9.1.3 lesson 10 - welcome to engageny · nys common core ela & literacy curriculum d r a f t...

NYS Common Core ELA & Literacy Curriculum D R A F T Grade 9 • Module 1 • Unit 3 • Lesson 10

File: 9.1.3 Lesson 10 Date: 8/31/13 Classroom Use: Starting 9/2013

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9.1.3 Lesson 10

Introduction

In this lesson, students close read Act 3.1, lines 59–110. In this excerpt, Tybalt kills Mercutio.

Guided by a set of text-dependent questions, students will engage in a collaborative analysis of the multifaceted motivations of three of Shakespeare’s complex characters. These text-dependent questions will prompt students to explore Shakespeare’s figurative language and word choice in order to prepare students to respond independently to the three writing prompts found on their Lesson 10 Tool.

The first two prompts on the Lesson 10 Tool ask students to consolidate and summarize the analysis they have performed as a class. The final prompt asks that students independently develop a claim to address the lesson’s focusing question: Who is to blame for Mercutio’s death? Students will craft their response into a brief paragraph. This writing exercise will allow students to practice developing and supporting a claim by synthesizing information gathered throughout the lesson in order to structure an effective argument. For homework, students will briefly respond to a vocabulary focused writing prompt.

Standards Addressed

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.9-10.1 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-Literacy.

CCRA.R.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.







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Assessment

Assessment(s)

Lesson 10 Tool

High Performance Response(s)

• See Model Lesson 10 Tool for High Performance Responses.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

appertaining (v.) – belonging or being connected as a rightful part

alla stoccado (n.) – a stab or thrust with a fencing sword

pilcher (n.) – a scabbard for a sword

rapier (n.) – a thin, light, sharp pointed sword for thrusting

passado (n.) – a thrust in fencing with one foot advanced

bandying (v.) – exchanging back and forth

sped (adj.) – finished (archaic)

peppered (adj.) – ruined (archaic)

braggart (n.) – a person who brags about achievements or possessions

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

tender (v.) – to hold something dear, to value

dishonorable (adj.) – lacking honor, shameful

grave (n.) – a place where dead people are buried; (adj.) – serious or solemn

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7

• Text: Romeo and Juliet, Act 3.1, lines 59–110

• Introduction of Lesson Agenda

• Homework Accountability

• Film: Romeo + Juliet (55:57–1:00:10)

• Text-Dependent Questions and Lesson 10 Tool

• Closing

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5%

10%

75%

5%







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Materials

• Film Tool: Stylistic Choices

• Film Clip: Luhrmann’s Romeo + Juliet (55:57–1:00:10)

• Lesson 10 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.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7.

Students look at the agenda.

5% Homework Accountability

Instruct students to 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. Select several students (or student pairs) to explain how they applied their focus standard to their AIR text.

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

10% Film: Romeo + Juliet

Begin the lesson by watching a four-minute clip of Luhrmann’s Romeo + Juliet (55:57–1:00:10). This clip encompasses the key events of Act 2.6 and introduces students to the events of Act 3.1, providing the necessary context for close reading of lines 59–110 in this lesson.

Hand out blank copies of the Film Tool: Stylistic Choices (see Lesson 2).

Students watch film and take notes on their tool.

Key events in 55:57–1:00:10:

Romeo and Juliet get married.

Tybalt challenges Mercutio.

Sample film debrief questions:

Where are these scenes set? How does this influence your understanding of the action of the scene?

What important props did the characters use in these scenes? Why do you think these props were emphasized?

How were the characters dressed? What might their







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Play film clip (55:57–1:00:10).

Lead a brief class discussion on student observations of Luhrmann’s stylistic choices (see Lesson 2 Model Film Tool). Check for student comprehension of the key events.

costumes suggest about these characters?

What sounds did you hear? What effect is Luhrmann creating with sound?

What did you notice about the lighting in these scenes? What effect is Luhrmann creating with light?

75% Text-Dependent Questions and Lesson 10 Tool

Hand out Lesson 10 Tool.

Explain that you will be pausing the class discussion today at strategic points for students to respond to the three writing prompts found on their tools.

Explain that the first two prompts on the Lesson 10 Tool ask students to summarize some of the main ideas they have been discussing in class. The last prompt asks students to take a position and defend it with evidence from the text. The Lesson 10 Tool will be collected at the end of class.

Students follow along, silently reading the Lesson 10 tool.

Instruct students to form small heterogeneous groups according to established protocols. Consider instructing student groups to divide the lines according to characters, with one student reading the part of Benvolio, another the part of Tybalt, and another the part of Romeo.

Students read aloud in groups, assisting peers with fluency, pacing, and emphasis.

The goal here is for students to begin to recognize the complex character dynamics of this excerpt, as well as familiarize themselves with language and key events of the scene before beginning a more detailed analysis.







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Have students read the entire excerpt (Act 3.1, lines 59–110) aloud in these groups.

Direct students to reread lines 59–65. At the same time, display the following questions for students to discuss in their groups. Student groups should be prepared to share their thoughts with the class.

1. What reason does Romeo have to love Tybalt?

Student responses may include the following:

1. Juliet, or more specifically Romeo’s marriage to Juliet, is the “reason of [Romeo’s] love” for Tybalt. Tybalt is Juliet’s cousin. Now that Juliet is Romeo’s wife, Tybalt and Romeo share a common family bond.

If students struggle to make the connection, point them to the List of Roles in their text and ask the following scaffolding questions:

What is Tybalt’s relationship to Juliet? Tybalt and Juliet are cousins.

What relationship does Romeo have with Juliet? Juliet is Romeo’s wife.

What relationship does Romeo have with Tybalt? Tybalt, Juliet’s cousin, is now related to Romeo through marriage.

Additional scaffolding for lines 59–66:

In this passage, what does Tybalt call Romeo? Circle your answer in the text.

Students should circle the word villain.

2. What course of action does Romeo advocate in response to Tybalt’s insult? What in the text makes you think so?

Lead class discussion of group responses.

2. Romeo wants to walk away from Tybalt. He is refusing to fight him. Students point to Romeo’s statement “therefore, farewell” as evidence.

Have students reread lines 70–71. Display the following questions for students to discuss in their groups:

3. What clues in this sentence can help you to understand what Romeo means by tender in

3. Students circle the word “dearly” to help them understand that “tender” in this context is a verb that means "to hold something dear," or "to value something."







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this context? Circle your answer and be ready to share.

4. Why does Romeo "tender" the name of Capulet as "dearly as his own"?

4. Romeo holds the name of Capulet as dearly as he holds his own because he loves Juliet and is now married to her.

5. What shift in Romeo’s allegiances does this statement suggest?

Lead a brief class discussion of student responses.

5. Since Romeo “tender[s]” the name of Capulet as much as the name of Montague, then perhaps he no longer feels like the Capulets are his enemies. Students might further infer that his love of the “name” (line 70) is a metaphor for the love of the family itself, so here Romeo is saying that he loves the Montagues and Capulets equally.

Direct students to the first Quick Write on their Lesson 10 Tool: Why won’t Romeo fight Tybalt?

Instruct students to take two minutes to write a response or two or three sentences, calling upon the analysis of lines 59–71 that they completed in their groups.

Quick Write: See Model Lesson 10 Tool for sample student response.

Remind students that this is an informal writing exercise. They should not worry about grammar, spelling, etc.

Direct students to reread lines 72–89 in their groups.

Display the following questions for students to discuss in their groups:

6. What root word do you see in dishonorable (line 72)? How does the prefix dis- change the

6. Students to identify the word honor in the word dishonorable. The prefix dis- makes the word mean the opposite of the core word. In this case, dishonorable means "without honor," or "shameful."







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core meaning of this word?

7. What does Mercutio find dishonorable? Circle the words in line 72 that act as clues.

Lead class discussion of student responses.

7. Students circle the words “calm” and/or “submission”. Mercutio finds Romeo’s calmness in the face of Tybalt’s insult dishonorable. He sees Romeo’s refusal to fight as a shameful surrender to an enemy, an act of “vile submission” (line 72).

Read aloud lines 72–83. Focus student listening with the following activity:

As you listen, read along in the text and circle all the stage directions that you see.

Lead a brief class recap of stage directions students have circled, then display the following question for students to discuss in their groups:

8. Based on what Mercutio does, what course of action does he believe to be honorable?

8. Students determine by Mercutio’s actions (as indicated in the stage directions “Draws” and “They fight”) that Mercutio thinks fighting is the honorable response to Tybalt’s insult.

Direct students to respond independently to the second Quick Write on their Lesson 10 Tool: Why does Mercutio fight Tybalt?

Circle the room and provide support when necessary.

Quick Write 2: See Lesson 10 Model Tool for sample student response.

Instruct students to reread lines 84–89.

Pose the following question for students to discuss in their groups:

9. Students underline the stage direction beneath line 89 "Tybalt under Romeo’s arm thrusts Mercutio" and "flies," to explain that Tybalt has injured Mercutio.







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9. Who is responsible for Mercutio’s injury? Underline the words from the text that support your answer.

Direct students to reread lines 100–105.

Pose the following question for students to discuss in their groups:

10. Who does Mercutio say is responsible for his injury? Underline the lines in the text that makes you think so.

Circulate and observe student discussion, assist only as needed.

10. Students underline lines 104–105, “why the devil came you between us? I was hurt under your arm,” to explain that Mercutio is saying that it is Romeo’s fault that he is injured.

Direct students to reread lines 91–110 in pairs. Pose the following questions for class discussion:

11. What phrase do you see repeated in this section? Underline it every time it appears. What does Mercutio mean by this? Who does Mercutio blame for his injuries here?

11. Mercutio repeats "a plague a’ both your houses" three times between lines 91 and 110. Some students might note that he shouts the more abbreviated "your houses!" a fourth time in line 110. Mercutio is blaming the two feuding families (the Montagues and the Capulets) for his injuries.

Direct students to question 3 on their Lesson 10 Tool: Who is to blame for Mercutio’s death?

Instruct students to review the sections of the text that they’ve underlined, and then write a short paragraph, using evidence from these sections in their response

Students craft brief written response to the Lesson 10 focusing question (See Model Lesson 10 Tool for sample student response).

If necessary, this final prompt can be completed as homework or used as a guide for full class discussion.







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Collect Lesson 10 Tools.

5% Closing

Remind students that for homework they will generate two meanings that they think are appropriate for the word “grave” in the context of this close reading, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Students should be prepared to offer their definitions of grave and turn in their written responses at the beginning of Lesson 11.

Students respond in writing to the guiding prompt.

Homework

Reread aloud lines 90–105. The word grave can have several meanings. Offer two meanings that you think are appropriate in the context of this close reading, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Use evidence from the text to support your response.







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Lesson 10 Tool

1. Why won’t Romeo fight Tybalt? Support your answer with evidence from the text. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Why does Mercutio fight Tybalt? Support your answer with evidence from the text. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Who is to blame for Mercutio’s death? Support your assertion with evidence from the text. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________







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Model Lesson 10 Tool

1. Why won’t Romeo fight Tybalt? Romeo won’t fight Tybalt because he “has a reason to love” Tybalt. The reason Romeo has to love Tybalt is that he is married to Romeo’s cousin Juliet. Romeo loves Juliet and thinks of her as his family, so he loves Tybalt and thinks of him as his family too. Romeo tells Tybalt this when he says that he holds the name of Capulet “as dearly as mine own” (line 71). Romeo’s love for Juliet has helped him to understand that the blood feud between the Montagues and the Capulets is pointless and wrong because he feels an allegiance to both families now. 2. Why does Mercutio fight Tybalt? Mercutio fights Tybalt because he thinks that Romeo is being “dishonorable” (line 72) in not responding angrily to Tybalt’s insult. Mercutio describes Romeo’s “calm” (line 72) unwillingness to fight as “vile submission” (line 72) because he understands Romeo’s lack of action as a shameful surrender to a man who has insulted Romeo and by extension all Montagues. Therefore, Mercutio fights Tybalt because he is trying to uphold the Montague family honor. 3. Who is to blame for Mercutio’s death? The bloody family feud between the Montagues and the Capulets is to blame for Mercutio’s death. Although Mercutio was stabbed by Tybalt’s sword, he ultimately places the blame not on the individual man, but on the Montague and Capulet families. After Mercutio is injured he shouts “a plague a’ both your houses,” which means that he is cursing both the house of Montague and the house of Capulet. If Mercutio just blamed Tybalt for his injury, he would only have cursed the house of Capulet, not both houses. Mercutio shouts this same curse three different times, in lines 92, 101, and finally in line 108 where he follows his curse with the explanation that “they have made worms' meat of me” (line 109). Here he is clearly blaming both families for his approaching death – it is their fault that he will soon be buried in the ground and will decompose. It is clear from his repetition of this curse that Mercutio blames the family feud between the Montagues and the Capulets for his death. The feud is what makes Mercutio feel like he has to defend the Montague family honor against Tybalt’s insult. If he hadn’t tried to defend the family honor, he never would have been injured. Note: Students might provide a variety of contradictory responses to answer this question. Some students might argue that Tybalt is to blame for Romeo’s death, because Tybalt is the one who dealt the killing blow with his rapier (“Tybalt under Romeo’s arm thrusts Mercutio in and flies” (line 90)). Other students might make the claim that Romeo is to blame for Tybalt’s death, because when he tried to stop the fight between Romeo and Tybalt he came between them, and so Tybalt was able to go beneath Romeo’s arm and stab Tybalt (“why the devil came you between us? I was hurt under your arm” (line 105)) As long as students make a claim and support it with evidence from the text, they have accomplished the primary goal of the assignment.


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