Unit 2 Lesson 19

Objectives: Students will  be able to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play.

This exploration will be guided by a pair of complementary tools that prompt students to develop evidence-based claims about both Romeo and Juliet. Working first as a class and then in small groups, students will take note of textual details, establish a connection between these details, and finally draw upon these connections to make a claim about the text. These tools will act as a framework for the final writing assignment in Lesson 20, in which students will choose either Romeo or Juliet as their focus character, and craft a formal written response. This response will serve as their End-of-Unit Assessment. For homework students will continue to review their text and gather evidence in preparation for their End-of-Unit Assessment.

Aim:  How do 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?

CCS

Assessment

Romeo and Juliet evidence-based claims tools

Vocabulary

• jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband
• enmity (n.) – the state of being hostile/angry
• sacrifices (n.) – lives offered for a higher purpose

Learning Sequence

1. The Lesson 19 tools provide you with the key excerpts that will help structure your final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, you will make an inference about character. Finally, you will be asked to make connections between these details and inferences. You will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play.
2. You will begin these tools as a class, and then finish them in groups of four. You will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20.
3. Review and Contextualize the EBC Process:

4. Read aloud 5.3.296–310, or play an audio recording.  Discuss the TBQs- What does Capulet ask from Montague? What is Capulet offering in return?

1. Read lines 298–302. Discuss the TBQs- What does Montague offer to give Capulet? Hint: What is Montague really offering here?
2. Read lines to lines 303–304 and discuss the TBQs- According to Capulet, who/what to lines 303–304 is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?
3. Read lines  305–310 and respond: Who has made peace? Why might the Prince describe this peace as “glooming”?
4. Pass out copies of both the Romeo Tool and the Juliet Tool. 1. turn back in your text to the text selection written on your tool . 2. Offer examples of textual details you see in these lines that may offer insight into Romeo as a character. C. begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice? D. draw upon these connections to make an observation about Romeo’s character in this passage.
5. Work in small groups: working as a group to find textual details and make a second inference about Romeo’s character.
6. After completing the first two boxes in the second row, we’ll compare this second inference with the one that you generated as a class. What has changed? What has stayed the same?
7. Repeat this activity for the remainder of class. The goal is for groups to complete both tools. You hey may use their past assignments and notes for reference.
8. Teacher models the process.

Homework:

Review your tools and decide which character you will focus on in your End-of-Unit Assessment.

1. Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.
2. Complete the evidence-based tool. Bring it to the class to assist you in the final assessment tomorrow.

Romeo Tool

Claim:

Juliet’s Tool

Claim:

Unit 2 Lesson 19

Objectives: Students will  be able to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play.

This exploration will be guided by a pair of complementary tools that prompt students to develop evidence-based claims about both Romeo and Juliet. Working first as a class and then in small groups, students will take note of textual details, establish a connection between these details, and finally draw upon these connections to make a claim about the text. These tools will act as a framework for the final writing assignment in Lesson 20, in which students will choose either Romeo or Juliet as their focus character, and craft a formal written response. This response will serve as their End-of-Unit Assessment. For homework students will continue to review their text and gather evidence in preparation for their End-of-Unit Assessment.

Aim:  How do 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?

CCS

Assessment

Romeo and Juliet evidence-based claims tools

Vocabulary

• jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband
• enmity (n.) – the state of being hostile/angry
• sacrifices (n.) – lives offered for a higher purpose

Learning Sequence

1. The Lesson 19 tools provide you with the key excerpts that will help structure your final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, you will make an inference about character. Finally, you will be asked to make connections between these details and inferences. You will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play.
2. You will begin these tools as a class, and then finish them in groups of four. You will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20.
3. Review and Contextualize the EBC Process:

4. Read aloud 5.3.296–310, or play an audio recording.  Discuss the TBQs- What does Capulet ask from Montague? What is Capulet offering in return?

1. Read lines 298–302. Discuss the TBQs- What does Montague offer to give Capulet? Hint: What is Montague really offering here?
2. Read lines to lines 303–304 and discuss the TBQs- According to Capulet, who/what to lines 303–304 is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?
3. Read lines  305–310 and respond: Who has made peace? Why might the Prince describe this peace as “glooming”?
4. Pass out copies of both the Romeo Tool and the Juliet Tool. 1. turn back in your text to the text selection written on your tool . 2. Offer examples of textual details you see in these lines that may offer insight into Romeo as a character. C. begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice? D. draw upon these connections to make an observation about Romeo’s character in this passage.
5. Work in small groups: working as a group to find textual details and make a second inference about Romeo’s character.
6. After completing the first two boxes in the second row, we’ll compare this second inference with the one that you generated as a class. What has changed? What has stayed the same?
7. Repeat this activity for the remainder of class. The goal is for groups to complete both tools. You hey may use their past assignments and notes for reference.
8. Teacher models the process.

Homework:

Review your tools and decide which character you will focus on in your End-of-Unit Assessment.

1. Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.
2. Complete the evidence-based tool. Bring it to the class to assist you in the final assessment tomorrow.

Click the Link to Access the Analysis Tool

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

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

1. 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.
2. Introduce this lesson’s focusing question: Who or what is responsible for Juliet’s death?
3. Read 5.3.139–170 aloud. Students are grouped based on  small, heterogeneous groups according to established protocols.
4. 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?
5. Lead a class discussion of lines 140–146, calling on groups to offer their answers
6. 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?
7. Lead a class discussion of lines 148–150, calling on groups to offer their answers
8. 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?
9. Lead class discussion of lines 151–159.
10. 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?
11. Lead a class discussion of lines 160–167.
12. Read aloud lines 168–170 and discuss the TBQs- Whose dagger kills Juliet? What might this symbolize?
13. Lead a class discussion of lines 168–170.
14. 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.

Unit 2 Lesson 17

Introduction: This lesson continues to build students’ skills in making cumulative connections across the text. The text selection for this lesson is Act 5.3.85–120. In this scene, Romeo commits suicide in Juliet’s tomb. Students will complete a close reading for this passage and then work through a series of text-dependent questions that help them build meaning by connecting elements of this passage with passages read earlier in the unit.

CCS

Assessment

Quick Write: Make an observation about Romeo’s character development using the comparison tool and your notes from today’s close reading. Use evidence from the text to support your answer.

Vocabulary

• interred (v.) – placed a dead body in a tomb
• ensign (n.) – a banner, or standard (this definition offered in footnotes)
• abhorred (v.) – loathed utterly
• paramour (n.) – lover, suitor
• yoke (n.) – agency of oppression (this definition offered in footnotes)
• engrossing (v.) – devouring (this definition offered in footnotes)
• lightening (v.) – cheering or gladdening
• inauspicious (adj.) – unlucky
• unsavory (adj.) – unpleasant

Materials

• Film: Romeo + Juliet (1:37:49–1:39:36)
• Film Tool: Stylistic Choices (see Lesson 2)
• Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334
• Annotation Tool

Learning Sequence

1. Hand out blank copies of the Film Tool: Stylistic Choices (see Lesson 2), or instruct students to draw the categories in their books. Play film (1:37:49–1:39:36 on the DVD; see Unit Overview). Briefly discuss using the film tool.
2. Listen to a masterful reading of 5.3.85–120.
3. In small groups, discuss and record your responses to the TBQs: A. At this point in the play, what does the audience know that Romeo does not?  Reread lines 87–96 aloud.    B. What words or phrases in these lines can help you make meaning of the word lightening? C. What is causing Romeo to feel merry in this moment?
4. Agency is a term that refers to the power that a character or thing possesses. A.In line 92–96, what agency does Romeo attribute to Juliet? B. How does the audience’s awareness of Juliet’s state affect the way you understand Romeo’s description of Juliet? reread lines 97–101 aloud. C. What does Romeo offer to do for Tybalt? What does this reveal about how Romeo is feeling? read aloud lines 101–115 aloud.  D. What does Romeo refer to as inauspicious? E. Where else in the text does Shakespeare describe stars in this way? read lines 116–120 aloud.  F. What is Romeo’s attitude toward death? Take into consideration how Romeo describes death and also what Romeo expects from death.
5. Complete a comparison activity using an annotation tool similar to the one you completed in Lesson 16. Hand out tool for Lesson 17.
6. Work in your small groups and read aloud each passage, and then annotate connections, similarities, and differences they notice in word choice and content.
7. Quick Write; Respond in writing to the following prompt:
   Make an observation about Romeo’s character development using the comparison worksheet and your notes from today’s close reading.

Homework: Gather and organize notes for the unit. Be prepared to write our Summative Assessment Essay on Wednesday.

Quickwrite: Make a claim about Romeo’s development as a character.

Re-read these excerpts, and compare.

Consider what you know about Romeo’s character, and his interactions in these two scenes.
Use this sheet for annotation and brainstorming.

Write 3–5 sentences.

Romeo – Act 2, Scene 2, 15–25

Two of the fairest stars in all the heaven,                        15
…
…
…
…
…                                                                                             20
…
…
…
…
…That I might touch that cheek!                                       25

Romeo – Act 2, Scene 2, 75–78

I have night’s cloak to hide me from their eyes             75
…
…
…Than death prorogued, wanting of thy love.

Romeo – Act 2, Scene 2, 82–84                                       

I am no pilot, yet wert thou as far
…
…I should adventure for such merchandise.

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

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

1. 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.
2. Springboard Question: What reason(s) does Juliet have for wanting to commit suicide? T We’ll learn to build on each other’s answers.
3.  Listen to a masterful reading.
4. 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?
5. 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.
6. 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.

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.

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

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.

Unit 2 Lesson 5

Introduction:  In this lesson, students will begin a close reading analysis of Romeo and Juliet’s first encounter at the Capulet Ball . Students will focus on Romeo’s initial overture to. Slowing down the pace and unpacking Romeo’s first four lines will enable students to construct the complex foundational understanding necessary for their continued engagement with this multifaceted extended metaphor. In Lesson 6, students will continue their analysis of this excerpt as they explore how Juliet’s response shapes the dialogue that follows, and what this increasingly intricate interaction might reveal about these two complex characters.

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.9-10.4: 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).

CCSS.ELA-Literacy. CCRA.R.7 : Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Assessment: Stage Direction Tool

Aim: How does Romeo and Juliet express each other’s feelings at the first sight? 

Vocabulary:

•  shrine (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead
• pilgrim (n.) – one who travels to a shrine or holy place as a devotee
• saint (n.) – one who is officially recognized after death as being holy
• palmer (n.) – another word for pilgrim
• purged (v.) – gotten rid of; cleared of guilt
• trespass (v.) – to sin; to enter someone’s land illegally
• prodigious (adj.) – being an omen (obsolete)
• profane (v.) – to treat something sacred with contempt or irreverence

Agenda

• Homework Accountability
• Watch Romeo + Juliet [27:57–30:26]
• Opening Activity
• Text-Dependent Questions and Activities
• Stage Directions Tool

 Materials:

• Film Tool: Stylistic Choices
• Film Clip: Romeo + Juliet [27:57–28:46]
• Stage Directions Tool

Learning Sequence

1. talk in pairs about how they can apply their focus standard to their text.
2. Pass out blank copies of the Film Tool: Stylistic Sheet and watch the film.
3. Students record the main events and share in class.
4. Hand out Stage Directions Tool .Follow along on your tool as you listen to a masterful reading of lines 104-111.
5. Provide an explanation of imagery, for example: Authors use descriptive language to create imagery. Imagery can have different functions in the text. Sometimes these visual pictures add detail to an author’s description; other times authors employ figurative language to make a comparison that helps illustrate a point the author or character is trying to make.
6. Reread Romeo and Juliet’s dialogue (1.5.104–111) and identify and circle all the images in this passage in your tool. share the images you have identified. Respond: What do all these images have in common?
7. Read through Romeo and Juliet’s dialogue again and underline any other words associated with religion on your tool.  Respond:  a. What is the holy shrine that Romeo’s hand is unworthy to touch? b.  How can this description help you to understand the meaning of the word profane (92) in this context? C. What is Romeo comparing his lips to? Underline the words in the text. Using the vocabulary box at the bottom of your tool, paraphrase what you’ve underlined. D. . What gentle sin are Romeo’s lips about to commit? E. How might your understanding of this passage change if the word gentle (in “gentle sin”) was replaced with rough? How does the adjective gentle inform your understanding of Romeo’s tone and intention in this passage? What other adjectives in lines 92–95 support this understanding? F.  Refer to the definitions of pilgrim and shrine at the bottom of your tool. What extended metaphor is Romeo constructing in these first four lines?
8. stage directions tell the actors what they will be doing as they speak their lines.
9. Respond to the following questions in pairs: If you were going to write a stage direction for Romeo to accompany the first four lines of this scene, how would you direct the action? Take a minute to think independently, then discuss with your partner. Share in class.
10. Frame a model stage direction to accompany these lines.
11. Record this collaboratively formed stage direction on your own tool. You can refer to this stage direction as a model in your continued work with this tool in the next lesson.

Homework: Reread a portion of the excerpt from this lesson and respond briefly in writing to the following question: How does Romeo’s initial approach towards Juliet compare to his approach towards Rosaline?  Be ready to hand in your written response at the beginning of the next lesson.

Unit 2 Lesson 4: Juliet’s Disposition on Marraige

Introduction:

In this lesson, students continue to build their close reading skills as they explore the excerpt 1.3.64–100, in which Lady Capulet discusses marriage with Juliet.

This lesson is the students’ first introduction to Juliet in the play, and, though her dialogue is brief in this scene, a close reading here will give insight in later lessons about her development as a character. Students will focus their analysis on a comparison of Juliet and Lady Capulet’s attitudes toward love and marriage. Students will consider word choice, imagery, and language to frame their analysis.

Students will engage in rich discussions with a partner, a small group and the whole class, as well as complete a brief writing assignment to close the lesson.  For homework, students will continue to read their Accountable Independent Reading texts.

Standards

Assessment

Quick Write: What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer.

Vocabulary

• esteem (adj.) – well-bred, from a good family (see footnote)            
• valiant (adj.) – full of courage, brave
• lineament (n.) – distinctive feature of the body, especially of the face
• margent (n.) – archaic use of ‘margin’ meaning outer limit
• dispositions (n.) – frame of mind, attitude, temperament

Aim: What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s?

Agenda

• Homework Check and Share
• Opening Activity
• Film: Romeo + Juliet [13:36–17:05]
• Text-Dependent Questions and Activities
• Quick Write

Materails

• Film Tool: Stylistic Choices (see Lesson 2)
• Film: Romeo + Juliet [13:36–17:05] DVD

Learning Sequence

1. How did Romeo describe Rosaline in yesterday’s lesson?  Select as many words from the scene as possible to respond to the question.
2. Distribute blank copies of the Film Tool: Stylistic Choices. Show the film. [15:21–17:05] (DVD)
3. Share your observations about the film
4. Read lines reread lines 68–80 in small groups. Discuss the questions in your groups before sharing out with the class: A. 1. What words or phrases in line 70 can help you make meaning of the word dispositions? What synonyms can you offer for dispositions? B.  What is Lady Capulet asking Juliet? What can you infer about Juliet from her response?
5. read lines 75-80 in your groups and complete these activities: A. Find and circle the references to motherhood. Based on these references, what can you infer about Lady Capulet’s attitude toward marriage? B.  According to Lady Capulet, why should Juliet begin to think about marriage?
6. read lines 81-100 in your groups. Discuss the questions in small groups  before sharing out with the whole class. A. When and where will Juliet see Paris for herself? B. When and where will Juliet see Paris for herself? C. What is the cumulative effect of the words, phrases and comparisons used to describe Paris? D. What can you infer about Lady Capulet’s attitude toward marriage? Circle vocabulary or phrases that can help you make a claim about Lady Capulet’s attitude toward marriage. Write down any observations you make about the way she is speaking in this passage.
7. read lines 101-105 in your groups. Discuss the questions in small groups  before sharing out with the whole class. A. What difference in word choice do you notice between Lady Capulet in line 102 and Juliet in lines 103? B.  Consent as a noun is generally defined as “permission.” How is Juliet using consent in line 105? How would line 105 be different if consent was replaced with “command”? C. What can you infer about Juliet’s reply based on your understanding of her use of consent?

Quick Write (will be collected): What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer.

Homework: continue to read your Accountable Independent Reading through the lens of their focus standard and prepare for a 1-2 minute discussion of your text based on that standard.

Unit 2 Lesson 3

Introduction:  In this lesson, students will continue to develop their close reading skills as they resume their exploration of the short excerpt 1.1.206–236 begun in Lesson 2. In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio.

Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to continue to build upon the foundation of their unit-long exploration of Romeo’s character development. In conjunction with Lesson 2, Lesson 3 establishes 1.1.206–236 as a point of origin for future analysis of how Romeo’s character unfolds throughout the play, revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters.

Aim: What can you infer about Romeo from the way that he describes Rosaline?

Standards:

Assessment

Vocabulary

uncharmed (adj.) – immune to; not charmed by

Agenda

• Standards: RL.9-10.1, RL.9-10.3, RL.910.4, ELA-Literacy.CCRA.R.7
• Text: 1.1.206–236
• Homework Accountability
• Masterful Reading 1.1.206–236
• Text-Dependent Questions and Activities
• Quick Write

Learning Sequence

1.  Today’s analysis will begin with a short audio performance. Play the audio of Act 1.1.206–236 (14:35–16:14). Follow along in your text and be prepared to offer your first impressions to the following question: What are Romeo and Benvolio discussing?
2. Class debrief of student observations.
3. Vocabulary study: Read lines 206–209 aloud to the class. Review the definitions of proof and chastity ; Define the word proof in context. The meaning is different from the way the word is generally used. Here it means “armor” not “evidence.”
4. 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?
5. Mid Lesson Quick Write: Do Romeo and Rosaline feel the same way about their relationship? Be sure to use evidence from the text to support your answer .
6. Share the Quick Write. Respond:  Based on your analysis up to this point, what clues in line 208 can help you to understand what the word uncharmed (line 209) means?
7. Form pairs and read lines 209–212 aloud. For a Think-Pair-Share activity, A. What clues from lines 206–209 can help you to understand the meaning of the adjective assailing in line 211? B. Take a closer look at lines 209–212, dig deeper. Can you find other evidence in the text to support the claim you made in Lesson 2(Do Romeo and Rosaline feel the same way about their relationship?) Be ready to discuss your observations with the class. C. What is Romeo’s courtship of Rosaline compared to? Cite evidence from the text to support your answer.
8. In pairs, continue reading the selection . Draw lines between pairs of rhyming words. Then, discuss ( write down the answer ) the following questions with your partner.  A. How does Romeo’s speech compare to Benvolio’s? Hint: consider word choice, pacing, and structure. B. What can the differences you identified with your partner reveal about these two characters? C. Look carefully back through the entire excerpt. What words does Romeo use repeatedly? D. What is Benvolio’s advice to Romeo? What does this suggest about his attitude towards Romeo’s infatuation with Rosaline?
9. Share your pair responses with the whole class.

Quick Write ( I’ll collect your responses): What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Support your ideas with evidence from the text. ( Write your response on a loose leaf.)

Homework:

1. Review and expand their notes from today’s lesson

2. Use Reading Standard Three as a focus standard to guide your’ Accountable Independent Reading and write your air log.

Here is a model–

Reading Standard 9-10.3 for informational texts asks students to “analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.”

 Students who have read an article on global warming might say, “The article began with an anecdote about polar bears and how they’re having a hard time finding solid ice to live on in the Artic. The article then talked about the root causes of that problem: how pollution like toxic chemicals emitted by manufacturing has depleted the ozone layer over the past century. This has led to some of the warmest temperatures on record in recent years, which has directly affected species’ habitats like the polar bears described in the beginning of the article.”

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.