Unit 2 Lesson 6: Love at First Sight (continued)

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Unit 2 Lesson 6: Love at First Sight (continued)

Introduction:  In this lesson, students will continue their close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball (1.5.104–122). Students will explore how Juliet’s response to Romeo’s initial overture shapes the dialogue that follows and what this increasingly intricate interaction might reveal about these two complex characters.  This lesson continues the focus from Lesson 5 on Shakespeare’s use of imagery. The Stage Directions Tool and a related set of text-dependent questions prompt students to generate stage directions and paraphrase actions at key points in Romeo and Juliet’s dialogue. This process will encourage students to make meaning of the sequence of events in this highly metaphorical scene, as well as make inferences about character motivation.

Standards

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Assessment

  • Quick Write: What can you learn about Juliet from the way that she responds to Romeo? Use evidence from the text to support your response.
  • Stage Directions Tool

Aim: What can you learn about Juliet from the way that she responds to Romeo?

Material: Stage Directions Tool

 Agenda

  • Homework Accountability
  • Masterful Reading: Act 1.5.104-122
  • Text-Dependent Questions and Stage Directions Tool
  • Quick Write

Learning Sequence

  1. Distribute Stage Directions Tool. Discuss  and check homework (How does Romeo’s initial approach towards Juliet compare to his approach towards Rosaline?)
  2. Listen to the recording of Act 1.5.104-122
  3. Reread Juliet’s first 4 lines aloud9108-112), and then discuss the following questions. Be prepared to share with the class.  A. What familiar word(s) do you see in mannerly ? What does Juliet mean by “mannerly devotion” ?  B. How does Juliet feel about Romeo’s advances? Use evidence from the text to support your answer. C . How does Juliet respond to Romeo’s attempt to kiss her hand? How does this response draw upon the metaphor Romeo constructed in lines 104-107 D. How do you think Juliet might communicate this message with her actions? Suggest a stage direction that tells the actor what to do. Record your stage direction on your tool.
  4. Share your responses to the questions in class.
  5. Reread lines 112-113 and respond:  What is Romeo’s reply to Juliet? Paraphrase in your groups and record your answer in the appropriate box on your tool.  Paraphrase Juliet’s response. Record your answer on your tool.
  6. REREAD LINES 114-121, discuss in your group: A. What course of action is Romeo suggesting to Juliet when he says “let lips do what hands do”?  B. According to Juliet, what do saints do? What do saints not do?  Why can’t saints move? C. How is Juliet using the metaphor of saints and pilgrims as a response to Romeo’s plea for a kiss? Write a stage direction to accompany line 104 that clearly expresses what you think Juliet is telling Romeo in this sentence. Record your response in your Stage Directions Tool.

Quick Write: What can you learn about Juliet from the way that she responds to Romeo? Remember to use evidence from the text to support your answer. Hand in both your Quick Write and Stage Directions Tool at the end of class.

Homework: Read lines 1.5.148-155 and respond to the following question: What has Juliet just discovered about Romeo? Be prepared to hand in your response at the beginning of Lesson 7.

 

 

 

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