Unit 2 Lesson 18 : Juliet’s Death
Introduction
In this lesson, students will draw upon the close reading skills that they have developed over the course of Module 1 as they work carefully through the short excerpt Act 5.3.139–170. In this passage, Juliet wakes up to find Romeo lying dead next to her in the Capulet tomb. Juliet then kills herself with Romeo’s dagger.
Objectives: Students will analyze word choice, figurative language, and the structure of events to explore Juliet’s final act. As the culminating excerpt of Unit 3, this passage functions as the final point of comparison for an analysis of Juliet’s character development across the five acts of Shakespeare’s play.
Aim: Who or what do you think is responsible for Juliet’s death? Why?
Standards
| 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.9-10.4 | 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). |
| SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on each others’ ideas and expressing their own clearly and persuasively. |
Assessment
Brief written response to Round Robin Discussion question: Who or what do you think is responsible for Juliet’s death? Why? Use evidence from the text to support your response.
Vocabulary
- alack (interj.) – an expression of sorrow
- sepulchre (n.) – a burial chamber
- lamentable (adj.) – regrettable
- contagion (n.) – a contagious (communicable by contact) disease
- thwarted (v.) – defeated the hopes or aspirations of
- churl (n.) – a stingy person
- sheath (n.) – a case for a knife
- restorative (adj.) – having the power to restore (to bring something back, or return something to its former condition)
Learning Sequence
- Today’s excerpt will be explored in five chunks. There will be a series of text-dependent questions for each chunk. Questions will be explored as a group and then discussed with the class.
- Introduce this lesson’s focusing question: Who or what is responsible for Juliet’s death?
- Read 5.3.139–170 aloud. Students are grouped based on small, heterogeneous groups according to established protocols.
- Students read aloud lines 140–146 and discuss the TBQs- a. What familiar word do you see in discoloured? How does the prefix dis- change the meaning of this word? B.Why are the swords discoloured? Why are they masterless? C. Review the definition of lamentable provided to you. As a group, develop a definition of chance. Now reread lines 145–146. What is Friar Laurence implying about recent events in this statement? D. According to Friar Laurence, who/what is responsible for the deaths of Romeo and Paris?
- Lead a class discussion of lines 140–146, calling on groups to offer their answers
- Read aloud lines 148–150 and discuss the TBQs- a. What is Juliet unaware of that both the audience and Friar Laurence know? What effect does this create?
- Lead a class discussion of lines 148–150, calling on groups to offer their answers
- Read aloud lines 151–159 and discuss the TBQs- According to Friar Laurence, who/what is to blame for the tragic events that have transpired? What is Friar Laurence suggesting about the power of individual choice in this situation?
- Lead class discussion of lines 151–159.
- Read aloud lines 160–167 and discuss the TBQs- a. How does Juliet respond to Friar Laurence’s counsel? What does she see as a better alternative? Why? Hint: What do you know about Juliet that might make a nunnery a fate worse than death? B. Why does Juliet describe the poison as a “restorative”? What does she think it will restore? C. What does Juliet realize in line 167? How does this compound the tragedy of the scene?
- Lead a class discussion of lines 160–167.
- Read aloud lines 168–170 and discuss the TBQs- Whose dagger kills Juliet? What might this symbolize?
- Lead a class discussion of lines 168–170.
- We will conclude our exploration of 5.3 with a Round Robin discussion of the lesson’s focusing question: Who or what is responsible for Juliet’s death?
Directions for Round Robin: Instruct students to arrange themselves into two concentric circles. Each circle should contain the same number of students, creating pairs between the two circles. Student pairs should be facing each other. The Round Robin begins with each student in the inner circle discussing their answer to the following prompt for 1 minute: Who or what do you think is responsible for Juliet’s death? Why? Each student’s counterpart on the outer circle first listens and then responds with his or her own answer to the focusing question for 1 minute. Then, students in the outer circle rotate to the right one spot and repeat the protocols established with a new partner. This Round Robin will include three rotations. Once three rotations have been completed, briefly record your response to the Round Robin discussion question, using evidence from the text to support your response. Collect these written responses to assess for comprehension as students exit the class.
Circulate and observe student discussions and assess comprehension.