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
| 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. |
| W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as draw inferences 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). |
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
| 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 another in this scene? Use evidence from the text to support your answer. |
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
- 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
- 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?
- Listen to a masterful reading of 2.2.111–155.
- 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?
- 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?
- 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.