12.2.2 Lessn 3 Intrductin In this lessn, students read and analyze Act 1.2, lines 139 187 f Julius Caesar (frm Anther general shut! / I d believe that these applauses are t thus much shw f fire frm / Brutus ), in which Cassius cntinues t speak t Brutus abut the rise f Caesar. Students explre Cassius s use f rhetric and emerging central ideas, including the relatinship between the individual and the state, scial bnds, and ethics f hnr. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Shakespeare use rhetric t develp a central idea in the play? Fr hmewrk, students read Act 1.2, lines 188 224 (frm The games are dne, and Caesar is returning t And tell me truly what thu think st f him ) befre respnding t a series f questins. Students als read Act 1.2, lines 225 334 (frm Yu pulled me by the clak. Wuld yu speak with me? t Fr we will shake him, r wrse days endure ) in preparatin fr the next lessn. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 1
Standards Assessed Standard(s) RL. 11-12.2 Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. Addressed Standard(s) W. 11-12.9.a L. 11-12.4.c L. 11-12.5.a Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades 11 12 Reading standards t literature (e.g., Demnstrate knwledge f eighteenth-, nineteenth- and early-twentieth-century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics ). Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 11 12 reading and cntent, chsing flexibly frm a range f strategies. c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r determine r clarify its precise meaning, its part f speech, its etymlgy, r its standard usage. Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., hyperble, paradx) in cntext and analyze their rle in the text. Assessment http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 2
Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw des Shakespeare use rhetric t develp a central idea in the play? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea emerging in the play (e.g., ethics f hnr; the relatinship between the individual and the state; scial bnds; etc.). Explain hw Shakespeare s use f rhetric develps the emerging central idea (e.g., Cassius s use f rhetrical devices such as figurative language and histrical references develps the central idea f the relatinship between the individual and the state. In a simile cmparing Caesar t a Clssus, Cassius makes the pint that Caesar s rise t pwer causes ther men t appear petty r insignificant (line 143). They are left t find dishnrable graves (line 145) because they are n lnger seen as Caesar s equal. Cassius s use f a negative image here suggests that he believes the relatinship between the individual and the state shuld nt be ne f a single leader dminating Rme. He uses histrical references t advance this idea when he reminds Brutus that Rme was nce a city famed with mre than with ne man (line 162) and cncludes by reminding Brutus f his ancestr f the same name. His ancestr Brutus tk the hnr f being a free and equal Rman s seriusly that he wuld have brked / Th eternal devil t keep his state in Rme / as easily as a king (lines 168 170). Cassius tells this stry t encurage Brutus t preserve the relatinship between the individual and the state that is the hallmark f Rme, a relatinship f freedm and equality that des nt invlve a king.). http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 3
Vcabulary http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 4
Vcabulary t prvide directly (will nt include extended instructin) *Clssus (n.) a gigantic brnze statue whse legs, accrding t legend, spanned the harbr at Rhdes encmpassed (v.) included cmprehensively *brked (v.) permitted entreat (v.) make an earnest request repute (v.) cnsider Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) applauses (n.) expressins f appreciatin r apprval bestride (v.) stand r twer ver; dminate recunt (v.) tell smene abut (smething that happened); describe r give an accunt f (an event) Wrds defined in the explanatry ntes are marked with an asterisk. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 5
Lessn Agenda/Overview Student-Facing Agenda % f Lessn Standards & Text: Standards: RL.11-12.2, W.11-12.9.a, L.11-12.4.c, L.11-12.5.a Text: Julius Caesar by William Shakespeare, Act 1.2: lines 139 187 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Quick Write 5. Clsing 1. 5% 2. 15% 3. 60% 4. 15% 5. 5% Materials Student cpies f 12.2 Cmmn Cre Learning Standards Tl (refer t 12.2.1 Lessn 4) (ptinal) Student cpies f the Shrt Respnse Rubric and Checklist (refer t 12.2.1 Lessn 1) (ptinal) http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 6
Learning Sequence Hw t Use the Learning Sequence Symb l Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd.! Indicates student actin(s). " Indicates pssible student respnse(s) t teacher questins. # Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RL.11-12.2. In this lessn, students wrk in small grups t analyze hw Shakespeare s use f rhetric develps a central idea in Act 1.2, lines 139 187 f Julius Caesar. Students lk at the agenda. Differentiatin Cnsideratin: If students are using the 12.2 Cmmn Cre Learning Standards Tl, instruct them t refer t it fr this prtin f the lessn intrductin. Pst r prject standard RL.11-12.2. Instruct students t talk in pairs abut what they think the standard means. Lead a brief discussin abut the standard. Student respnses shuld include: The standard requires students t determine and analyze mre than ne central idea in a text. The standard requires students t identify several places in a text where authrs develp central ideas. The standard means that ne central idea can affect ther central ideas in a text. The standard requires students t summarize a text bjectively. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 7
Activity 2: Hmewrk Accuntability 15% Instruct students t take ut their respnses t the first part f the previus lessn s hmewrk assignment. (Anntate Act 1.1 and Act 1.2, lines 1 138 fr hw Shakespeare develps relatinships and answer the fllwing questin.) Instruct students t frm pairs and share their anntatins. Student anntatins may include: Hence! Hme, yu idle creatures, get yu hme! (Act 1.1, line 1) Flavius takes an angry and cmmanding tne twards the Cmmners, suggesting that he perceives himself t have authrity ver them. [W]e make hliday t see Caesar and t rejice in his triumph (Act 1.1, lines 34 35) the Cmmners are eager t celebrate Caesar, suggesting that Caesar is ppular amng the peple. Let n images / Be hung with Caesar s trphies (Act 1.1, lines 73 74) Flavius and Marullus seem t be hstile t Caesar, suggestin tensin between different grups in the city. When Caesar says D this, it is perfrmed (Act 1.2, line 13) Antny s wrds suggest that Caesar has a dminant relatinship with thse arund him. I have nt frm yur eyes that gentleness / And shw f lve as I was wnt t have (Act 1.2, lines 38 39) Cassius implies that he and Brutus were nce friends but that the relatinship has becme strained. But let nt therefre my gd friends be grieved / (Amng which number, Cassius, be yu ne) (Act 1.2, lines 49 50) Brutus acknwledges Cassius as a friend. I, yur glass / Will mdestly discver t yurself / That f yurself that yu yet knw nt f (Act 1.2, lines 74 76) Cassius flatters Brutus by suggesting that Brutus is nt aware f his wn wrthiness. Cassius seems t be attempting t establish a clser relatinship with Brutus. What means this shuting? I d fear the peple / Chse Caesar fr their king (Act 1.2, lines 85 86) Brutus shws his ppsitin t Caesar becming King. [Y]et I lve [Caesar] well (Act 1.2, line 89) Despite his ppsitin t Caesar as king, Brutus admits that he lves Caesar as a man. I knw that virtue t be in yu Brutus, / As well as I d knw yur utward favr. Well, hnr is the subject f my stry (Act 1.2, lines 97 99) Cassius knws hw t appeal t Brutus s values and his self-perceptin. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 8
Yu gds, it dth amaze me / A man f such feeble temper shuld / S get the start f the majestic wrld / And bear the palm alne (Act 1.2, lines 135 138) Cassius shws his bitterness tward Caesar. Hw d the relatinships amng characters in Act 1.1 and Act 1.2, lines 1 138 cntribute t the emergence f a new central idea? Student respnses may include: Shakespeare s depictin f the different plitical and scial relatinships in Rme cntributes t the emergence f a new central idea centered arund the interactins between the characters and the cmplex web f lyalties that binds r separates them. In Act 1.1, Flavius and Marullus refer t the recent civil war in Rme between Pmpey and Caesar wh cmes in triumph ver Pmpey s bld (Act 1.1, line 56). Whereas the Cmmners make hliday t see Caesar and t rejice in his triumph (Act 1.1, lines 34 35), Flavius rders Marullus t [l]et n images / Be hung with Caesar s trphies (Act 1.1, lines 73 74). These cntrasting attitudes reveal the cnflict arund Caesar s rise t pwer, which is develped further in Act 1.2. In Act 1.2, the audience sees the cntrast between Antny s and Cassius s attitudes tward Caesar. Antny says, When Caesar says D this, it is perfrmed (Act 1.2, line 13), but Cassius shws resentment and remarks, it dth amaze me / A man f such feeble temper shuld / S get the start f the majestic wrld / And bear the palm alne (Act 1.2, lines 135 138). Brutus embdies the tensins and struggles that are frming arund Caesar, as he is trn between his distaste fr the idea f a king, saying I d fear the peple / Chse Caesar fr their king (Act 1.2, lines 85 86), and his persnal affectin fr Caesar, admitting that he lve[s] him well (Act 1.2, line 89). Cnsider giving students the phrase scial bnds t describe the varius relatinships that develp ver the curse f the text. The idea f scial bnds is central t the actin f the play, which centers n the tensins between cmpeting bnds f plitical ties, friendship, and family. Over the curse f the unit, students examine the ways in which characters frm and break such ties, and priritize certain scial bnds ver thers. Instruct students t share and discuss the vcabulary wrds they identified fr hmewrk (L. 11-12.4.c). http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 9
Students may identify the fllwing wrds: *Clssus, encmpassed, *brked, entreat, and repute. Differentiatin Cnsideratin: Students may als identify the fllwing wrds: applauses, bestride, and recunt. Definitins are prvided in the Vcabulary bx in this lessn. Instruct student t take ut their respnses t the secnd part f the previus lessn s hmewrk assignment. (Read Act 1.2, lines 139 187 f Julius Caesar. Summarize the scene and anntate the text fr central ideas.) Instruct students t share their summaries and anntatins in their pairs. This prtin f Act 1.2 begins with the crwd applauding as Caesar receives additinal hnrs. Cassius cntinues t cmplain abut Caesar s arrgance and ambitin, cmparing him t a Clssus wh dwarfs the men arund him. Cassius reflects that he and Brutus are nt fated t be Caesar s inferirs and suggests that there is n reasn that Caesar shuld be receiving s many hnrs instead f Brutus. He cncludes by reminding Brutus f his ancestr, als named Brutus, wh was s ppsed t having a king that he wuld have fught the devil t prevent a king frm ruling Rme. Brutus replies that he, t, has cnsidered the current situatin and will share his thughts at sme pint in the future. Fr nw, Cassius shuld be satisfied t knw that Brutus wuld rather be living in a village than in Rme under the current circumstances (with Caesar gaining mre pwer). Cassius says he is happy that his wrds have at least caused Brutus t express this much. Student anntatins fr ethics f hnr may include: Frm he dth bestride the narrw wrld t T find urselves dishnrable graves (lines 142 145) Cassius suggests that by allwing Caesar s rise t pwer, Cassius and Brutus are cnducting themselves dishnrably. Men at sme time are masters f their fates. / The fault, dear Brutus, is nt in ur stars, / But in urselves that we are underlings (lines 146 148) Cassius suggests that hnr lies in acting fr neself: ne shuld nt simply accept events as fate, but act in rder t change and imprve the situatin. Frm what shuld be in that / Caesar t will start a spirit as sn as Caesar (lines 149 156) Cassius suggests that Brutus s hnr shuld be ffended because he is as wrthy as Caesar, but nly Caesar seems t be recgnized. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 10
Frm Upn what meat dth this ur Caesar feed t Age, thu art shamed! (lines 158 159) Citizens f Rme shuld be ashamed that they allwed Caesar t gain s much pwer. Student anntatins fr scial bnds may include: That yu d lve me, I am nthing jealus (line 171) Brutus acknwledges Cassius s friendship. Lead a brief whle-class discussin f student respnses. Activity 3: Reading and Discussin 60% Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss (W.11-12.9.a). Differentiatin Cnsideratin: If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: What central ideas emerge in this scene? Instruct student grups t select tw students frm their grup t read alud lines 139 187 (frm Anther general shut! / I d believe that these applauses t thus much shw f fire frm / Brutus ), and then as a grup answer the fllwing questins befre sharing ut with the class. Hw des the simile in lines 142 145 advance Cassius s purpse? (L.11-12.5.a) The simile, cmparing Caesar t a Clssus wh dth bestride the narrw wrld (line 142), advances Cassius s purpse by demnstrating that allwing Caesar t gain t much pwer will reduce the dignity f rdinary Rmans and lead them t lse their hnr. They will becme petty men wh [w]alk under [Caesar s] huge legs (lines 143 144). Reducing the hnr f rdinary Rmans frces them t die in shame after finding dishnrable graves (line 145). Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: Explain the simile Cassius uses in lines 142 145. (L.11-12.5.a) http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 11
Cassius cmpares Caesar t the statue f Clssus, saying he dth bestride the narrw wrld / Like a Clssus (lines 142 143). By cmparing Caesar t Clssus and rdinary Rmans t the petty men wh peep abut / T find urselves dishnrable graves, Cassius shws that Caesar dminates Rme and reduces ther citizens t meaningless figures (lines 143 145). Paraphrase lines 146 148. What des Cassius imply t Brutus in these lines? Student respnses shuld include: Peple are in cntrl f their wn destinies; their situatins d nt depend n fate, but n their wn actins. Cassius s wrds imply that Brutus shuld take actin t check Caesar s rise t pwer and t prevent Brutus s wn status frm being diminished by Caesar. Hw des Cassius use rhetric t express his ideas in lines 142 170? Student respnses shuld include: Cassius uses figurative language, such as the simile that cmpares Caesar t Clssus, t illustrate the dangers f Caesar s rise t pwer. He uses the metaphr f a beast eating when he asks, Upn what meat dth this ur Caesar feed / That he is grwn s great? (lines 158 159). Cassius uses parallel structure t emphasize that Brutus s name is as fair a name as Caesar s (line 153). T demnstrate hw Brutus s and Caesar s names are equal, Cassius cmmands Brutus t [w]rite them (line 153), [s]und them (line 154), [w]eigh them (line 155). Cassius makes histrical references. He refers t the values f ancient Rme, a place that was famed with mre than with ne man (line 162) t suggest that mdern Rme, whse wide walks [encmpass] but ne man, is a less hnrable city than ancient Rme (line 164). Cassius describes Brutus s ancestr f the same name, wh wuld have brked / Th eternal devil t keep his state in Rme / As easily as a king, t suggest that mdern Rmans shuld take similar actin by remving Caesar s pwer in rder t preserve the city s hnr (lines 168 170). The reference t the earlier Brutus makes it clear that in the past, hnrable men f Rme wuld n mre have allwed a king t rule Rme than they wuld have allwed a devil t cntrl the city. Cassius s retelling f the stry suggests that Brutus, as the descendant f that great Rman, shuld take a similar stand t preserve his wn hnr and that f Rme. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 12
Differentiatin Cnsideratin: If necessary, remind students f their wrk with parallel structure in 12.2.1 Lessn 5. Lead a brief whle-class discussin f student respnses. Instruct student grups t select tw students frm their grup t read alud Act 1.2, lines 171 187 (frm That yu d lve me, I am nthing jealus t thus much shw f fire frm / Brutus ) and then as a grup answer the fllwing questins befre sharing ut with the class. What des Brutus s respnse t Cassius suggest abut Brutus s character? Student respnses may include: Brutus s respnse shws that he is a cautius man wh takes his time t think befre acting. He says that he has already thught f Cassius s pints, but he will nt be any further mved (line 176) r take any actin at the mment. Instead, he says he will cnsider what Cassius has t say (line 177) and will with patience hear, and find a time/ Bth meet t hear and answer such high things (lines 178 179). Brutus values his hnr and his freedm abve all. If being a Rman under Caesar means being withut these qualities, which Brutus describes as these hard cnditins as this time / Is like t lay upn us (lines 183 184), then Brutus wuld prefer t be a simple villager. Brutus refers t the hard cnditins that this time / Is like t lay upn [Rmans] (lines 183 184), suggesting that he believes that difficult times are ahead under Caesar. Evaluate Cassius s sincerity in lines 185 187 when he says, I am glad that my weak wrds / Have struck but thus much shw f fire frm / Brutus. Cassius is genuinely pleased that his wrds have had sme effect n Brutus, but his reference t his weak wrds (line 185) is irnic because he has wrked very hard t influence Brutus. Cassius s strategic use f rhetric thrughut these lines demnstrates that Cassius is a skilled speaker wh clearly understands the pwer f wrds; he des nt really believe that he has weak wrds and he is nt really surprised that Brutus has agreed t think abut their cnversatin. Differentiatin Cnsideratin: if necessary, prvide the fllwing definitin: irny means the use f wrds t cnvey a meaning that is the ppsite f their literal meaning. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 13
Hw des Cassius s discussin with Brutus begin t develp a central idea abut the relatinship between the individual and the state? Student respnses may include: Cassius s discussin with Brutus includes a simile that develps the idea f the relatinship between the individual and the state by demnstrating the dangers f allwing ne man t gain t much pwer. Cassius cmpares Caesar t Clssus and cmpares rdinary Rmans t petty men (line 143) wh Walk under his huge legs and peep abut / T find urselves dishnrable graves (lines 144 145). The simile suggests that the relatinship between the individual and the state shuld nt be ne in which the state cnsists f a single individual with excessive pwer wh cntrls everyne else. Cassius emphasizes the idea that the relatinship between the individual and the state shuld be ne in which all citizens are equals by cmparing ancient and cntemprary Rme. Cassius cntrasts his ideal relatinship between the individual and the state, expressed in ancient Rme, with the dangers f a state ruled by a single man, a pssibility in cntemprary Rme. Accrding t Cassius, ancient Rme was famed with mre than with ne man (line 162). Cassius seems t prefer this t the situatin f mdern Rme, which hast lst the breed f nble blds! (line 160) and basts f but ne nly man (line 166). This descriptin f Rme suggests a time in the past when there was equality amng men f hnr rather than ne great man ruling lesser men. Cassius develps the idea f the relatinship between the individual and the state when he reminds Brutus f his ancestr, als named Brutus, wh wuld have brked / Th eternal devil t keep his state in Rme / As easily as a king (lines 168 170). Here, Cassius makes it clear that in the past, hnrable men f Rme wuld have been as likely t allw the devil t rule Rme as they wuld have been t allw a king t rule and that mdern Rmans shuld resist having Caesar rule as king. Brutus s respnse t Cassius develps the central idea f the individual and the state. When Brutus says that he had rather be a villager / Than t repute himself a sn f Rme / Under these hard cnditins as this time / Is like t lay upn us (lines 181 184), he suggests that he wuld prefer t lse his reputatin as a Rman than t live under the rule f a king. Fr Brutus, Rme is a city in which the individual is a citizen equal t all ther citizens; he des nt want t be part f a sciety in which a king is superir t the individuals he rules. Cnsider reminding students f their wrk with the central idea f the relatinship between the individual and the state in 12.2.1. The relatinship between the individual http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 14
and the state is a central idea cmmn t Ideas Live On, Civil Disbedience, and Julius Caesar. Julius Caesar cnsiders questins abut what type f gvernment is best fr a sciety, and abut the individual s respnsibilities tward sciety and gvernment. Hw des Cassius s discussin with Brutus begin t develp a central idea abut ethics f hnr? Student respnses may include: Cassius s cmparisn f the names develps the central idea f ethics f hnr by demnstrating that the names are equal, and therefre Caesar and Brutus are equally deserving f hnr. Cassius asks, Why shuld that name be sunded mre than / yurs? (lines 151 152). Cassius develps the idea f ethics f hnr when he states, Age, thu art shamed! / Rme, thu hast lst the breed f nble blds! (lines 159 160). In these lines, Cassius suggests that mdern Rmans shuld be shamed because Rme is n lnger hme t many great men and s has lst its hnr. Brutus s respnse t Cassius develps the central idea f ethics f hnr when he says he wuld rather give up the privilege f being called a sn f Rme (line 182) than allw his sense f hnr t be ffended by allwing a single man t rule him. Accrding t Brutus, the hnr f being a Rman is being a citizen wh is equal t all in the city. There will be n hnr in being knwn as a sn f Rme if Rme is ruled by a king. Lead a brief whle-class discussin f student respnses. Activity 4: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Shakespeare use rhetric t develp a central idea in the play? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 15
See the High Perfrmance Respnse at the beginning f this lessn. Cnsider using the Shrt Respnse Rubric t assess students writing. Students may use the Shrt Respnse Rubric and Checklist t guide their written respnses. Activity 5: Clsing 5% Display and distribute hmewrk assignment. Fr hmewrk, instruct students t read Act 1.2, lines 188 224 (frm The games are dne, and Caesar is returning t And tell me truly what thu think st f him ) and respnd t the fllwing questins: Hw des Caesar describe Cassius in lines 204 217? What d lines 204 217 suggest abut the characters f bth Caesar and Cassius? Additinally, instruct students t read Act 1.2, lines 225 334 (frm Yu pulled me by the clak t Fr we will shake him, r wrse days endure ) in preparatin fr the next lessn. Direct students t bx any unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext and write a brief definitin abve r near the wrd in the text (L.11-12.4.c). Students fllw alng. Hmewrk Read Act 1.2, lines 188 224 (frm The games are dne, and Caesar is returning t And tell me truly what thu think st f him ) and respnd t the fllwing questins: Hw des Caesar describe Cassius in lines 204 217? What d lines 204 217 suggest abut the characters f bth Caesar and Cassius? In additin, read Act 1.2, lines 225 334 (frm Yu pulled me by the clak t Fr we will shake him, r wrse days endure ). Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext and write a brief definitin abve r near the wrd in the text. http://creativecmmns.rg/licenses/by-nc-sa/3.0/! 16