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.