9.1.3 lesson 9 - engageny.org · nys common core ela & literacy curriculum d r a f t grade 9...

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

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

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9.1.3 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, lines 107–141, 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 Act 2.2 as a whole.

Students will continue working in the groups of four that were established in 9.1.3 Lesson 7, as well as participating in discussion with the entire class. Students will end this lesson by viewing a portion of Baz Luhrmann’s Romeo + Juliet that will provide summary and act as a bridge to the next set of lessons. For homework, students will continue to read their Accountable Independent Reading texts.

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.

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.

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 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

Assessment(s)

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.







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High Performance Response(s)

Student responses may vary but could include the following:

Romeo: Romeo starts out the scene wanting to be near Juliet, to touch her face (“O, that I were a

glove upon that hand that I might touch that cheek!”), and to look at her. Then he expresses

concern that she won’t love him (“wanting of thy love”), but he isn’t worried about being

murdered (“let them find me here”). Romeo then expresses a desire to give Juliet his vow of love

and to get hers. He doesn’t seem to be swayed by Juliet’s worry that they are moving too fast, and

he convinces her to give him her vow of love. Romeo starts out with romantic desires, not worried

about practical things. He ends the scene still concerned with romantic desires.

Juliet: Juliet starts the scene wanting Romeo to get rid of his name so he won’t be her enemy (“deny thy father and refuse thy name”). Then she fears for his safety and is worried that he might be murdered by her kinsmen (“thy will murder thee”). Then she worries that their relationship is moving too fast and won’t last (“too like the lightning which doth cease to be”), but Romeo changes her mind and she ends up giving Romeo her vow of love. Juliet starts out with practical worries and concerns but ends up expressing romantic desires (“my love as deep, the more I give to thee”).

Use NY Regents Text Analysis Rubric to assess student writing.

Vocabulary

Vocabulary to provide directly (will not include extended instruction)

contract (n.) – formal agreement for marriage (this definition offered in footnotes)

bent (n.) – purpose

procure (v.) – to obtain or get by care

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

inconstant (adj.) – changeable

Additional Scaffolding Questions:

vow (v.) – make a promise

swear (v.) – make a promise

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson

• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, W.9-10.2

• Text: Romeo and Juliet, Act 2.2, lines 107–141

• Introduction of Lesson Agenda

• Homework Accountability

• Opening Activity

5%

5%

5%







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• Text-Dependent Questions and Activities

• Mid-Unit Prep Tool

• Mid-Unit Assessment Independent Writing Assignment

• Watch Romeo + Juliet [46:37–49:40]

• Closing

20%

15%

40%

5%

5%

Materials

• Mid-Unit Prep Tool

• Film Tool: Stylistic Choices (see Lesson 2)

• Film: Romeo + Juliet [46:37–49:40]

• Masterful Reading of Romeo and Juliet, Act 2.2, lines 107–141 (see Unit Overview) Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334

• Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-william-shakespeare-gid-21505







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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, W.9-10.2.

Inform students they are picking up where they left off and will continue to work in the groups established in Lesson 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.

5% Opening Activity

Project Act 2.2, lines 2–3 and lines 98–99 on the board.

Display the following question: What word can you find that is used in both these lines? How is it being used in each context?

Students briefly respond to the question in their notebooks.

Romeo uses the word light when he sees Juliet’s window and uses it to compare Juliet to the sun, the moon, and angels. “Light” in this context means beauty or brightness.







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Juliet uses the word light when she is trying to convince Romeo her love is real. "Light" in this context means shallow, or insubstantial.

20% Text-Dependent Questions and Activities

Have students listen to a masterful reading of Act 2.2, lines 107–141 (see Unit Overview).

Students follow along, reading silently. Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334

Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-william-shakespeare-gid-21505

Instruct students to get into their groups of four.

Direct students to read lines 107–114 aloud in their groups, circling repeating verbs in their text. Then, lead a discussion of the following questions, allowing students time to discuss in groups before sharing with the whole class.

Students circle swear five times and vow twice.

1. 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?

Student responses may include the following:

1. Romeo’s description is more about the beauty of the moon, “yonder blessed moon…that tips with silver all these fruit tree tops” and Juliet’s is about the moon as something you can’t count on because it doesn’t stay the same, it is “inconstant”.

Additional scaffolding TDQs for lines 107–114:

Where have you seen the word swear used before? What does it mean in this context?

Listen for students to identify the meaning of the verb swear as “curse.” Prompt students to







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Juliet is concerned that if Romeo swears by the moon he will “prove likewise variable,” and the vow won’t last.

recall Romeo’s use of forswear at the Capulet ball, to come to the second definition of swear as “to make a promise.”

If students struggle to make this connection, provide the definition of swear.

What words or phrases in line 109 can help you make meaning of vow in line 107?

Romeo says he will “vow” by the moon, and Juliet asks him not to “swear” by the moon, so students should infer that vow and swear have the same meaning.

Why, according to Juliet, is it better for Romeo to swear by himself?

Juliet would believe Romeo if he swore by himself because she worships him.

Instruct students to read lines 115–124 aloud in their groups. Then continue the discussion in the same way.

Additional scaffolding questions for lines 115–124:

What does Juliet refer to as “too rash”? Define rash, using the words and phrases in line 118 to help you.

Juliet is referring to the

2. How does the use of light in lines 119–120 compare to how you’ve seen it used previously in this scene? What does this image represent for Juliet?

2. It is different from how Romeo used light, which was for a description of beauty. It is similar to how Juliet used light, which was a way to describe shallow or insubstantial love. The image of







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lightning represents something that seems over before it starts, something that happens really fast. Juliet is worried about their love being over before it starts, like lightning.

“contract,” or vows, as too rash. Rash means "sudden" or "unadvised." It’s a bad idea.

You have been reading this scene for three lessons, but consider the action in real time. How much time has it taken for this change in concerns to occur?

It’s been only a few minutes.

3. What imagery is Juliet using in lines 120–121? What does this image represent for Juliet? What fears might these two contrasting images express?

3. Juliet uses the imagery of a flower, a “bud of love” blossoming in the summer. This imagery represent love that blossoms over time (“when next we meet”), unlike the lightning which happens really fast and then “doth cease to be.”

4. Why does Juliet interrupt Romeo? What can you infer about Juliet’s opinion of Romeo based on her interruptions?

4. Juliet stops Romeo from swearing his love, or giving her a vow (“well, do not swear”). Juliet thinks Romeo is moving too fast, and is too “rash.”

Instruct students to read lines 125–136 aloud in their groups.

5. What, according to Romeo, is “satisfaction”? How does Romeo’s desire for satisfaction compare to Juliet’s concern in lines 116–124?

5. Satisfaction is to have “th’ exchange of thy love’s faithful vow for mine”. Romeo’s desire to have Juliet exchange vows right now is opposite to Juliet’s earlier concern that things are moving too fast.

15% Mid-Unit Prep Tool

Inform students that they are going to spend the rest of the class working on a writing assignment that addresses the entire balcony scene, but first they are going to use a tool to review the text and organize their thoughts and observations.

Students work on the tool in their groups. See the model tool.

This tool provides opportunity for students to practice an activity similar to one they will be asked to complete in preparation for their End-of-Unit Assessment.







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See tool at the end of this lesson.

40% Mid-Unit Assessment Independent Writing Assignment

Instruct students to use the text selections found on their tool and their 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? Students may choose to focus their answer on either Romeo or Juliet but should focus on the character's interactions with each other.

Students write the Mid-Unit Assessment independently.

Collect writing assignment from students. Students hand in writing assignment.

5% Watch Romeo + Juliet and Closing

Pass out blank copies of the Film Tool: Stylistic Choices and show a clip of the film

(46:37–49:40 on the DVD).

Briefly discuss using the Film Tool.

Students watch the film and take notes on their tool.

Students summarize that the Friar agrees to marry Romeo and Juliet.

5% Closing

For homework, instruct students to continue 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.

Students continue to read their Accountable Independent Reading text for homework.







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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.







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Mid-Unit Prep Tool Name:

Text Selection Identify Who is

Speaking Identify the Desire, Concern or Fear Being Expressed

Act 2.2 lines 24–25 O, that I were… …that cheek!

Act 2.2 lines 42–44 O, be some other name!... …smell as sweet.

Act 2.2 line 70 If they do see…

Act 2.2 lines 77–78 My life were… …of thy love.

Act 2.2 lines 104–105 Therefore pardon me… …to light love

Act 2.2 lines 119–120 Too like lightning… …Sweet, good night.

Act 2.2 line 132 And yet I…

Act 2.2 lines 139–140 O blessed… …but a dream.







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Model Mid-Unit Prep Tool Name:

Text Selection Identify Who is Speaking

Identify the Desire, Concern or Fear Being Expressed

Act 2.2 lines 24–25 O, that I were… …that cheek!

Romeo Romeo wants to touch Juliet, to be near her.

Act 2.2 lines 42–44 O, be some other name!... …smell as sweet.

Juliet Juliet wants Romeo to give up his name so he will no longer be her

enemy.

Act 2.2 line 70 If they do see…

Juliet Juliet is worried that Romeo will be murdered if her family sees him.

Act 2.2 lines 77–78 My life were… …of thy love.

Romeo Romeo would rather die than live without Juliet’s love.

Act 2.2 lines 104–105 Therefore pardon me… …to light love

Juliet Juliet is concerned Romeo will think her love is insubstantial.

Act 2.2 lines 119–120 Too like lightning… …Sweet, good night.

Juliet Juliet is concerned that they are moving too fast, and their love will be

over before it begins.

Act 2.2 line 132 And yet I…

Juliet Juliet is expressing her love for Romeo, she wishes for the love she

already has.







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Act 2.2 lines 139–140 O blessed… …but a dream.

Romeo Romeo is concerned that the whole conversation was a dream.


9.1.3 lesson 9 - engageny.org · nys common core ela & literacy curriculum d r a f t grade 9...

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