Unit 2 Lesson 17: Romeo’s Death

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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

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

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.

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