Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson Mob Manipulation in Julius Caesar Grade Cycle one, Grade 8
level
Subject ELA Topic Aspects of a convincing speech
Relevance Students are reading Marc Antony’s speech from act 3 scene 2 of the play Julius Caesar, and
one aspect that they are focusing on is the power of words and mob mentality, which is very
much prevalent in the speech.
Resources Required The play, the movie clip, devices, activity sheets, pens/pencils, kahoot game.
QEP Subject Area C1: Uses language/talk to communicate and to learn: Produces spoken texts for a familiar
Competencies audience in specific contexts.
C3: Reads and listens to written, spoken and media texts: Integrates reading profile, stance
and strategies to make sense of a text in a specific context. Interprets the relationship(s)
between reader, text and context in light of own response(s).
C4: Writes a variety of genres for personal and social purposes: Follows a process to produce
written texts in specific contexts. Develops style as writer within a classroom community of
writers.
Content focus Students will create meaningful links between literature and real-life situations of “mob
mentality”. Students will acquire strategies and develop skills for persuasive speech.
Essential Question(s) How does a crowd influence individual thought? How can one use words to manipulate a
crowd? How do literature and art teach accomplish ‘mob mentality’?
Lesson Introduction (hook): Student will know:
Timing 1. We’ll start off the class by reviewing briefly what  The modern English translation of act
was covered in the last class. Well ask students some 3 scene 2 in Julius Caesar
2 min. review questions to make sure they remembered the  The aspects of Marc Antony’s speech
important parts of the last class. that accomplish manipulation
 How to associate quotes from the
speech to the manipulation technique
employed.

Development (Learning activities – step by step sequential Students will understand:

procedure):
 How to recognize manipulation in a
text
3 min.  How Marc Antony subtlety swayed
the crowd against Brutus

5 min. 2. We will proceed the lesson by showing the movie clip
of the speech.
3. We will then go over some of the techniques that
were present in the speech which they will be working
with as the lesson goes on (5 techniques: verbal irony,
8 min. playing on emotions, dramatic pause, us vs them,
incitement of curiosity/greed).
4. The students will then be given a sheet listing the 5
terms, along with a brief description. They will be
required to match the technique to the corresponding
words from Marc Antony’s speech, given to them in
7 min.
little bits of paper. This will be done in 4 groups of 4.
5. We will then play a game of survey Kahoot, to see
the answers that everyone got and compare them to
5 min.
Students will do:
 Produce a short text in the attempt
to sway his/her peers in favor of
their cause, while employing some of
the techniques discussed in class.
 Match the words from Marc Atony’s
speech to the technique he employs.
Cross Curricular Competencies:
The cross curricular competency present in
this lesson revolves around the social aspect
of learning. The students will explore the
ways in which powerful speech can affect
their surroundings.

1 Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 the rest of the class. Will use this opportunity to
clarify ideas, answer questions, etc.
6. Finally, we will introduce the activity part of the
lesson, in which students will be given instructions to
15 min
create their own (very) short persuasive speech about
a topic that they feel strongly about. (each piece will
13 min be 4-5 lines min.). Humour will play a big part in this
activity as the topics for the short speech are issues
they would usually not defend, such as, lunch menu
and homework.
7. Students will write their short speech pieces.
Closure (transition):
We will end the class with presentations from the students,
which will continue on to the next class if needed. (each
speech should be no more than 1 min.)
Further considerations (follow up activities)
Reflection:
Broad Areas of Learning:
This lesson addresses issues of citizenship
and community life as it involves mob
mentality and mass opinion. The activities will
show how powerful speech can have on
society (whether positive or negative) and
the subsequent responsibility which befalls
those who publicly express themselves. This
lesson will also address the place of media
and literature as a platform to create/ start
‘a mob mentality’, therefore involving critical
media literacy.
Universal Design for Learning/ Differentiation:
 All activities will be read out loud
prior to starting it as to benefit the
auditory learners.
 The kahoot game is a technological
tool that enhances the activity with
its multimedia display of information
 The students will be placed in teams
to complete the match up activity as
to benefit all types of learners and
co-operative learning.
 The students that can’t clearly recall
the scene from mere discussion will
have the chance to review the
speech by being shown the movie
clip.
FORMATIVE - Assessment FOR learning:
1. The students will produce a short
text to display their understanding
of the manipulation techniques
2. Students will (in teams of 4) match
words from the text to the technique
of manipulation employed.
FORMATIVE - Assessment AS learning:
1. Students will receive feedback on
the match up activity after the
kahoot game.
SUMMATIVE - Assessment OF learning:
Not applicable to this lesson.
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Professional Competencies: