9.1.3 Lesson 19 - EngageNY · evidence-based claims about both Romeo and Juliet. ... Text Dependent Questions and Activities Romeo and Juliet Tools ... Romeo’s character in this

NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 19

File: 9.1.3 Lesson 19 Date: 8/31/13 Classroom Use: Starting 9/2013

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9.1.3 Lesson 19

Introduction

This lesson is the first in a series of two lessons that comprise the End-of-Unit Assessment for Unit 3. This lesson requires students to draw upon their cumulative understanding of Shakespeare’s language and structural choices in order to make a claim about character development across all five acts of the play.

This exploration will be guided by a pair of complementary tools that prompt students to develop evidence-based claims about both Romeo and Juliet. Working first as a class and then in small groups, students will take note of textual details, establish a connection between these details, and finally draw upon these connections to make a claim about the text. These tools will act as a framework for the final writing assignment in Lesson 20, in which students will choose either Romeo or Juliet as their focus character, and craft a formal written response. This response will serve as their End-of-Unit Assessment. For homework students will continue to review their text and gather evidence in preparation for their End-of-Unit Assessment.

Note: The Lesson 19 tools provide students with the key excerpts that will help structure their final analysis of character development. Student essays in Lesson 20 will require that students independently select supporting evidence to build upon the claim they established in Lesson 19.

Standards

Assessed Standard(s)

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.

Addressed Standard(s)

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

Assessment(s) Description

Romeo and Juliet evidence-based claims tools

High Performance Response(s)

Romeo: See model Romeo tool for sample student response.







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Juliet: See model Juliet tool for sample student response.

Note: The two model tools illustrate two different ways students might approach and organize their exploration of the text. The essential goal of this exercise is for students to engage with details of the text and actively make connections.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

jointure (n.) – money that the groom’s family pays the bride if the groom dies and she survives her husband

enmity (n.) – the state of being hostile/angry

sacrifices (n.) – lives offered for a higher purpose

Vocabulary to teach (may include direct word work and/or text-dependent questions)

None.

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

Standards: RL.9-10.3, RL.9-10.4

Text: Romeo and Juliet, Act 5.3, lines 296–310

Introduction of Lesson Agenda

Homework Accountability

Text Dependent Questions and Activities

Romeo and Juliet Tools Activity

EBC Review and End-of-Unit Assessment Preparation

Closing

5%

5%

30%

30%

25%

5%

Materials

Romeo Tool

Juliet Tool







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Learning Sequence

Percentage of Lesson

Teacher Actions Student Actions Instructional Notes (extensions, supports, common misunderstandings)

5% Introduction of Lesson Agenda

Begin by reviewing the agenda and sharing the standards for this lesson: RL.9-10.3, RL.9-10.4. Inform students that today is the first day of a two-day arc dedicated to the End-of-Unit Assessment. Today, students will begin the process of developing an evidence-based claim about Romeo and Juliet. In Lesson 20, students will craft their claim into a formal written response.

The Lesson 19 tools provide students with the key excerpts that will help structure their final analysis of character development. Students will make observations of Shakespeare’s language and structural choices in these excerpts. From these observations, they will make an inference about character. Finally, students will be asked to make connections between these details and inferences. Students will draw upon these connections in order to make a claim about Romeo or Juliet’s development across all five acts of the play.

Students will begin these tools as a class, and then finish them in groups of four. Students

Students look at the agenda.







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will be expected to draw upon these worksheets as a framework for their final formal written response in Lesson 20.

5% Homework Accountability

Lead a brief (3–5 minute) share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

Students (or student pairs) share out on how they applied their focus standard to their AIR text from the previous lesson’s homework.

30% Text-Dependent Questions and Activities

Read aloud Act 5.3, lines 296–310, or play an audio recording.

Pose the following questions for students to discuss in their groups before sharing out with the whole class.

Students follow along, reading silently.

Direct students to Capulet’s lines 296–297.

1. What does Capulet ask from Montague? What is Capulet offering in return?

Student responses may include the following:

1. He asks him to ”give me thy hand.” He is offering to make peace.

Additional scaffolding questions for lines 296–297:

What does Capulet call Montague? Capulet calls Montague brother.

Direct students to lines 298–302.

2. What does Montague offer to give Capulet? Hint: What is Montague really offering here?

2. He offers to make a statue of Juliet “out of pure gold.” He is also offering peace.







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3. According to Capulet, who/what is to blame for Romeo and Juliet’s deaths? What have Romeo and Juliet been sacrificed for?

3. Capulet blames the feud between the two households for Romeo and Juliet’s deaths; he says that Romeo and Juliet are sacrifices to the hatred between the two families (“poor sacrifices of our enmity”). Romeo and Juliet have been sacrificed for peace.

If students struggle with question 3, define the word sacrifice as “the offering of lives for a higher purpose.”

Additional scaffolding question for lines 303–304:

What words does Capulet use in line 304 to describe the deaths of Romeo and Juliet? “Poor sacrifices.”


4. Who has made peace? Why might the Prince describe this peace as "glooming"?

4. The Montagues and the Capulets have made peace. The prince might be saying that it is good that they have made peace but there is “sorrow” that it took the deaths of Romeo and Juliet to make it happen.

Additional scaffolding question for lines 305–310:

How does the Prince sum up the story of Romeo and Juliet? There never was a story of more woe.

30% Romeo and Juliet Tools Activity

Pass out copies of both the Romeo Tool and the Juliet Tool to students.

Project on the board a blank tool (you may choose Romeo or Juliet to model; refer to the model worksheet for examples of responses). Encourage students to fill in their own tool as you perform this model activity.

Instruct students to turn back in their text to

Students participate in model tool activity by offering key details and claims about Romeo’s character development.

Students record class observations on tool.







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the text selection written on their tool.

Ask students to offer examples of textual details they see in these lines that may offer insight into Romeo as a character.

After students have offered several textual details, ask them to begin to establish a connection between these details. Use questions such as: What do these details have in common? What pattern do you notice?

Finally, ask students to draw upon these connections to make an observation about Romeo’s character in this passage.

Divide students into groups of four. Ask student groups to begin the process for the next row, working as a group to find textual details and make a second inference about Romeo’s character.

Once students complete the first two boxes in the second row, call the class back together and ask students to compare this second inference with the one that they generated as a class. What has changed? What has stayed the same? Model filling in this response on the tool.

Have students reassemble into their small groups. Instruct student groups to repeat this activity for the remainder of class. Explain that the goal is for groups to complete both

Student groups complete both tools.







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tools.

Remind students that they may use their past assignments and notes for reference.

Circulate around the room. Observe student process and assist as needed.

25% EBC Review and End-of-Unit Assessment Preparation

Instruct students that there are two steps in this lesson’s homework assignment:

Review your tools and decide which character you will focus on in your End-of-Unit Assessment.

Formulate a claim about your chosen character’s development. Record this claim at the top of your tool, and come to the next class ready to write.

Students record the steps to their homework assignment.

Students may benefit from having the EBC steps projected on the board.

Review and Contextualize the EBC Process:

The EBC is a three-step process in making evidence-based claims (EBC):

Textual details: First take note of textual details that tell you about Romeo or Juliet.

Text-to-text connections: Explain a connection you have made between these details.

Make a claim: Draw a conclusion about Romeo or Juliet’s character development that can be referenced back to the textual

Students participate in EBC review activity and store their tools in their notebooks for homework and Lesson 20’s End-of-Unit Assessment.







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details and text-to-text connections.

Instruct students that they have already completed steps 1 and 2 using their tool. Now they need to make a claim that will become the focus of their in-class essay in the next lesson.

Demonstrate how you might form a claim using the text-to-text details and connections established on the model Lesson 19 tools.

Read aloud observations and observation comparisons from the model Lesson 19 tools (second and third rows of table). Model drawing a conclusion about Romeo or Juliet’s character development from these connections.

5% Closing

For homework, instruct students to review their completed tools, select which character they are going to focus on, and formulate a claim about that character’s development. Students record their claim in the designated place on their tool and bring this tool to the next class.

Remind students that they must bring their tools with them to the next class, as the tools will be valuable resources to refer to while writing their End-of-Unit Assessment.







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Homework

Students review their completed tools, select which character they are going to focus on, and formulate a claim about that character’s development. Students record their claim in the designated place on their tool and bring this tool to the next class.

Note: If students have not been able to complete the tools in class, they may complete them independently for homework.







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Romeo Tool

Claim:

ROMEO

Text Selection Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Romeo?

Observations: What can you infer about Romeo from these details?

How does your observation compare to your understanding of Romeo in the previous acts?

Act 1.1, lines 206–236 (Romeo talks to Benvolio about Rosaline)

Act 2.2, lines 1–32 (Balcony scene soliloquy)







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Act 3.1, lines 59–138 (Mercutio and Tybalt death scenes)

Act 5.3, lines 70–120* (Romeo commits suicide)

*Romeo does not appear in Act 4 of Romeo and Juliet







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Juliet Tool

Claim:

JULIET

Text Selection Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Juliet?

Observations: What can you infer about Juliet from these details?

How does your observation compare to your understanding of Juliet in the previous acts?

Act 1.3, lines 64–100 (Juliet talks to Lady Capulet about marriage)

Act 2.2, lines 107–138 (Balcony scene exchange of vows)







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Act 3.2, lines 1–31 (Juliet’s speech while she waits for Romeo)

Act 4.1, lines 50–88 (Juliet threatens to kill herself)

Act 5.3, lines 139–170 (Juliet commits suicide)







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Model Romeo Tool

Claim: Romeo struggles between his dedication to love and his dedication to honor throughout Romeo and Juliet.

ROMEO

Text Selection

Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Romeo?

Observations: What can you infer about Romeo from these details?

How does your observation compare to your understanding of Romeo in the previous acts?

Act 1.1, lines 206–236 (Romeo talks to Benvolio about Rosaline)

1. “O, she is rich in beauty” (line 213)

“She is too fair, too wise, wisely too fair” (line 219)

“Fair” = x6 in lines 206–236 and “beauty” = x4 in lines 209–218.

Romeo only describes his love for Rosaline in terms of her beauty, and he describes her beauty only in general terms.

2. “ …The precious treasure of his eyesight lost” (line 231)

Romeo calls Rosaline the precious treasure of his eyesight.

2. “Benvolio: Be ruled by me, forget to think of her …Examine other beauties.” (lines 223–226)

Benvolio’s practicality contrasts with Romeo’s romanticism.

Romeo cares a lot about beauty, and it seems to be what he values most about Rosaline.

Romeo takes his love for Rosaline very seriously; he thinks his feelings for Rosaline are unique.

Benvolio doesn’t take Romeo as seriously as Romeo takes himself. Maybe Romeo takes himself too seriously? Maybe he has said this kind of thing before?

n/a (this is first intro to Romeo)







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3. “Show me a mistress …thou canst not teach me to forget.” (lines 232–235)

Romeo says that he won’t ever forget about Rosaline’s beauty.

Act 2.2, lines 1–32 (Balcony scene soliloquy)

1. “But soft, what light …her maid art far more fair than she” (lines 2–6).

Romeo has fallen in love with Juliet and forgotten all about Rosaline. Romeo compares Juliet to the sun. Her beauty is being described as a force that lights things up.

2. “She speaks. O speak again…a winged messenger of heaven” (lines 25–28)

Romeo repeats the word speak twice in his entreaty.

Romeo seems to fall in love easily (Benvolio was right!).

Romeo is demonstrating how much he values beauty again.

Romeo understands Juliet’s beauty as a force that lights up everything around him (the night).

Romeo is interested in more than just looking at Juliet, because he asks her to speak to him. Something about Juliet makes Romeo want to hear her voice.

Romeo’s quick switch from Rosaline to Juliet confirms my observation that maybe in Act 1, he was more in love with “being in love” than he was with Rosaline herself.

Romeo’s focus on Juliet’s beauty seems different here than it was with Rosaline. He repeatedly describes her beauty as a light that illuminates their surroundings.

Romeo doesn’t want Juliet to remain just the “treasure of his eyesight” like in Act 1. When he asks her to speak to him, he is opening a dialogue and giving her the chance to be more than just beautiful.







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Act 3.1, lines 59–138 (Mercutio and Tybalt death scenes)

1. “my very friend… And in my temper softened valour’s steel!” (lines 112–117)

Romeo feels ashamed that he did not defend his own honor. He thinks that Juliet’s beauty has made him less of a man.

2. “Away to heaven…fury be my conduct now.” (lines 125–126)

Romeo is choosing violence over the tolerance he previously showed Tybalt.

Romeo understands his love of beauty as a weakness that makes him not want to fight and defend his family’s honor. He eventually chooses violence over peace, and the need to defend his honor over his love for Juliet.

Turning point for Romeo? Juliet’s beauty is not only not the most important thing to him anymore, it is a negative thing. Romeo understands Juliet’s beauty as the cause of his friend’s death.

Romeo understands his earlier desire for peace between the Montagues and Capulets as shameful. His decision to be guided by fury rather than leniency suggests that his priorities have changed or are being called into question.

Act 5.3, lines 70–120* (Romeo commits suicide)

“For here lies Juliet…full of light.” (lines 85–86)

Romeo sees Juliet’s beauty as lighting up the tomb.

“Oh my love…Hath had no power yet upon thy beauty.” (lines 91–93)

Death has not extinguished her light.

“Tybalt, liest thou there…Forgive me, cousin!” (lines 97–101)

Romeo regrets killing Tybalt.

Romeo sees Juliet’s beauty as illuminating the tomb that she and Tybalt lie in. For Romeo, Juliet’s beauty is more powerful than Death. Romeo regrets killing Tybalt, seems like he wishes he hadn’t given into the anger/violence.

After questioning his earlier dedication to Juliet, Romeo makes a choice to stay with her, rather than with his family and the fighting.

*Romeo does not appear in Act 4 of Romeo and Juliet







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Model Juliet Tool

Claim: Juliet's attitude toward love and marriage changes throughout Romeo and Juliet.

JULIET

Text Selection Word Choice/Text Details: What are some specific images, words, and phrases that Shakespeare uses to tell you about Juliet?

Observations: What can you infer about Juliet from these details?

How does your observation compare to your understanding of Juliet in the previous Acts?

Act 1.3, lines 64–100 (Juliet talks to Lady Capulet about marriage)

Juliet only has four lines.

She uses like instead of love.

Juliet says she has not thought about marriage.

Juliet does not care about marriage, but her mother really, really does.

Juliet might not have a close relationship with her mother.

n/a (first introduction to Juliet)

Act 2.2, lines 107–138 (Balcony scene exchange of vows)

Juliet asks Romeo not to swear or vow: “swear not by th’inconstant moon.”

Juliet uses the image of lightning:“too rash, too unadvised, too sudden”

Juliet gives Romeo her vow of love. “give it thee again”

Juliet describes her love as deep and infinite.

Juliet wants to take things slow with Romeo.

Juliet wants their love to last.

Juliet is being practical.

BUT Juliet gives Romeo her vow of love, which she just asked him not to do.

Juliet’s love for Romeo has made her forget her

Juliet is using Romeo’s imagery to respond to him, like in the party scene. She is thinking about practical matters, like in the soliloquy.

Juliet changed her mind about taking things slow with Romeo in a matter of minutes.

This seems like a turning point for Juliet; there is a big shift in character.







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practical worries.

Act 3.2, lines 1–31 (Juliet’s speech while she waits for Romeo)

Juliet uses imagery of fiery horses and the god of the sun, a raven with snow on its back, and Romeo as stars.

The word come repeats five times and night repeats ten times.

Juliet compares herself to an impatient child.

Juliet’s love for Romeo has made her more romantic in her language and imagery use.

Juliet is completely in love with Romeo. She is pretty much only thinking about love and marriage, and not about the practical worries that she expressed in the balcony scene.

Act 4.1, lines 50–88 (Juliet threatens to kill herself)

Juliet uses long to mean a length of time and a desire.

Juliet begs the Friar to give her advice.

Juliet threatens to kill herself with a knife.

Juliet uses lots of imagery to express all the things she would do to avoid marrying Paris.

Juliet says she is without fear or doubt.

Juliet is very sad and feels like her situation is hopeless.

She wants to kill herself, but she also asks for advice, which is really practical.

Juliet is willing to do anything to get out of marrying Paris.

Juliet uses a combination of imagery and direct language, and expresses both a dramatic desire to die and a practical desire to get advice from the Friar. She has combined her practical ways from before she gave her vow of love to Romeo with her romantic expressions after she gave the vow of love.

Act 5.3, lines 139–170 (Juliet commits

It takes Juliet a minute after she wakes up to realize what

Juliet’s suicide wasn’t something she planned to

Juliet has given up on hope. Her language is brief, like in the first scene where she comes in. She rejects the Friar’s advice, which is different from when she begged for his advice in Act







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suicide) happened.

Juliet tells the Friar to go away, and refuses his offer to take her to a nunnery.

Juliet’s speech before she kills herself is brief; she says “I’ll be brief.”

Juliet uses Romeo’s knife to kill herself.

Juliet calls the poison friendly and the knife happy.

do in the tomb.

Juliet is overcome by sorrow, and is happy to die to escape the situation she is in.

The friar offers another option, but Juliet rejects it.

4.1. She no longer cares about life, and just wants to die to get out of the terrible situation she is in. Her language is more direct and practical, like before she gave Romeo her vow of love.


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9.1.3 Lesson 19 - EngageNY · evidence-based claims about both Romeo and Juliet. ... Text Dependent Questions and Activities Romeo and Juliet Tools ... Romeo’s character in this