Unit 2 Lesson 10: The Fight

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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

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).
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: 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

  • Film Tool: Stylistic Choices
  • Film Clip: Luhrmann’s Romeo + Juliet (55:57–1:00:10)
  • Lesson 10 Tool

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 1st 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.

 

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