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:
| RL.9-10.3 | Analyze how complex characters 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. |
| ELA-LiteracyCCRA.R.7 | Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |
Assessment
| Quick Write: What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Cite specific evidence from the text to support your response. |
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
- 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?
- Class debrief of student observations.
- 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.”
- 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?
- 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 .
- 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?
- 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.
- 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?
- 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.”