilities with an emphasis on specific, vivid words and sensorial language. 5. Emphasize the importance of “showing” in addition to “telling.” 6. Support students in writing descriptive essays focused on people, nature, and processes, as well as a short story focused on a character in a natural setting. 7. Support students in writing well-crafted, four-paragraph descriptive essays featuring the modes of appeal. Ethos is used in the first body paragraph, pathos in the second, and logos in the conclusion. These essays include the development of an awareness of transitions, tone, and writing style. 8. Practice the concepts of topic sentence and narrative overview. 9. Practice the use of sequence words. 10. Strengthen the skill of deriving information from texts and organizing and summarizing it in expository paragraphs. 11. Continue the development of revision, proofreading, and joint critiquing. 12. Reinforce grammatical concepts such as subordinating conjunctions, gerunds, colons, and semicolons. 13. Practice sentence manipulation and imitation. Related Concepts 1. Aid in the development of vocabulary and analysis of language. 2. Strengthen students’ power of observation. 3. Reinforce the ability to summarize and paraphrase, as well as to amplify through description, for greater rhetorical flexibility. 4. Strengthen working memory through recitation (memoria), thus improving storage of infor- mation and rhetorical power. 5. Employ a number of rhetorical devices—alliteration, simile, metaphor, hyperbole, aetiologia, anthypophora, parallelism, repetition, anaphora, epistrophe, expeditio, and illustration and conclusion—for more thought-provoking writing and speaking. 6. Increase understanding of the flexibility and copiousness of language by practicing sentence variety. Speaking 1. Strengthen students’ oratory skills by providing opportunities for public speaking and for working on delivery—volume, pacing, and inflection. 2. Practice tone and inflection by means of dramatic reading. 3. Encourage students to see the relationship between writing and speaking as they consider their ideas orally and to use oration as an aid to the process of revision. The second half of this book focuses on impersonation and contains point- of-view exercises that teach students to think in categories of rhetorical persuasion: appeal to emotion (pathos), appeal to authority (ethos), and appeal to logic (logos). Each essay consists of the following parts: The first paragraph opens the essay by giving a direct answer to a speculative question. The second paragraph incorporates biographical information about the historical person in an attempt to build ethos, the appeal to the author’s credibility. The third paragraph answers the speculative question with vivid descriptive detail, and requires the student to describe a place, an incident, or an event from the author’s perspective using pathos, the appeal to emotion. In this book, students will continue to critically analyze their own writing. The Revise It section offers students the opportunity to improve their writing, and the writing of others, by strengthen- ing phrasing, finding grammar errors, and proofreading. Unpacking Description & Impersonation This book is divided into two major portions: Lessons 1 to 5—The first portion introduces the concept and techniques of description and ex- plains how to write various forms of descriptive prose, both nonfiction and fiction. Lessons 6 to 10—The second portion introduces the idea of impersonation and the three modes of persuasion: pathos, ethos, and logos. It also includes several lessons that each feature a reading re- lated to the life of a historic person, as well as the step-by-step prompts for writing a four-paragraph impersonation. 1. How can a study of poetry improve our rhetorical style? delivering speeches in a highly-structured, poetic style. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. traveled from city to city displaying his oratorical skill, which became wildly popular for its poetic style, a style which included parallelism, antithesis, even rhythm and rhyme realm Although Mount Olympus became the localized home of the major Greek gods, the gods were thought more broadly to live in the sky—the sun, moon, and stars were commonly wor- shipped as deities The planets reflect Romanized names for the gods: for example, Venus is Aphrodite; Jupiter is Zeus Generally, mortals lived upon earth, and the dead lived in the Underworld, while the heavens were the home of divinities Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. Use, analyse and evaluate ancient sources within their historical context. Response uses a range of fully appropriate details from the stimulus ancient source material, which are analysed to draw out relevant characteristics and features and give a detailed and sophisticated evaluation of what we can learn from the source about the specified issue in the question. Use, analyse and evaluate ancient sources within their historical context to make judgements and draw conclusions about how the portrayal of events by ancient writers/sources relates to historical contexts in which they were written/produced. Response analyses the source by using relevant detail from the source content or historical context to give a more detailed evaluation of the source within its historical context. It draws a thorough and convincing conclusion about its accuracy or reliability based on how the context in which it was created impacts on how it portrays issues or events. Candidates should relate the evaluation of Virgil to his description of the particular event in the passage for full marks. Students may cross-reference their own contextual knowledge with details from the passage to make developed judgments on accuracy. An engaging biography that details the life of Cleopatra, paralleling the historical context of her portrayal in literature.student engaged in critical thinking by evaluating the differences in style and purpose between the works of Shakespeare and Shaw, enhancing their comparative literature skills. The exploration of historical figures in 'Julius Caesar' allowed the student to link literary analysis with historical context, which deepened their understanding of the interplay between literature and history Shakespeare adopts many of North's already poetic phrases, heightening the language in the process Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question.Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. Using higher cognitive abilities, not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. Could analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Analyse and evaluated, in relation to the historical context, different ways in which aspects of the past have been interpreted Acquire an understanding of the nature of historical study, for example that hsisoty is concerned with judgements based on available evidence and that historical judgements are provisional Acquired understanding of different identities within society and an appreciation fo aspects such as social, cultural, religious and ethnic diversity, as appropriate. Built on her understanding of the past through experiencing a broad and balanced course of study ENGLISH Historical-and historical chronicles, accounts of events that are arranged in the order they happened- and literary sources-poem, play, novel, or piece or prose fiction- that informed Shakespeare’s works Intertextuality-relationship between texts, especially literary texts It's always great to watch Shakespeare at work, and the thing to notice here is how he cuts and elaborates on the basis of alliteration. The word barge is in the original, and Shakespeare adds that it was burnished and that it burned and that its gold was beaten. The poop and purple are in the original, so Shakespeare invents the idea that the sails were perfumed. Shakespeare picks the flute from among all Plutarch's instruments and then makes the water follow faster. / Lesson Plan / Learning Corner

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The historical and cultural aspects of the Cleopatra story provide an opportunity for the arts to enter the history class. Whatever opportunities you pursue for interdisciplinary uses of this, we know the students will benefit by an expanded awareness of the many talents needed to put together a Shakespearean play. In 41 BC, Antony summoned Cleopatra to meet him at Tarsus. She presented herself in full state on the royal barge, dressed as Aphrodite. traveled from city to city displaying his oratorical skill, which became wildly popular for its poetic style, a style which included parallelism, antithesis, even rhythm and rhyme The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. Employ a number of rhetorical devices—alliteration, simile, metaphor, hyperbole, aetiologia, anthypophora, parallelism, repetition, anaphora, epistrophe, expeditio, and illustration and conclusion—for more thought-provoking writing and speaking. What all rhetorical devices have in common is that they are departures from normal, natural or simple language. But, of course, that requires consensus on the definitions of normal, natural and simple. Categories of figures of speech Schemes deal with patterns, sounds and syntax, e.g. alliteration, meter, parallelism, rhyme, etc. and the final effect is sonorous and harmonious in the extreme. These are certainly lines for students to scan and read aloud. Historical context-social, political, economic, and environmental situations that influence literature It's always great to watch Shakespeare at work, and the thing to notice here is how he cuts and elaborates on the basis of alliteration. The word barge is in the original, and Shakespeare adds that it was burnished and that it burned and that its gold was beaten. The poop and purple are in the original, so Shakespeare invents the idea that the sails were perfumed. Shakespeare picks the flute from among all Plutarch's instruments and then makes the water follow faster. There is a well-developed and sustained line of reasoning which is coherent, relevant and logically structured. The strongest analyses will not only identify and explain reasons, but they will also attempt to differentiate them in terms of significance. Engages imagination and sparks a desire to imitate by giving student a model from which to write. An opportunity to learn from Shakespeare as well as present her own work. seeks to develop comprehension of a skill taught in those particular lessons. Students will variously examine the use of vivid words and the three modes of persuasion: pathos, ethos, and logos. Use, analyse and evaluate ancient sources within their historical context to make judgements and drawn conclusions about The best candidates will analyse how the author’s interpretation/context, purpose and techniques contribute to their judgements. Students may also cross-reference the information in the sources, as well as interrogating the evidence using logic, to develop relevant evaluations. The activity encouraged them to analyze the use of language, metaphor, and symbolism in Shakespeare's text, fostering deeper textual analysis skills. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. It teaches students to recognize and use the three persuasive appeals to an audience: pathos, ethos, and logos. This was a cognitively demanding task that required her to process vocabulary, sequence and organize ideas, employ grammatical concepts and draw upon a reservoir of good writing—hopefully the reservoir exists—as a template for new writing In this fun activity ……….. students has taken a step towards her mastery of rhetoric. Student used the content of Shakespeare’s verse on Cleopatra’s first meeting with Antony to compose a poem. She spotted had spotted alliteration in Cleopatra and observed a queen ant after a storm, In writing these compositions, students take another step forward toward the goal of mastering rhetoric. The readings will continue to be a foundation of pleasure and instruction, but students will use the content of the readings to develop different types of descriptive and expository essays. They will continue working with topic sentences and expanding the meaning of those sentences through facts and details. In other words, all the basics are in place for creating an ethos and logos based on careful observation, which ultimately makes for rhetoric firmly planted in credible ideas and sources Objectives for Description & Impersonation The following are some of the major objectives for the exercises found in each section of this book: Reading 1. Expose students to various forms of descriptive, process, fiction, nonfiction, biographical, and autobiographical writing as well as culturally important narratives from American history dur- ing the early- to mid-twentieth century. 2. Model fluent reading for students and give them practice reading diverse texts. 3. Aid student reading and recall by teaching techniques for annotation. 4. Facilitate student interaction with well-written texts through discussions and exercises in evaluation and critical thinking. Writing 1. Enhance research skills by giving students multiple texts to read and having them summarize, outline, and create a topic from the material. 2. Support the development of invention (inventing topics and ideas to write about). 3. Encourage students to map (prewrite) their information before they write a paragraph. 4. Strengthen descriptive capabilities with an emphasis on specific, vivid words and sensorial language. 5. Emphasize the importance of “showing” in addition to “telling.” 6. Support students in writing descriptive essays focused on people, nature, and processes, as well as a short story focused on a character in a natural setting. 7. Support students in writing well-crafted, four-paragraph descriptive essays featuring the modes of appeal. Ethos is used in the first body paragraph, pathos in the second, and logos in the conclusion. These essays include the development of an awareness of transitions, tone, and writing style. 8. Practice the concepts of topic sentence and narrative overview. 9. Practice the use of sequence words. 10. Strengthen the skill of deriving information from texts and organizing and summarizing it in expository paragraphs. 11. Continue the development of revision, proofreading, and joint critiquing. 12. Reinforce grammatical concepts such as subordinating conjunctions, gerunds, colons, and semicolons. 13. Practice sentence manipulation and imitation. Related Concepts 1. Aid in the development of vocabulary and analysis of language. 2. Strengthen students’ power of observation. 3. Reinforce the ability to summarize and paraphrase, as well as to amplify through description, for greater rhetorical flexibility. 4. Strengthen working memory through recitation (memoria), thus improving storage of infor- mation and rhetorical power. 5. Employ a number of rhetorical devices—alliteration, simile, metaphor, hyperbole, aetiologia, anthypophora, parallelism, repetition, anaphora, epistrophe, expeditio, and illustration and conclusion—for more thought-provoking writing and speaking. 6. Increase understanding of the flexibility and copiousness of language by practicing sentence variety. Speaking 1. Strengthen students’ oratory skills by providing opportunities for public speaking and for working on delivery—volume, pacing, and inflection. 2. Practice tone and inflection by means of dramatic reading. 3. Encourage students to see the relationship between writing and speaking as they consider their ideas orally and to use oration as an aid to the process of revision. The second half of this book focuses on impersonation and contains point- of-view exercises that teach students to think in categories of rhetorical persuasion: appeal to emotion (pathos), appeal to authority (ethos), and appeal to logic (logos). Each essay consists of the following parts: The first paragraph opens the essay by giving a direct answer to a speculative question. The second paragraph incorporates biographical information about the historical person in an attempt to build ethos, the appeal to the author’s credibility. The third paragraph answers the speculative question with vivid descriptive detail, and requires the student to describe a place, an incident, or an event from the author’s perspective using pathos, the appeal to emotion. In this book, students will continue to critically analyze their own writing. The Revise It section offers students the opportunity to improve their writing, and the writing of others, by strengthen- ing phrasing, finding grammar errors, and proofreading. Unpacking Description & Impersonation This book is divided into two major portions: Lessons 1 to 5—The first portion introduces the concept and techniques of description and ex- plains how to write various forms of descriptive prose, both nonfiction and fiction. Lessons 6 to 10—The second portion introduces the idea of impersonation and the three modes of persuasion: pathos, ethos, and logos. It also includes several lessons that each feature a reading re- lated to the life of a historic person, as well as the step-by-step prompts for writing a four-paragraph impersonation. 1. How can a study of poetry improve our rhetorical style? delivering speeches in a highly-structured, poetic style. The activity encouraged the student to experiment with poetic devices, drawing from the alliteration and imagery of Shakespearean verse in their poetry. traveled from city to city displaying his oratorical skill, which became wildly popular for its poetic style, a style which included parallelism, antithesis, even rhythm and rhyme realm Although Mount Olympus became the localized home of the major Greek gods, the gods were thought more broadly to live in the sky—the sun, moon, and stars were commonly wor- shipped as deities The planets reflect Romanized names for the gods: for example, Venus is Aphrodite; Jupiter is Zeus Generally, mortals lived upon earth, and the dead lived in the Underworld, while the heavens were the home of divinities Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question. Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. Use, analyse and evaluate ancient sources within their historical context. Response uses a range of fully appropriate details from the stimulus ancient source material, which are analysed to draw out relevant characteristics and features and give a detailed and sophisticated evaluation of what we can learn from the source about the specified issue in the question. Use, analyse and evaluate ancient sources within their historical context to make judgements and draw conclusions about how the portrayal of events by ancient writers/sources relates to historical contexts in which they were written/produced. Response analyses the source by using relevant detail from the source content or historical context to give a more detailed evaluation of the source within its historical context. It draws a thorough and convincing conclusion about its accuracy or reliability based on how the context in which it was created impacts on how it portrays issues or events. Candidates should relate the evaluation of Virgil to his description of the particular event in the passage for full marks. Students may cross-reference their own contextual knowledge with details from the passage to make developed judgments on accuracy. An engaging biography that details the life of Cleopatra, paralleling the historical context of her portrayal in literature.student engaged in critical thinking by evaluating the differences in style and purpose between the works of Shakespeare and Shaw, enhancing their comparative literature skills. The exploration of historical figures in 'Julius Caesar' allowed the student to link literary analysis with historical context, which deepened their understanding of the interplay between literature and history Shakespeare adopts many of North's already poetic phrases, heightening the language in the process Demonstrate knowledge and understanding of the key features and characteristics of the historical periods studied Analyse and explain historical events and historical periods to arrive at substantiated judgements. The response demonstrates a range of detailed and accurate knowledge and a developed understanding that is fully relevant to the question.Response has a full explanation and thorough, convincing analysis of the issue in the question, arriving at substantiated and developed judgements. Using higher cognitive abilities, not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. Could analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context. Analyse and evaluated, in relation to the historical context, different ways in which aspects of the past have been interpreted Acquire an understanding of the nature of historical study, for example that hsisoty is concerned with judgements based on available evidence and that historical judgements are provisional Acquired understanding of different identities within society and an appreciation fo aspects such as social, cultural, religious and ethnic diversity, as appropriate. Built on her understanding of the past through experiencing a broad and balanced course of study ENGLISH Historical-and historical chronicles, accounts of events that are arranged in the order they happened- and literary sources-poem, play, novel, or piece or prose fiction- that informed Shakespeare’s works Intertextuality-relationship between texts, especially literary texts It's always great to watch Shakespeare at work, and the thing to notice here is how he cuts and elaborates on the basis of alliteration. The word barge is in the original, and Shakespeare adds that it was burnished and that it burned and that its gold was beaten. The poop and purple are in the original, so Shakespeare invents the idea that the sails were perfumed. Shakespeare picks the flute from among all Plutarch's instruments and then makes the water follow faster.

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Objective

By the end of this lesson, the student will have a deeper understanding of the historical and cultural aspects of Cleopatra's story, as well as how to use poetic devices and rhetorical techniques to enhance their own writing. The lesson will also foster an appreciation for the arts and literature, particularly through the lens of Shakespeare's portrayal of Cleopatra.

Materials and Prep

Books or articles about Cleopatra and her historical context
Selected passages from Shakespeare's works, particularly those featuring Cleopatra
Notebook and writing materials for poetry and essays
Art supplies for creative projects (optional)
Access to a computer or tablet for research and writing

Activities

Poetic Exploration: The student will read selected passages from Shakespeare that describe Cleopatra. They will then identify and discuss the poetic devices used, such as alliteration and imagery. Following this, the student will write their own poem inspired by Cleopatra, incorporating at least three different poetic devices.
Character Analysis: The student will create a character map of Cleopatra, detailing her traits, motivations, and historical significance. They will compare this with how Shakespeare portrays her in his plays, discussing the differences and similarities.
Rhetorical Devices Workshop: The student will learn about various rhetorical devices (e.g., ethos, pathos, logos) and practice using them in their writing. They will write a short persuasive essay or speech about Cleopatra, utilizing these devices to enhance their argument.
Creative Presentation: The student will choose a scene from Shakespeare's plays that features Cleopatra and create a short skit or dramatic reading. They can use costumes or props to enhance the performance, allowing them to engage with the material creatively.

Talking Points

"Cleopatra was not just a queen; she was a powerful figure in history. What do you think made her so influential?"
"Shakespeare's portrayal of Cleopatra is rich with poetic language. Can you find examples of alliteration in his writing?"
"What do you think Shakespeare wanted us to feel about Cleopatra? How does he use pathos to achieve this?"
"Let's explore how Cleopatra's story has been told differently throughout history. Why do you think that is?"
"Rhetorical devices can make our writing more persuasive. Can you think of a time when you were convinced by someone's argument?"
"Imagery helps paint a picture in the reader's mind. How can we use vivid descriptions to enhance our writing?"
"What do you think are the key traits of Cleopatra? How do these traits influence her actions?"
"When we analyze poetry, we can uncover deeper meanings. What do you think Shakespeare was trying to convey about love and power?"
"Let's think about the historical context. How did Cleopatra's life reflect the political struggles of her time?"
"Creative expression is important in understanding literature. How can we express our interpretation of Cleopatra through art or performance?"
"Why is it important to study both the historical and literary aspects of figures like Cleopatra?"
"As we write our poems and essays, remember to experiment with different rhetorical devices. What will you try to make your writing stand out?"

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