Unit 2 Lesson 15: Juliet’s Threat and Challenge

Introduction: This lesson is the first in a two-lesson arc that addresses Juliet’s conversation with Friar Laurence, during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest of the play. The arc will address Act 4 Scene 1. In this lesson, students will focus on a close reading of lines 45–90, ending right before the Friar lays out his plan for Juliet’s escape. The next lesson will focus on a close reading of lines 91–128 and guide students to develop their understanding of the Friar’s plan. This understanding is crucial for complex comprehension of the tragic sequence of events that are to come.

This lesson focuses on Juliet’s character development through an exploration of her word choice and rich imagery. Students will read Juliet’s conversation with the Friar and engage in both small group and whole class discussions.

Standards

Assessment: Quick Write:

How is Juliet’s character further developed in this scene through word choice and imagery. How does Juliet’s character development contribute to the theme of the play, i.e. “star-crossed lovers” or “the battle of love and hate”? Cite strong and thorough textual evidence to support your analysis.

Vocabulary

• umpire (v.) – to decide or settle a dispute
• commission ( n.) – authority
• chide (v.) – to disapprove of
• charnel-house (n.) – building next to graveyard where old bones are stored

 Agenda

• Introduction of Lesson Agenda
• Discuss homework briefly
• Film: Romeo + Juliet (1:22:19–1:26:38)
• Text-Dependent Questions and Activities
• Quick Write
• Closing

Materials:

• Film: Baz Luhrmann’s Romeo + Juliet
• Film Tool: Stylistic choices
• Lesson Tool

Objectives: Students will examine Juliet’s character development through an exploration of her word choice and rich imagery.

Aim: How does Shakespeare use diction and imagery in Act 4 Scene 1 to further develop Juliet’s character after her cousin Tybalt’s death and Romeo’s banishment?

Learning Sequence:

1. Homework Accountability- Review the homework from lesson 14-write an objective summary of this excerpt ((3.2.70–78 from “What storm is this” through “alas the day, it did”). While students are sharing their homework in groups, the teacher walks around to update homework records.
2. Hand out blank copies of the Film Tool: Stylistic Choices. Use the Film Tool to take notes while watching the film clip. This portion of the film addresses the plot gap between the last lesson (14) and this Lesson (15).
3. Play film (1:22:19–1:26:38). Briefly discuss the notes you have taken in a small group. Share in class the events portrayed in the clip.
4. Give a quick review of Juliet’s character based on the previous scenes: a. Juliet’s reaction to Lady Montague on marriage; b. the balcony scene with Romeo; c. (Act 3 Scene 2) Calling for the nightfall scene (“Gallop apace, you fiery-footed steeds, /Towards Phoebus’ lodging) d. the refusal to marrying Paris scene( today’s film clip) . Students write their responses on a post-it and share it with the class .Leave the written responses on a Poster Board for future references.
5. Today we will study Act 4 scene 1 where Juliet escapes from her parents and seeks help from Friar Lawrence.  We’ll listen to a masterful reading of 4.1. 45–90 ( 2:49-5:26) (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4351/act-4-scene-1/). While following the reading, mark the text ( unfamiliar words, outstanding lines & expressions, interesting diction, examples of figures of speech, words rich in connotative meanings, question marks, etc.)
6. Now in each designated small group, read out the assigned lines with attention to repeating words and phrases and discuss TBQs. Be sure one of the group members will jot down the group responses in the lesson tool.. Keep in mind how Juliet’s character is continuously being developed by Shakespeare through word choice and imagery.
7. The class is divided into five heterogeneous groups. Hand out the Lesson Tool to each group. The text is divided into two sections: part 1 ( lines 47-68) & part 2 ( lines 69-90).
8.  Students work in small groups to respond to the TBQs in Part 1.
9. For Group 1: Lines 45-50 Act 4, Scene 1 Respond to TBQs- a. Which line(s )explain the cause of Juliet’s grief and her reaction to it? Describe her reactions in your own words. B. How does the repetition you identified reveal about Juliet’s emotions or state of mind
10. For Group 2:  Read Lines 51-55 Act 4, Scene 1 and respond to the TBQ: According to Juliet, what is her reason for coming to see the Friar? What does the pronoun “this” refer to ( line 51)? What is Juliet’s “resolution”? Why does she call is “wise”? How does her “resolution” reveal about her character?
11. For Group 3: Read Lines 56-60 Act 4 Scene 1 & Respond to TBQs: According to Juliet, what role did the Friar play in her relationship with Romeo? How does the word “hand” mean differently in lines 56 & 57 “joined…our hand” & “…hand…shall be the label to another deed”? How does the word choice reveal a new aspect of Juliet’s character?
12.  For Group 4: Read Lines  61-68 Act 4 Scene 1 & respond to TBQs : Which specific word choice reveal Juliet’s threat to committing suicide if she receives no “remedy”? What does the word choice “extremes” mean in the context? How does Juliet describe the knife? What power is Juliet attributing to the knife? What and how does the word choice in these lines reveal about Juliet’s character
13. For GROUP 5: Read Lines 67-68 Act 4 Scene 1 & respond to TBQs: How is Juliet using long? (line 67) Consider the possibility of multiple meanings here. What can you infer about Juliet’s resolve based on this repetition? Her character?
14. While each group works on its task, the teacher will circulate around the room to observe and do an informal assessment based on the role each student plays in the small group discussion.
15. After each group has completed Part 1 TBQs, share out the responses in class. The teacher leads the class discussion.

Quick Write #1: In lines 47-68, what word choice demonstrates Juliet’s resolute and fearless character? ( formative assessment)

1. Now the class moves on to the 2^nd part of the text ( lines 67-90). We’ll do the same activity based on the 2nd half of the scene.
2. Group 1: Read Lines 69-71 Act 4, Scene 1 and circle repeating words and phrases. Respond to TBQ: What does the repetition you identified imply about how Friar Laurence views the “hope” that he sees? Does the word “desperate” carry the same meaning in both lines? Why or why not? According to the Friar, what will this “desperate hope” prevent?
3. Group 2: Read lines 72-77 Act 4, Scene 1 and respond to the TBQ: a. According to the Friar, what kind of strength allows Juliet to consider his plan? Cite the evidence to support your answer. B. What type of literary technique is used in line 76 and how does it enhance the challenge Juliet is going to face? C. What word choice does Friar use to challenge Juliet’s “resolve”?
4. Group 3: Read lines 77-84. Circle the images in this passage. Respond to the TBQs: What do these images have in common? What effects do the imagery create? How do they help reveal Juliet’s character?
5. Group 4: Read lines 77-84 and underline the verbs. Respond to the TBQs: a. What do verbs have in common? Is there a pattern? b. What effect do the verbs create?
6. For Group 5: Read lines 89-90 Act 4 Scene 1 & respond to the TBQs: a. What does Juliet mean by “unstained” wife? B. What tone is revealed in the two lines “And I will do it without fear or doubt,/To live an unstained wife to my sweet love”?
7. Make informal assessments while students are engaged in the small group discussion.
8. After each group has completed Part 2 TBQs, share out the responses in class. The teacher leads the class discussion.

Quick Write #2:

How is Juliet’s character further developed in this scene through word choice and imagery. How does Juliet’s character development contribute to the theme of the play, i.e. “star-crossed lovers” or “the battle of love and hate”? Cite strong and thorough textual evidence to support your analysis.

Collect Quick Write at the end of the lesson to assess student comprehension.

Homework: Continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute discussion of their text based on that standard. Two AIR logs are due this Friday.

Unit 2 Lesson 14

Introduction: This lesson is a close reading of Romeo’s reaction to his banishment, in conversation with Friar Laurence. The text for this lesson is Act 3 Scene 3. Students will read lines 1–11 for comprehension and focus on lines 12–70 for their close reading. The lesson focuses on word meaning, with an emphasis on Romeo’s state of mind and his attitude toward his banishment.  Students will participate in rich discussions in small groups and with the whole class, including a definition activity using a Vocabulary Activity Tool that asks them to explore multiple meanings and repetition. Students will conclude with a discussion that asks them to use this information to make an inference about Shakespeare’s language use and their understanding of Romeo’s character development. For homework students will independently read from Romeo and Juliet and briefly reflect on their understanding in writing.

Stndard

Assessment: Complete the Vocabulary Tool

Vocabulary

• validity (n.) – legal acceptability or soundness (this definition offered in footnotes)
• carrion (n.) – dead or rotting flesh
• displant (v.) – to uproot, transplant (this definition offered in footnotes)
• estate (n.) – situation (this definition offered in footnotes)
• prevail (v.) – to succeed
• mean* (n.) – instrument, method; (adj.) –  offensive, nasty, malicious
• adversity (n.) – disastrous fortune or fate

Agenda

• Homework Accountability
• Masterful Reading
• Text-Dependent Questions and Activities
• Vocabulary Activity
• Full Class Discussion

Aim: How does Romeo react to his banishment?

Learning Sequence:

1. Listen to a listen to a masterful reading of 3.3.5–73 (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4347/act-3-scene-3/)
2. annotate with special consideration to repeating words and phrases  while listening
3. In your small groups, read aloud lines 5–13 and be prepared to offer a key plot point that summarizes the content of these lines.
4.  Discuss these questions in groups before sharing out with the whole class. One member of the group will record the responses in writing. A. What can you infer about how Romeo is feeling from his repetition of banished? ( LINES 13-30) B. . How does the Friar think Romeo should view his situation? What can you infer about the Friar’s attitude toward Romeo’s situation? C. Where is “heaven” according to Romeo? Who gets to live there? Who does not get to live there?(LINES 31-54) D. Where is “heaven” according to Romeo? Who gets to live there? Who does not get to live there? E. What does carrion mean? F. According to Romeo, what attributes does the carrion fly have that he does not? G. . What imagery does Romeo use involving the carrion fly? What effect is created by this image? Lines (55-73) H. According to Romeo, what can the word banished do to him? What does Romeo compare the word to? I. How does Romeo compare himself and the Friar in lines 65–70? Of what is Romeo trying to convince the Friar through this comparison? J. What can you infer about Romeo’s state of mind from this interaction?

Assessment: Complete the Vocabulary Activity Tool.

Discuss-

• How might Romeo define banishment?
• How might the Friar define banishment?
• How do the two definitions compare?

Homework:

1.Read lines 3.2.70–78 (from “What storm is this” through “alas the day, it did”) and write an objective summary of this excerpt.

2. Analyze Romeo’s character based on scene 3 act Be sure to cite evidence to support your claim.

Unit 2 Lesson 13

Introduction

This lesson is a close reading of Act 3.2.1–31, Juliet’s speech while she waits for Romeo, before she has found out that Romeo killed her cousin Tybalt. The lesson will ask students to draw a comparison between a close reading of this passage and Marc Chagall’s painting Romeo and Juliet (link in the Materials box), with a focus on structural choices and the effects they create.

Students will engage in rich discussion in small groups and with the whole class before completing a short, evidence-based writing assignment at the end of class. For homework, students will continue to read their Accountable Independent Reading texts.

Standards

Assessment

• Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet
• Quick Write: In 3.2.1–31 and Chagall’s painting Romeo and Juliet, both author and artist structure their work with intention. What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play? Use evidence from the text and the painting to support your claim.

Vocabulary

• apace (adv.) – quickly
• steeds (n.) – horses
• Pheobus (n.) – Apollo, god of the Sun, the sun personified
• Phaeton (n.) – son of Apollo
• bating (v.) – coursing, running through

Materials

• Marc Chagall’s Romeo and Juliet: http://www.masterworksfineart.com/inventory/2039
• Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet

Agenda

• Homework Accountability
• Opening Activity
• Introduction of RL.9-10.7
• Text-Dependent Questions and Activities
• Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet
• Quick Write

Aim:  What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play?

Learning Sequence

1. Clarify the requirements for AIR logs
2. Review the new CC Standards. Underline the key words in each standard and paraphrase them. Considering- a. 1. What clues in this standard can help you to determine the meaning of mediums in this context? B. Why might an artist choose to emphasize or leave absent certain details when representing a subject or a scene? C. . How might the comparison of two representations of the same subject/scene enrich our understanding of this subject/scene?
3. Discuss: Why has the Prince banished Romeo?
4. listen to a masterful reading of 3.2.1–31 (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4345/act-3-scene-2/). Use the Think-Pair-Share to share thoughts on  the TBQs-a. What desire is Juliet expressing through her use of imagery in these lines1-7? B. What relationship is being established between Juliet and the night? 8-16 c. What desire is being expressed through this repetition? What does Juliet want to happen? (17-25) d. What imagery does Juliet create to talk about Romeo? What can you infer about Juliet’s feelings for Romeo based on this imagery? E. What does Juliet compare herself to? What can this comparison reveal about how she is feeling?(lines 26-31)
5. Discuss questions that address Shakespeare’s structural choices and the context surrounding this passage. A. What does the audience know that Juliet does not yet know? Consider what key plot points immediately precede this scene. b. What effect does Shakespeare create by ordering the events in this way? Consider how your knowledge of what has just happened influences the way you understand this passage. This is an example of dramatic irony. This is irony that is inherent in the structure and events of the play; the meaning is understood by the audience but not by the characters.
6. Look closely at a copy of Marc Chagall’s Romeo and Juliet. Use the Stylistic Choices Tool to record your observations. Work through the tool in your groups, discussing each question and recording their observations. The tool will be collected at the end of the lesson to assess your comprehension.

Quick Write

After you  have had time to complete their Stylistic Choices Tool, you will independently respond in writing to the following question:

In 3.2.1–31 and Chagall’s painting Romeo and Juliet, both author and artist structure their work with intention. What aspects of Romeo and Juliet do Chagall and Shakespeare choose to emphasize and to leave absent? What effect do these choices create when you consider them in context of the events of the play?

 Homework: should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Stylistic Choices Tool: Marc Chagall’s Romeo and Juliet

Name:

1. What are the predominant colors in the painting? What is the quality of the color (e.g., bright, muted, or dark)?
2. Identify the figures. Who are they? What do you notice about how they are represented? Is their representation realistic?
3. What other symbols or imagery can you identify in the painting?
4. What is the emotion of the painting? How do you know?
5. Where are Romeo and Juliet in relation to the city? What can you infer from their position in the painting?
   Hint: Recall what is happening inside the city.
6. What has Chagall chosen not to represent in this painting? Consider what you know about the events of the play thus far.
7. How does your knowledge of what Chagall chose not to represent influence your understanding of the painting?

Unit 2 Lessons 11-12

Introduction : In this lesson, students will continue their exploration of Romeo’s character development as they begin to work carefully through the Act 3 excerpt 3.1.114–143, in which Romeo kills Tybalt. This passage is a critical turning point in the play and functions as a catalyst for the tragic events that unfold in subsequent scenes.

Standards

Assessment

Quick Write: What is Romeo implying about his own role in the events to come? : Is Romeo “fortune’s fool”?  Use evidence from the text to support your response.

Vocabulary

• mortal (adj.) – causing or having caused death (1)
• temper (n.) – disposition; (v.) – to soften something by adding the influence of something else (1)
• aspire (v.) – to rise, climb, or soar (2)
• woe (n.) – great sorrow or distress (2)
• respective (adj.) – partial (obsolete) (3)
• conduct (n.) – guide (obsolete) (3)
• consort (v.) – accompany, escort (obsolete) (4)
• slander (n.) – the utterance of false charges which damage another person’s reputation (4)
• effeminate (adj.) – having feminine qualities; not manly in appearance or manner (5)
• valour (n.) – strength of mind or spirit that enables a person to encounter danger bravely(5)
• lenity (n.) – the quality or state of being tolerant (5)

Agenda

• Homework Accountability
• Masterful Reading: Act 3.1 .114–143
• Text-Dependent Questions and Activities
• Quick Write
• Assessment

Aim: What is Romeo implying about his own role in the events to come? Is Romeo “fortune’s fool”?

Learning Sequence:

1. Go over quick write assignments from lesson 10
2. Review: Line 102. The word grave can have several meanings. Offer two that you think are appropriate in the context of line 102, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself?
3. Listen to the recording of Act 3.1 . 114–143 (http://etc.usf.edu/lit2go/201/romeo-and-juliet/4343/act-3-scene-1/)
4. In small groups, work on the assigned new vocabulary. Find at least a synonym or antonym of the word and make a sentence using the word.
5. Vocabulary Quiz
6. In pairs, discuss the TBQs based on lines 114-121: A. 1. Whom does Romeo blame for Mercutio’s injury? Underline the part of the text that tells you. B. What is “Tybalt’s slander” (114)? C. According to Romeo, what are the consequences of Tybalt’s slander? D. What familiar word do you see within effeminate (116)? How can this word help you to understand what Romeo feels Juliet’s beauty has done to him? E. Review the definition of valour on your vocabulary chart (n. strength of mind or spirit that enables a person to encounter danger bravely). What do valour and steel have in common? F.  In your own words, what has Juliet’s beauty done to Romeo’s “temper”?  G.  According to Romeo, why didn’t he defend himself against Tybalt’s slander? Support your answer with evidence from lines 114-121 H. Why does Romeo blame himself for Mercutio’s injury?
7. Share responses in class.
8. In pairs, read lines 121-125 and respond to : a. What recent event is Romeo describing when he says “this day’s black fate”? b. According to Romeo, who will end the “woe” that has just begun?
9. 1^st Quick Write: What is Romeo implying about his own role in the events to come?
10. Share responses in class.
11. Reread lines 126-136 in pairs and discuss the TBQs. Pairs should be prepared to share their answers with the class. A. What clues in line 129 can help you to determine the meaning of lenity in line 128? B. What choice is Romeo making in lines 129–130? C. What choice is Romeo making in lines 128–129? D. What three possible paths to justice does Romeo propose in line 134? E. What do you notice about the pacing of this fight sequence? Hint: How does it compare to Mercutio and Tybalt’s duel?
12. In pairs, read  lines 138-143. Respond to: a. In what contexts have you heard the word fortune before? Consider the meaning of fortune in these different scenarios. What do you think fortune means in the context of this passage? B. What might it mean to be “fortune’s fool”

Assessment: Write a brief independent response to the unifying focusing question- Is Romeo “fortune’s fool” (142)? Use evidence from the text to support your response.

Homework:

1.Complete your response to Is Romeo “fortune’s fool” (142)? Use evidence from the text to support your response.

2. Prepare for a Vocabulary Quiz up to Lesson 12

Unit 2 Lesson 9

Introduction

This is the final lesson in the three-lesson arc focusing on the iconic balcony scene, and it contains the Mid-Unit Assessment. The text selection for this lesson is Act 2.2.112–155, in which Romeo and Juliet exchange vows. Students will read this text selection closely, considering the ways in which Romeo and Juliet influence each other through conversation.

The three-lesson arc will culminate in a brief writing assignment, which is the Mid-Unit Assessment. Students will consider Romeo and Juliet’s character development throughout the entire balcony scene. Their claim will be supported by evidence from 2.2 as a whole.

Standards

Assessment

Writing Assignment: Use the text selections found on your Mid-Unit Prep Tool and your own notes and annotations from Lessons 7–9 to answer the following question:
How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one

Vocabulary

• procure (v.) – to obtain or get by care
• inconstant (adj.) – changeable

• inconstant (adj.) – changeable

Agenda

• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2
• Text: Act 2.2.112–155
• Introduction of Lesson Agenda
• Homework Accountability
• Review responses from Step 5-9 & Quick Write from lesson 8
• Text-Dependent Questions and Activities
• Mid-Unit Prep Tool
• Mid-Unit Assessment Independent Writing Assignment

Materials

• Mid-Unit Prep Tool
• Film Tool: Stylistic Choices
• Film: Romeo + Juliet [46:38–49:39]
• Masterful Reading of 2.2.111–155-Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334

Aim: How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in the iconic balcony scene?

Learning Sequence

1. Talk in pairs about how they can apply their focus standard to their text. Lead a brief share out on the previous lesson’s AIR homework assignment
2. lines 2.2.2–3 and 2.2.104–105-What word can you find that is used in both these lines? How is it being used in each context?
3. Listen to a masterful reading of 2.2.111–155.
4. Read aloud the scene in your  groups, circling repeating verbs in the text.  Be ready to share with the class your responses to the questions: a.( lines 112–115)  How does Juliet’s description of “th’ inconstant moon” compare to Romeo’s description of the moon? What concern is Juliet expressing with this image? B. How does the use of light in lines 126–127 compare to how you’ve seen it used previously in this scene? What does this image represent for Juliet? C.  What imagery is Juliet using in lines 128–129? What does this image represent for Juliet? What fears might these two contrasting images express? D. Why does Juliet interrupt Romeo?( line 122) What can you infer about Juliet’s opinion of Romeo based on her interruptions?
5. Read lines 132–148 aloud in your group. Discuss: What, according to Romeo, is “satisfaction”? How does Romeo’s desire for satisfaction compare to Juliet’s concern in lines 123–131?
6. We are going to spend the rest of the class working on a writing assignment that addresses the entire balcony scene, but first you are going to use a tool to review the text and organize your thoughts and observations.

Mid Unit Assessment : Use the text selections found on your tool and your own notes and annotations from Lessons 7–9 to answer the following prompt:

How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene?  You may choose to focus their answer on either Romeo or Juliet but should focus on the character’s interactions with each other.

Homework: Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Unit 2 Lesson 10

Introduction: In this lesson, students close read 3.1.57–113. In this excerpt, Tybalt kills Mercutio. Guided by a set of text-dependent questions, students will engage in a collaborative analysis of the multifaceted motivations of three of Shakespeare’s complex characters. These text-dependent questions will prompt students to explore Shakespeare’s figurative language and word choice in order to prepare students to respond independently to the three writing prompts found on their Lesson 10 Tool.

The first two prompts on the Lesson 10 Tool ask students to consolidate and summarize the analysis they have performed as a class. The final prompt asks that students independently develop a claim to address the lesson’s focusing question: Who is to blame for Mercutio’s death? Students will craft their response into a brief paragraph. This writing exercise will allow students to practice developing and supporting a claim by synthesizing information gathered throughout the lesson in order to structure an effective argument. For homework, students will briefly respond to a vocabulary focused writing prompt.

CC Standards

Assessment: Complete the tool assigned

Vocabulary

• appertaining (v.) – belonging or being connected as a rightful part
• alla stoccado (n.) – a stab or thrust with a fencing sword
• pilcher (n.) – a scabbard for a sword
• rapier (n.) – a thin, light, sharp pointed sword for thrusting
• passado (n.) – a thrust in fencing with one foot advanced
• bandying (v.) – exchanging back and forth
• sped (adj.) –  finished (archaic)
• peppered (adj.) – ruined (archaic)
• braggart (n.) – a person who brags about achievements or possessions

Materials

Aim: How does Shakespeare use figurative language and word choice to develop his characters?

Unit 2 Calendar Update

11/18 Mon. Lesson 9     11/19 Tue Mid Unit Assessment              11/20 Wed. Lesson 10

11/21 Thur. Lesson 11 (Trip?)  11/22  Fri.  Lesson 12      11/25 Mon. LCT Workshop #1

11/26  Tue. Review      11/27   Wed. Lesson 13             12/02  Mon. LCT Workshop

12/03  Tues.  Lesson 14  12/04 Wed.Lesson 15    12/05  Thur. Lesson 16

12/06 Lesson 17 Friday  12/07 Mon LCT Workshop  12/08 Tue. Lesson 18

12/09 Wed. Lesson 19  12/10 Thur. Lesson 20 (End of the Unit)

Learning Sequence:

1. Review the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7.
2. Watch a clip of Luhrmann’s Romeo + Juliet (55:57–1:00:10). This clip encompasses the key events of 2.6 and introduces students to the events of 3.1, providing the necessary context for close reading of excerpt 3.1.57–113 in this lesson.
3. Hand out blank copies of the Film Tool: Stylistic Choices.
4. Hand out Lesson 10 Tool.  You will respond to the three writing prompts found on the tools.
5. Reread lines 69–91 in their groups. A. What root word do you see in dishonorable (74)? How does the prefix dis- change the core meaning of this word? B. What does Mercutio find dishonorable? Circle the words in line 74 that act as clues. C. Based on what Mercutio does, what course of action does he believe to be honorable? D. Who is responsible for Mercutio’s injury? Underline the words from the text that support your answer.
6. Do the second Quick Write: Why does Mercutio fight Tybalt?
7. Reread lines 100–107.  A. Who does Mercutio say is responsible for his injury? Underline the lines in the text that makes you think so.  B. What phrase do you see repeated in this section? Underline it every time it appears. What does Mercutio mean by this? Who does Mercutio blame for his injuries here?
8. Quick Write 3: Who is to blame for Mercutio’s death? Write a short paragraph, using evidence from these sections in your response.
9. Collect the Tool.
10. Small groups will read lines by characters of Benvolio, Tybalt, and Romeo. Read the entire excerpt (3.1.57–113) aloud in these groups.
11. reread lines 57–66. At the same time, display the following questions for students to discuss in their groups. Student groups should be prepared to share their thoughts with the class. A. What reason does Romeo have to love Tybalt? B. What course of action does Romeo advocate in response to Tybalt’s insult? What in the text makes you think so?
12. Discuss in class.
13. reread lines 67–68. A. What clues in this sentence can help you to understand what Romeo means by tender in this context? Circle your answer and be ready to share. B. Why does Romeo “tender” the name of Capulet as “dearly as his own”? What shift in Romeo’s allegiances does this statement suggest?
14. Lead a brief class discussion of student responses.
15. Do the 1^st Quick Write: Why won’t Romeo fight Tybalt? (Take two minutes to write a response or two or three sentences).

Homework: Reread aloud lines 100–107. The word grave can have several meanings. Offer two meanings that you think are appropriate in the context of this close reading, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Use evidence from the text to support your response.

Unit 2 Lesson 8

This is the second lesson in a three-lesson arc that focuses on close reading of the iconic balcony scene from Romeo and Juliet. The text addressed in this lesson is Act 2.2.52–106.

This passage provides an opportunity for students to explore Romeo and Juliet in conversation with each other. Through a targeted exploration of word choice and figurative language, students will work toward an understanding of how complex characters develop through interactions with each other.

Students will continue working in the groups that were established in Lesson 7, as well as discussing observations with the entire class. For homework, students will continue to read their Accountable Independent Reading texts.

Standards

Assessment

Quick Write: What can you infer about Romeo and Juliet by comparing their use of language? Use evidence from the text to support your answer.

Vocabulary

• bescreened (adj.) – hidden from sight
• counsel (n.) – private thoughts
• thine (pron.) – that which belongs to you
• enmity (n.) – hatred
• compliment (n.) – a formal act
• perjuries (n.) – false vows
• fain (adv.) – gladly
• peril (n.) – danger
• cunning (n.) – skill, charm
• strange (adj.) – reserved
• light (adj.) – of little weight, shallow, insubstantial

Agenda

• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
• Text: Act 2.2.52–106
• Homework Accountability
• Introduction of Lesson Agenda
• Opening Activity
• Masterful Reading: Act 2.2.52–106
• Text-Dependent Questions and Activities
• Quick Write

Aim: What can you infer about Romeo and Juliet by comparing their use of language?

• RL.9-10.1, RL.9-10.3, RL.9-10.4
• Text: Act 2.2.52–106
• Homework Accountability
• Introduction of Lesson Agenda
• Opening Activity
• Masterful Reading: Act 2.2.52–106
• Text-Dependent Questions and Activities
• Quick Write

Materail:  Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334

Learning Sequence:

1. Briefly discuss your responses to the rereading (2.2.1–51) and the prompt: Choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene.
2. What is Juliet responding to in lines 56–57?
3. listen to a masterful reading of 2.2.56–111.
4. read aloud lines 56–62 in your small groups . Discuss: Why doesn’t Romeo know how to tell Juliet who he is? What relationship is Romeo establishing between his name and himself?
5. read aloud in your groups lines 63–84. Discuss: a. According to Romeo, what power does love have? b. What concern is Juliet expressing in line 70? c. For Romeo, why is Juliet’s eye more perilous than twenty swords? What concern is Romeo expressing? D. What does Romeo prefer to life without Juliet’s love? How does this support your understanding of what Romeo values? E. What extended metaphor is Romeo constructing in these lines? What might this reveal about how Romeo understands his relationship to Juliet?
6. Read aloud in your groups lines 90-95 and circle repeating words. fain means “gladly.” What does the use of fain in these lines reveal about how Juliet is feeling? Why might she be feeling this way?
7. compliment means “formality.”  When Juliet says “farewell, compliment” to what is she saying good-bye? What shift might this indicate in her attitude?
8. Read aloud in groups lines 90–97. Discuss: What concerns underlie Juliet’s requests? What might this reveal about how she understands her relationship with Romeo?
9. 9.       Read aloud in groups lines 98–106. Discuss:  How does this description inform your understanding of Juliet’s intentions towards Romeo?
10. Review the text you have just read and circle all the imagery found in Romeo’s lines. Then you will repeat the process for Juliet’s lines. Share: What do you notice about the use of imagery in Romeo’s lines versus Juliet’s lines?

Quick Write: What can you infer about Romeo and Juliet by comparing their use of language? Consider their main concerns in this excerpt

Homework:  Continue your Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

Unit 2 Lesson 7

This lesson is the first in a three-lesson arc that addresses Act 2.2, the balcony scene. Close readings will focus on building student understanding of Romeo and Juliet as they influence each other’s character development, as well as building shared knowledge of some of the most iconic lines in the play.

The reading is split at strategic points in the arc. The first lesson asks students to focus on soliloquies, one for Romeo and one for Juliet. The next lesson shows Romeo and Juliet in conversation with each other. The arc culminates in a writing assignment that comprises the Mid-Unit Assessment and asks students to consider character development across the three-lesson arc. This concentrated exploration halfway through the unit will prepare students to consider cumulative character development in the End-of-Unit Assessment.

Standards

Quick Write

Quick Write: Why do you think Shakespeare crafted the scene so that the audience is aware of Romeo’s presence before Juliet is aware?

Vocabulary

• vestal livery (n.) – virginal appearance
• doff (v.) – cast off
• aloft (adv.) –  high above
• baptized (v.) – gave a name to
• discourses (v.) – speaks, talks

Agenda

• Standards: RL.9-10.3, RL.9-10.4, RL.9-10.5
• Text: Act 2.2.1–51
• Homework Accountability
• Masterful Reading: Act 2.2.1–52
• Text-Dependent Questions and Activities
• Quick Write

Materials:

• Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334
• Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-william-shakespeare-gid-21505

Learning Sequence

1. share your responses to the homework question: What has Juliet just discovered about Romeo?
2. students listen to a masterful reading of 2.2.1–51. Respond: To whom are Romeo and Juliet speaking in this excerpt? How do you know?
3. Read Romeo’s lines (1–32) aloud in their groups AND RESPOND: a. To whom is Romeo talking? How do you know? B. What phrase(s) or word(s) in lines 12–14 can help you make meaning of the word discourses? What can you infer about Juliet’s actions from the way Romeo describes her?
4. Share your responses with the class.
5. Read lines 33–49 aloud in their groups. Consider the following questions while you read:  To whom is Juliet speaking? How do you know? Hint: Consider how Romeo’s lines in this passage help support your answer.
6. What does the audience know that Juliet does not know?
7. Reread lines 33–36 aloud in the groups. Respond:  What does Juliet want Romeo to do? Why?
8. Reread lines 43–44 aloud in your groups. In these lines, what relationship is Juliet establishing between the name of a thing and the thing itself?
9. Reread lines 38–49 aloud in your  groups. How does Juliet’s claim about the nature of a rose apply to Romeo?  How might Juliet’s soliloquy have been different if she had known Romeo was listening? Hint: Count the number of lines Juliet has in this scene. How does this compare to her earlier speeches?
10. Share the responses with the class.
11. Finish reading lines 49–51 in the groups. Respond:  What course of action has Romeo just taken? How does this affect the scene? Share with the class.

Quick Write: Why do you think Shakespeare crafted the scene so that the audience is aware of Romeo’s presence before Juliet is aware? Remember to use evidence from the text to support your answer.

Homework: Re-read the text from this lesson and respond in writing to the following task: Reread the text from this lesson (2.2.1–51) and choose a specific line from both Romeo and Juliet that demonstrates the emotion Shakespeare is crafting in this scene. Use evidence from the text to support your choice.