Unit 2 Lesson 16
Introduction
This lesson is the second 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 4.1.44–126. This lesson will focus on a close reading of lines 89–126 and guide students to comprehend the tragic events that are to come through an understanding of the Friar’s plan.
Stndards
| 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. |
| 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.9-10.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). |
Assessment
Quick Write: How do Romeo and Juliet’s conversations with the Friar compare and contrast? What can you infer about Romeo and Juliet’s character development? Use evidence from the text and your annotation tool to support your answer.
Vocabulary
- distilling liquor (n.) – drug, potion
- borne (v.) – to be carried, taken
- vault (n.) – tomb
Material
Audio clip: http://etc.usf.edu/lit2go/201/romeo-and-juliet/4351/act-4-scene-1/
Learning Sequence
- Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.
- Springboard Question: What reason(s) does Juliet have for wanting to commit suicide? T We’ll learn to build on each other’s answers.
- Listen to a masterful reading.
- In pre-assigned small groups, read lines 91- 122 ( Act 4 Scene 1)closely and discuss questions before sharing with the class TDQs: a. What is Juliet supposed to do immediately? What is Juliet supposed to do tomorrow night?* b. What words and phrases in lines 95–104 can you find to illustrate the effect the drug will have on Juliet? Circle these words in your text. According to the Friar in line 105, how long will the effects last? C. Where will Juliet be borne after she is found in this state? D. . What, according to Friar Laurence, could prevent the plan from taking place? E. How does Juliet respond? What can you infer about Juliet’s character from her response?
- Read lines 123-128, do Think-Pair-Share to discuss the responses- a. What is the final step in the Friar’s plan? How has Juliet’s attitude changed over the course of this scene? Consider both this lesson’s close reading, and the close reading from the last lesson.
- Hand out copies of the Annotation and Comparison Tool. Have student groups read aloud each passage and annotate connections, similarities, and differences they notice in word choice and content. Encourage students to discuss inferences they are making as a group, but remind them that they will be responsible for generating their Quick Write responses independently.
Quick Write
Prompt: How do Romeo and Juliet’s conversations with the Friar compare? What can you infer about Romeo’s and Juliet’s character development?
Collect Quick Write and the Annotation and Comparison Tool to assess student comprehension.