Unit 2 Lesson 2

Introduction: In this lesson, students will develop their close reading skills as they begin to work carefully through the short excerpt Act 1.1.206–236. In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio. Students will complete their close reading of this passage in Lesson 3.

Activities involve reading aloud, discussion and reflection, and writing work in tandem with a set of text-dependent questions to guide students in their exploration of the unifying focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? Student work in this lesson will lay the groundwork for this exploration, while Lesson 3 will prompt students to draw upon and further their initial analysis.

Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to begin their unit-long exploration of Romeo’s character development. This passage is students’ introduction to the character of Romeo. As such, it acts as a point of origin for student analysis of how Romeo’s character unfolds throughout the play as revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters.

This lesson also functions as an introduction to Baz Luhrmann’s film Romeo + Juliet, which will be used regularly throughout the unit to supplement close readings of the text. Students will watch Luhrmann’s representation of the events of 1.1 that precede a close reading of excerpt 1.1.206–236. This first section of film will introduce students to many of the key characters of Shakespeare’s play, as well as facilitate understanding of the key events that lead up to Romeo’s discussion with Benvolio.

Additionally, this lesson will introduce students to critical viewing strategies via Film Tool: Stylistic Choices, a tool that will accompany the film throughout the unit and encourage students to think critically about Luhrmann’s stylistic choices as well as assist in the collection and organization of notes on the sequential structure of the play. This tool will ensure that film viewing remains a purposeful, critical, and rigorous classroom activity.  For homework, students will expand this lesson’s Quick Write assessment response to include additional pieces of textual evidence.

Standards

Assessment

Vocabulary

• Dian (n.) – a reference to Diana, the Roman goddess of hunting and chastity
• proof (n.) – in this context, armor
• chastity (n.) –  virginity, celibacy
• posterity (n.) – all future generations
• forsworn (v.) – relinquished under oath
• doctrine (n.) – a set of beliefs held and taught by a church, political party, or other group
• assailing (v.) –  making a violent attack on

Lesson Agenda/Overview

• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
• Text: Act 1.1.206–236
• Homework Accountability
• Film: Excerpt from Baz Luhrmann’s Romeo + Juliet (2:37–13:35)
• Masterful Reading: BBC Radio Production of 1.1.206–236 (14:35–16:14)
• Text-Dependent Questions and Activities
• Quick Write

Materials

 Learning Sequence

1. Review the agenda and share the standards for this lesson: RL.9-10.1, RL.9-10.3, RL.9-10.4
2. Lead a brief class discussion on student summaries of the Prologue (assigned as homework in Lesson 1). Collect homework.
3. Show an 11-minute clip of Baz Luhrmann’s 1996 film Romeo + Juliet (2:37–13:35;). This clip will introduce many of the key characters of Shakespeare’s play, as well as facilitate understanding of the events that lead up to the excerpt that students will analyze in this lesson and the next.
4. Hand out Film Tool: Stylistic Choices. Review the categories on the film tool and answer any clarifying questions. Students will use this tool to develop critical observations of Luhrmann’s stylistic choices, as well as provide a means to organize the key events of the play. You will be provided with a new, blank copy of this tool every time we view the film. The film will be paused at strategic points so that the class can collaboratively generate observations.( In the following  lessons, the tool will facilitate independent note-taking. Students can refer to this initial collaborative work as a model when necessary).
5. Begin film clip. Pause at the end of each segment as designated below, and ask for student observations. Use the observations to fill out the tool.  Segment 1—2:37–9:15;Segment 2—9:15–9:35; Segment 3—9:36–12:05;Segment 4—12:06–13:35.
6. Record the class-generated observations on your tool for future reference.
7. Lead a brief class discussion on Luhrmann’s representation of 1.1. Scaffolding questions include the following: A). Where are these scenes set? How does this influence your understanding of the action? B) What important props did the characters use in these scenes? How do the props help convey the action? C) 3. How were the characters dressed? What might their costumes suggest about these characters? D) What sounds did you hear? What effect is Luhrmann creating with these sounds? E) What did you notice about the lighting in each scene? Why do you think Luhrmann made these choices?
8. Today’s analysis will begin with a short audio performance. Listen to the audio of Act 1.1.206–236  beginning with “Tut, I have lost myself…”( 12:14) to “Examine other beauties”. Follow along in your text and be prepared to offer your first impressions to the following question: What are Romeo and Benvolio discussing?
9. Class debrief of student observations.
10. Read lines 206–209 aloud to the class. Review the definitions of proof and chastity .
11. Define the word proof in context. The meaning is different from the way the word is generally used. Here it means “armor” not “evidence.”
12.  Reread  lines 206–207 in pairs and then discuss how you might use the definitions of proof and chastity to answer the following question: A)Why will Rosaline “not be hit with cupid’s arrows”? (1.1.206–207) Reread lines 206–209 in pairs and underline the words that are related to the definition of proof we have discussed. Then, respond to the following question: What is the relationship between Romeo and Rosaline?

Quick Write: Respond to the following Quick Write prompt:

Do Romeo and Rosaline feel the same way about their relationship? Be sure to use evidence from the text to support your answer. At the beginning of the next class, we will use your written response as a starting point for continued analysis of 1.1.206–236 in Lesson 3.