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GRADE 9 ELA EXEMPLAR LESSON – Teacher Copy Quarter 4, Week 36 05/13/13 – 05/17/13

Learning Objectives The goal of this lesson is to provide students an opportunity to explore targeted passages of complex text. Through teacher Read Alouds, audio

listening, careful student independent reading and rereading, and scaffolded discussion of text-dependent questions, students will examine theme

through characterization. Vocabulary is learned from context and writing fosters a deeper understanding of text. The lesson culminates in an

evidentiary writing activity. Teachers may further scaffold activities to address individual students’ needs.

Rationale: This lesson focuses on Acts One and Two of William Shakespeare’s The Tragedy of Romeo and Juliet. It guides students through an analysis of the theme of fate vs. free will in the drama. It culminates in the generation of a persuasive essay in students will present and support

arguments for their interpretation of the tragic ending. Through a close reading of the dramatic tragedy, students will analyze how Shakespeare

develops the theme through the actions of the characters.

Text Title: “The Tragedy of Romeo and Juliet” – William Shakespeare McDougal Littell Literature, pp. 938 - 1050 Genre/Text Structure: Literary Fiction - (Drama)

Targeted Text Selections Act One

p. 940, Prologue; p. 942-943, lines 7-29; p. 945, lines 63-73; p. 948, lines 168-188; p. 966, lines 130-143 Act Two

p. 968, Prologue; p. 986, lines 140-168; p. 990, lines 9-37

Common Core State Standards (CCSS) [RL.9–10; RI.9-10; W.9-10; SL.9-10]

http://www.corestandards.org

Lesson Sequence

PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:

Write a well-supported two-page analytical essay in which you assign blame for the deaths of Romeo and Juliet. Explain whether you think the hatred of the parents, the interference of other characters, fate, the lovers themselves, or other factors cause the death of the couple? Support your claim with details and quotations from the play.

Activities 1 and 2: GUIDING QUESTION(S):

Were the deaths of Romeo and Juliet fated or could they have been prevented?

Were Romeo and Juliet fated to die, or were their deaths caused by human weaknesses and mistakes?

What examples of foreshadowing are evident in the Prologue?

In what sense does love win over hate between the heads of the Montague and the Capulet families?

What is Romeo’s opinion of love?

What great irony has Juliet just begun to grasp about love and hate?

1. Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources such as www.shmoop.com/romeo-and-juliet/ to explore the plot, the characters, and the tragedy.

2. Each student will read the Prologue and Scene 1, first independently, then through closer analytical reading. It is essential that students grapple with challenging text on their own as frequently and independently as possible. Listen to the excerpt by using the McDougal Littell Audio Anthology CD, if available, or a website such as http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet or a short clip on “Juliet’s House” in modern Verona http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet

3. Returning to the text, the teacher will lead students through a set of text-dependent questions to compel closer rereading and analysis of Act One. The targeted text should be in front of the students as they engage in their discussions.

4. Once teachers are logged onto Classzone.com the Carol Booth Olson lesson can be found at the following: http://www.classzone.com/cz/books/ml_lit_gr09_fl/secured/teacher/resources/pdfs/G9_olson/czRWC9ROMEO.pdf. This lesson includes a Fate-vs.-Free WiIl chart that can be used to help students identify and analyze events in the drama.

MIAMI-DADE COUNTY PUBLIC SCHOOLS Office of Academics and Transformation Department of Language Arts/Reading

English Language Arts (ELA) Exemplar Lesson

http://www.corestandards.org/

http://www.classzone.com/

http://www.discoveryeducation.com/

http://www.shmoop.com/romeo-and-juliet/

http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet


http://www.classzone.com/cz/books/ml_lit_gr09_fl/secured/teacher/resources/pdfs/G9_olson/czRWC9ROMEO.pdf

GRADE 9 ELA EXEMPLAR LESSON Quarter 4, Week 36 05/13/13 – 05/17/13

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5. Model the technique for students by thinking aloud and explaining your thought process for several examples.




How does Nurse show her love for Juliet?

According to Friar Laurence, what power will join Romeo and Juliet? Why is this an important statement?

Each student will read the Prologue and Scenes 5 and 6 of Act Two, first independently, then through closer analytical reading. It is essential that students grapple with challenging text on their own as frequently and independently as possible. Listen to the excerpt by using the McDougal Littell Audio Anthology CD, if available, or a website such as http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet

Obtain an image of the painting Francesca da Rimini (1837) for analysis.

Activity 5: GUIDING QUESTION(S):



1. Conduct a final discussion of text-dependent questions and allow time for students to complete notes on the forces of fate and free will in the play.

2. Students prepare to write a documented response to take a position on the conflicted relationship of Romeo and Juliet. Were Romeo and Juliet fated to die, or were their deaths caused by human weaknesses and mistakes? Use the graphic organizers, summation statements, and personal response notes to write a well-supported response.

3. Allow an extended amount of time for students to write a 2-page documented response. Use the 30-point mode-specific rubric to score the summative assessment.

Targeted Text Selection – Act One p. 940, Prologue

Vocabulary

Teacher Activities and Techniques Text-Dependent Questions

[Enter Chorus.]

Chorus. Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean.

(5) From forth the fatal loins of these two foes, A pair of star-crossed lovers take their life, Whose misadventured piteous overthrows Doth with their death bury their parents’ strife. The fearful passage of their death-marked love,

(10) And the continuance of their parents’ rage, Which, but their children’s end, naught could remove, Is now the two hours’ traffic of our stage, The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. [Exit.]

underlined words: insufficient contextual clues BOLD words: Tier Two words

lines 3-4: ancient…unclean – a new outbreak of fighting between families has caused the citizens of Verona to have one another’s blood on their hands. line 6: star-crossed - doomed

line 11: but – except for; naught - nothing

GUIDING QUESTION(S):



Return to the text, and ask students a small set of guiding questions about the targeted sections. (Q1) What examples of foreshadowing are evident in the Prologue?

Possible answer. The Chorus explains that the play will show how a family feud causes the death of two lovers and how the feud ends in their deaths. The long-standing feud and disagreement between the Montagues and Capulets is central to the play. (Q2) Paraphrase the 14 line Prologue. Possible answer. Answers will vary.

Targeted Text Selection – Act One p. 942 - 943, lines 7-29

Sampson. A dog of that house of Montague moves me. Gregory. To move is to stir, and to be valiant is to stand. Therefore, if thou art moved, thou runnest away. Sampson. A dog of that house shall move me to stand. I will take the wall of any man or maid of Montague’s.

line 11: take the walk - walk nearest to the wall. People of higher rank had

(Q3) Summarize Sampson’s point of view about the house of Montague.

Possible answer. Two young Capulet servants boldly and arrogantly mock their



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Gregory. That shows thee a weak slave, for the weakest goes to the wall. Sampson. ’Tis true; and therefore women, being the weaker vessels, are ever thrust to the wall. Therefore push I will Montague’s men from the wall and thrust his maids to the wall. Gregory. The quarrel is between our masters and us their men. Sampson. ’Tis all one. I will show myself a tyrant. When I have fought with the men, I will be cruel with the maids: I will cut off their heads. Gregory. The heads of the maids? Sampson. Ay, the heads of the maids, or their maidenheads. Take it in what sense thou wilt. Gregory. They must take it in sense that feel it. Sampson. Me they shall feel while I am able to stand; and ’tis known I am a pretty piece of flesh. Gregory. ’Tis well thou art not fish; if thou hadst, thou hadst been poor-John. Draw thy tool! Here comes two of the house of Montagues. [Enter Abram and Balthasar, servants to the Montagues.]

the privilege of walking closer to the wall, to avoid any water or garbage in the street.

rival house—the Montagues—as they crudely disdain both the men and maids of their nemesis.

(Q4) Reread lines 14 – 24. What claim is Sampson making about himself and anyone from the rival house of Montague? Possible answer. Sampson is claiming that no Montague can force him to the nasty side of the walk, for he is superior to anyone from the Montague clan. Sampson speaks boldly and rashly. He boasts about his ability to overpower women.

Targeted Text Selection – Act One p. 945, lines 63 - 73

Tybalt. What, drawn, and talk of peace? I hate the word As I hate hell, all Montagues, and thee. Have at thee, coward! [They fight.] [Enter several of both houses, who join the fray; then enter Citizens and Peace Officers, with clubs.] Officer. Clubs, bills, and partisans! Strike! beat them down! Citizens. Down with the Capulets! Down with the Montagues! [Enter old Capulet and Lady Capulet.] Capulet. What noise is this? Give me my long sword, ho! Lady Capulet. A crutch, a crutch! Why call you for a sword? Capulet. My sword, I say! Old Montague is come And flourishes his blade in spite of me. [Enter old Montague and Lady Montague.] Montague. Thou villain Capulet!—Hold me not, let me go. Lady Montague. Thou shalt not stir one foot to seek a foe.

line 63: drawn - with your sword out line 66: bills, and partisans: spears

(Q6) Reread lines 59-73. In what sense does love win over hate between the heads of the Montague and the Capulet families?

Possible answer. Love wins over hate in the sense that the love that Lady Capulet and lady Montague have for their husbands is able to stop the hatred between the two men from erupting into more violence.

Targeted Text Selection – Act One p. 948, lines 168-188

Vocabulary


Romeo. Here’s much to do with hate, but more with love. Why then, O brawling love! O loving hate! O anything, of nothing first create! O heavy lightness! serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. Dost thou not laugh? Benvolio. No, coz, I rather weep. Romeo. Good heart, at what? Benvolio. At thy good heart’s oppression. Romeo. Why, such is love’s transgression. Griefs of mine own lie heavy in my breast, Which thou wilt propagate, to have it prest With more of thine. This love that thou hast shown Doth add more grief to too much of mine own. Love is a smoke raised with the fume of sighs; Being purged, a fire sparkling in lovers’ eyes;

line 184: purged – cleansed (of the smoke) line 187: gall – something causing bitterness or hate

(Q7) What is Romeo’s opinion of love?

Possible answer. Romeo’s opinion is that love is a violent, contradictory thing. For example, he refers to love as “Misshapen chaos of well-seeming forms” (line 172) and as “A madness most discreet” (line 186). Romeo does not feel that love is necessarily good, for he calls it both “A choking gall, and a preserving sweet” (line 187). His negative view is perhaps best summed up in his statement that “Love is a smoke raised with the fume of sigh” (line 183).


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Being vexed, a sea nourished with lovers’ tears. What is it else? A madness most discreet, A choking gall, and a preserving sweet. Farewell, my coz.


Vocabulary


Juliet. What’s he that follows there, that would not dance? Nurse. I know not. Juliet. Go ask his name.—If he be married, My grave is like to be my wedding bed. Nurse. His name is Romeo, and a Montague, The only son of your great enemy. Juliet. My only love, sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me That I must love a loathed enemy. Nurse. What’s this? what’s this? Juliet. A rhyme I learnt even now Of one I danced withal. [One calls within, “Juliet.” ] Nurse. Anon, anon! Come, let’s away; the strangers all are gone. [Exeunt.]

(Q8) What great irony has Juliet just begun to grasp about love and hate? Possible answer. Juliet has just begun to grasp the great irony that it is possible—and, indeed, her fate—to love someone whom you have been taught to hate. Juliet feels unhappy that she did not learn Romeo’s identity until after she had fallen in love with him. She seems confused about what to do next.

Targeted Text Selection – Act Two p. 968, Prologue

Vocabulary


[Enter Chorus.] Chorus. Now old desire doth in his deathbed lie, And young affection gapes to be his heir. That fair for which love groaned for and would die, With tender Juliet matched, is now not fair. Now Romeo is beloved, and loves again, Alike bewitched by the charm of looks; But to his foe supposed he must complain, And she steal love’s sweet bait from fearful hooks. Being held a foe, he may not have access To breathe such vows as lovers use to swear, And she as much in love, her means much less To meet her new beloved anywhere; But passion lends them power, time means, to meet, Temp’ring extremities with extreme sweet. [Exit.]

(Q9) What attracted Romeo and Juliet to each other? Possible answer. Line 6: Alike bewitched by the charm of look; But to his foe supposed he must complain. Juliet, a Capulet, is Romeo’s supposed enemy, yet she is the one to whom he must plead his love. (Q10) Summarize the Prologue. Possible answer. Romeo has found a new love in Juliet. There are challenges to their love, but their passion drives them to find a way to be together.

Targeted Text Selection – Act Two p. 986, lines 140-168

Vocabulary


Nurse. Now, afore God, I am so vexed that every part about Me quivers. Scurvy knave! Pray you, sir, a word; and as I told you, my young lady bade me enquire you out. What she bid me say, I will keep to myself; but first let me tell ye, if ye should lead Her into a fool’s paradise, as they say, it were a very gross kind of behavior, as they say; for the gentlewoman is young; and therefore, if you should deal double with her, truly it were an ill thing to be offered to any gentlewoman, and very weak dealing. Romeo. Nurse, commend me to thy lady and mistress. I protest unto thee— Nurse. Good heart, and i’ faith I will tell her as much. Lord, Lord! she will be a joyful woman. Romeo. What wilt thou tell her, nurse? Thou dost not mark me. Nurse. I will tell her, sir, that you do protest, which, as I take it, is a gentlemanlike offer. Romeo. Bid her devise Some means to come to shrift this afternoon;

(Q11) How is Nurse’s love for Juliet shown in her response to Romeo in lines 149 – 147? Possible answer. She is protective and honest about her feelings. The nurse reminds Romeo that Juliet is young and should he “deal double” (lines 146) with her, it would show him up as “weak” and of poor character. Nurse is of a lower social class than Romeo, so she cannot legitimately threaten him. Still, she is brutally honest in telling him that leading Juliet into a “fool’s paradise” (line 144)—that is, a false promise—would be a “very gross kind of behavior” (lines 144-145).


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And there she shall at Friar Laurence’ cell Be shrived and married. Here is for thy pains. Nurse. No, truly, sir; not a penny. Romeo. Go to! I say you shall. Nurse. This afternoon, sir? Well, she shall be there. Romeo. And stay, good nurse, behind the abbey wall. Within this hour my man shall be with thee And bring thee cords made like a tackled stair, Which to the high topgallant of my joy Must be my convoy in the secret night. Farewell. Be trusty, and I’ll quit thy pains. Farewell. Commend me to thy mistress.


Vocabulary


Friar Laurence. These violent delights have violent ends And in their triumph die, like fire and powder, Which, as they kiss, consume. The sweetest honey Is loathsome in his own deliciousness And in the taste confounds the appetite. Therefore love moderately: long love doth so; Too swift arrives as tardy as too slow. [Enter Juliet.] Here comes the lady. O, so light a foot Will ne’er wear out the everlasting flint. A lover may bestride the gossamer That idles in the wanton summer air, And yet not fall; so light is vanity. Juliet. Good even to my ghostly confessor. Friar Laurence. Romeo shall thank thee, daughter, for us both. Juliet. As much to him, else is his thanks too much. Romeo. Ah, Juliet, if the measure of thy joy Be heaped like mine, and that thy skill be more To blazon it, then sweeten with thy breath This neighbor air, and let rich music’s tongue Unfold the imagined happiness that both Receive in either by this dear encounter. Juliet. Conceit, more rich in matter than in words, Brags of his substance, not of ornament. They are but beggars that can count their worth; But my true love is grown to such excess I cannot sum up sum of half my wealth. Friar Laurence. Come, come with me, and we will make short work; For, by your leaves, you shall not stay alone Till Holy Church incorporate two in one. [Exeunt.]

(Q12) What can you infer from Romeo’s response? Will he take the advice Friar Laurence gives him in lines 9-15? Possible answer. Romeo will not take the friar’s advice. Shakespearean tragedies end in death for the main characters, so if moderation is the key to a long love (line 14), Romeo will not be moderate. (Q13) According to Friar Laurence, what power will join Romeo and Juliet? Why is this an important statement? Possible answer. In lines 9-15 the friar compares Romeo’s passion to gunpowder and the fir that ignites it—both are destroyed—then to honey, whose sweetness can destroy the appetite. He reminds Romeo to practice moderation in love. Friar Laurence hopes that the marriage will mend the feud between the families.


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Cross Genre Connections:


What message or theme is conveyed in the famous painting Francesca da Rimini (1837)?

What connections, with regard to message or theme, can you make to Shakespeare’s dramatic tragedy?

Possible answer. Answers will vary. What love can—and cannot—overcome is at the heart of Romeo and Juliet. While some young couples fall in love at first sight, others have a turbulent love that is complicated by many obstacles. Does the ultimate love story have the happiest ending? the greatest compatibility between the lovers? the greatest ability to overcome hardship? the greatest potential for marriage? In William Dyce’s painting there is an innocence in the posture of the young girl. While the man is eagerly wooing the young woman, she seems reluctant and uncertain. The doomed relationship between the “star-crossed lovers” began with naiveté and flirtatious attraction as depicted in this image.

Formative Assessment/ Rubrics

Class discussion(s) on text-dependent comprehension questions, writing responses (Reader Response journals, graphic organizers, summations, or prewriting activities) serve as formative assessments.

Summative Assessment/Culminating Independent Writing Task

Writing Situation In Shakespeare’s play Romeo and Juliet, two “star-crossed lovers” meet and ultimately die because of their secret and forbidden love. Were Romeo and Juliet fated to die, or were their deaths caused by human weaknesses and mistakes? Writing Directions Write a well-supported two-page analytical essay in which you assign blame for the deaths of Romeo and Juliet. Explain whether you think the hatred of the parents, the interference of other characters, fate, the lovers themselves, or other factors cause the death of the couple? Support your claim with details and quotations from the play.

Possible answer. Refer to the Carol Booth Olson lesson for textual evidence to support the question.


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Extension Activities/Further Resources

Technology: www.discoveryeducation.com – (see links embedded in pacing guide) Graphic Organizers at www.classzone.com

For further information regarding this document contact the Department of Language Arts/Reading, Secondary District Instructional

Supervisors, Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of

Bilingual Education and World Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.




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Student Copy

Targeted Text Selection – Act One p. 940, Prologue

Vocabulary


[Enter Chorus.] Chorus. Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean.

(5) From forth the fatal loins of these two foes, A pair of star-crossed lovers take their life, Whose misadventured piteous overthrows Doth with their death bury their parents’ strife. The fearful passage of their death-marked love,

(10) And the continuance of their parents’ rage, Which, but their children’s end, naught could remove, Is now the two hours’ traffic of our stage, The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. [Exit.]

underlined words: insufficient contextual clues BOLD words: Tier Two words

lines 3-4: ancient…unclean

line 6: star-crossed -

line 11: but – naught -


Were Romeo’s and Juliet’s deaths fated or could they have been prevented?


Return to the text, and ask students a small set of guiding questions about the targeted sections. (Q1) What examples of foreshadowing are evident in the Prologue?

Possible answer. (Q2) Paraphrase the 14 line Prologue. Possible answer.

Targeted Text Selection – Act One p. 942 - 943, lines 7-29

Sampson. A dog of that house of Montague moves me. Gregory. To move is to stir, and to be valiant is to stand. Therefore, if thou art moved, thou runnest away. Sampson. A dog of that house shall move me to stand. I will take the wall of any man or maid of Montague’s. Gregory. That shows thee a weak slave, for the weakest goes to the wall. Sampson. ’Tis true; and therefore women, being the weaker vessels, are ever thrust to the wall. Therefore push I will Montague’s men from the wall and thrust his maids to the wall. Gregory. The quarrel is between our masters and us their men. Sampson. ’Tis all one. I will show myself a tyrant. When I have fought with the men, I will be cruel with the maids: I will cut off their heads. Gregory. The heads of the maids? Sampson. Ay, the heads of the maids, or their maidenheads. Take it in what sense thou wilt. Gregory. They must take it in sense that feel it. Sampson. Me they shall feel while I am able to stand; and ’tis known I am a pretty piece of flesh. Gregory. ’Tis well thou art not fish; if thou hadst, thou hadst been poor-John. Draw thy tool! Here comes two of the house of Montagues. [Enter Abram and Balthasar, servants to the Montagues.]

line 11: take the walk -

(Q3) Summarize Sampson’s point of view about the house of Montague.

Possible answer.

(Q4) Reread lines 14 – 24. What claim is Sampson making about himself and anyone from the rival house of Montague? Possible answer.

Targeted Text Selection – Act One p. 945, lines 63 - 73

Tybalt. What, drawn, and talk of peace? I hate the word As I hate hell, all Montagues, and thee. Have at thee, coward! [They fight.] [Enter several of both houses, who join the fray; then

line 63: drawn -

(Q6) Reread lines 59-73. In what sense does love win over hate between the heads of the Montague and the Capulet families?

Possible answer.


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enter Citizens and Peace Officers, with clubs.] Officer. Clubs, bills, and partisans! Strike! beat them down! Citizens. Down with the Capulets! Down with the Montagues! [Enter old Capulet and Lady Capulet.] Capulet. What noise is this? Give me my long sword, ho! Lady Capulet. A crutch, a crutch! Why call you for a sword? Capulet. My sword, I say! Old Montague is come And flourishes his blade in spite of me. [Enter old Montague and Lady Montague.] Montague. Thou villain Capulet!—Hold me not, let me go. Lady Montague. Thou shalt not stir one foot to seek a foe.

line 66: bills, and partisans:


Vocabulary


Romeo. Here’s much to do with hate, but more with love. Why then, O brawling love! O loving hate! O anything, of nothing first create! O heavy lightness! serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. Dost thou not laugh? Benvolio. No, coz, I rather weep. Romeo. Good heart, at what? Benvolio. At thy good heart’s oppression. Romeo. Why, such is love’s transgression. Griefs of mine own lie heavy in my breast, Which thou wilt propagate, to have it prest With more of thine. This love that thou hast shown Doth add more grief to too much of mine own. Love is a smoke raised with the fume of sighs; Being purged, a fire sparkling in lovers’ eyes; Being vexed, a sea nourished with lovers’ tears. What is it else? A madness most discreet, A choking gall, and a preserving sweet. Farewell, my coz.

line 184: purged – line 187: gall –

(Q7) What is Romeo’s opinion of love?

Possible answer.


Vocabulary


Juliet. What’s he that follows there, that would not dance?

Nurse. I know not. Juliet. Go ask his name.—If he be married, My grave is like to be my wedding bed. Nurse. His name is Romeo, and a Montague, The only son of your great enemy. Juliet. My only love, sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me That I must love a loathed enemy. Nurse. What’s this? what’s this? Juliet. A rhyme I learnt even now Of one I danced withal. [One calls within, “Juliet.” ] Nurse. Anon, anon! Come, let’s away; the strangers all are gone.

(Q8) What great irony has Juliet just begun to grasp about love and hate? Possible answer.


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[Exeunt.]Come, let’s away; the strangers all are gone. [Exeunt.]

Targeted Text Selection – Act Two p. 968, Prologue

Vocabulary


[Enter Chorus.] Chorus. Now old desire doth in his deathbed lie, And young affection gapes to be his heir. That fair for which love groaned for and would die, With tender Juliet matched, is now not fair. Now Romeo is beloved, and loves again, Alike bewitched by the charm of looks; But to his foe supposed he must complain, And she steal love’s sweet bait from fearful hooks. Being held a foe, he may not have access To breathe such vows as lovers use to swear, And she as much in love, her means much less To meet her new beloved anywhere; But passion lends them power, time means, to meet, Temp’ring extremities with extreme sweet. [Exit.]

(Q9) What attracted Romeo and Juliet to each other? Possible answer. (Q10) Summarize the Prologue. Possible answer.


Vocabulary


Nurse. Now, afore God, I am so vexed that every part About Me quivers. Scurvy knave! Pray you, sir, a word; and as I told you, my young lady bade me enquire you out. What she bid me say, I will keep to myself; but first let me tell ye, if ye should lead Her into a fool’s paradise, as they say, it were a very gross kind of behavior, as they say; for the gentlewoman is young; and therefore, if you should deal double with her, truly it were an ill thing to be offered to any gentlewoman, and very weak dealing. Romeo. Nurse, commend me to thy lady and mistress. I Protest unto thee— Nurse. Good heart, and i’ faith I will tell her as much. Lord, Lord! she will be a joyful woman. Romeo. What wilt thou tell her, nurse? Thou dost not mark me. Nurse. I will tell her, sir, that you do protest, which, as I take it, is a gentlemanlike offer. Romeo. Bid her devise Some means to come to shrift this afternoon; And there she shall at Friar Laurence’ cell Be shrived and married. Here is for thy pains. Nurse. No, truly, sir; not a penny. Romeo. Go to! I say you shall. Nurse. This afternoon, sir? Well, she shall be there. Romeo. And stay, good nurse, behind the abbey wall. Within this hour my man shall be with thee And bring thee cords made like a tackled stair, Which to the high topgallant of my joy Must be my convoy in the secret night. Farewell. Be trusty, and I’ll quit thy pains. Farewell. Commend me to thy mistress.

(Q11) How is Nurse’s love for Juliet shown in her response to Romeo in lines 149 – 147? Possible answer.


Vocabulary


Friar Laurence. These violent delights have violent ends And in their triumph die, like fire and powder, Which, as they kiss, consume. The sweetest honey Is loathsome in his own deliciousness And in the taste confounds the appetite. Therefore love moderately: long love doth so;

(Q12) What can you infer from Romeo’s response? Will he take the advice Friar Laurence gives him in lines 9-15? Possible answer.


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Too swift arrives as tardy as too slow. [Enter Juliet.] Here comes the lady. O, so light a foot Will ne’er wear out the everlasting flint. A lover may bestride the gossamer That idles in the wanton summer air, And yet not fall; so light is vanity. Juliet. Good even to my ghostly confessor. Friar Laurence. Romeo shall thank thee, daughter, for us both. Juliet. As much to him, else is his thanks too much. Romeo. Ah, Juliet, if the measure of thy joy Be heaped like mine, and that thy skill be more To blazon it, then sweeten with thy breath This neighbor air, and let rich music’s tongue Unfold the imagined happiness that both Receive in either by this dear encounter. Juliet. Conceit, more rich in matter than in words, Brags of his substance, not of ornament. They are but beggars that can count their worth; But my true love is grown to such excess I cannot sum up sum of half my wealth. Friar Laurence. Come, come with me, and we will make short work; For, by your leaves, you shall not stay alone Till Holy Church incorporate two in one. [Exeunt.]

(Q13) According to Friar Laurence, what power will join Romeo and Juliet? Why is this an important statement? Possible answer.




What connections, with regard to message or theme, can you make to Shakespeare’s dramatic tragedy?

Possible answer.

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GRADE 9 ELA EXEMPLAR LESSON – Teacher Copy Quarter 4, Week 37 05/19/13 – 05/23/13

Learning Objectives The goal of this lesson is to provide students an opportunity to explore targeted passages of complex text. Through teacher Read Alouds, audio listening, careful student independent reading and rereading, and scaffolded discussion of text-dependent questions, students will examine theme through characterization. Vocabulary is learned from context and writing fosters a deeper understanding of text. The lesson culminates in an evidentiary writing activity. Teachers may further scaffold activities to address individual students’ needs depending on the intent of the lesson. Rationale: This lesson builds upon the Week 36 exemplar lesson on Acts One and Two of William Shakespeare’s The Tragedy of Romeo and Juliet. With this lesson the teacher and students move into Acts Three and Four and guides students through an analysis of the theme of fate vs. free will in the drama. The lesson culminates in the generation of a persuasive essay in which students will present and support arguments for their

interpretation of the tragic ending. Through a close reading of the dramatic tragedy, students will be able to analyze how Shakespeare develops

the theme through the actions of the characters.


Targeted Text Selections ACT III, p. 993-998

ACT IV, p. 1018-1034

Common Core State Standards (CCSS) [RL.9–10; RI.9-10; W.9-10; SL.9-10]

http://www.corestandards.org

Lesson Sequence

PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:

Write a well-supported two-page analytical essay in which you assign blame for the deaths of Romeo and Juliet. Explain whether you think the hatred of the parents, the interference of other characters, fate, the lovers themselves, or other factors cause the death of the couple? Support your claim with details and quotations from the play.




What examples of foreshadowing are evident in the Prologue?

In what sense does love win over hate between the heads of the Montague and the Capulet families?

What is Romeo’s opinion of love?

What great irony has Juliet just begun to grasp about love and hate?

1. Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources such as www.shmoop.com/romeo-and-juliet/ to explore the plot, the characters, and the tragedy.

2. Each student will read the Prologue and Scene 1, first independently, then through closer analytical reading. It is essential that students grapple with challenging text on their own as frequently and independently as possible. Listen to the excerpt by using the McDougal Littell Audio Anthology CD, if available, or a website such as http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet or a short clip on “Juliet’s House” in modern Verona http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet

3. Returning to the text, the teacher will lead students through a set of text-dependent questions to compel closer rereading and analysis of Act One. The targeted text should be in front of the students as they engage in their discussions.

4. Once teachers are logged onto Classzone.com the Carol Booth Olson lesson can be found at the following: http://www.classzone.com/cz/books/ml_lit_gr09_fl/secured/teacher/resources/pdfs/G9_olson/czRWC9ROMEO.pdf. This lesson includes a Fate-vs.-Free WiIl chart that can be used to help students identify and analyze events in the drama.

5. Model the technique for students by thinking aloud and explaining your thought process for several examples.

MIAMI-DADE COUNTY PUBLIC SCHOOLS Office of Academics and Transformation Department of Language Arts/Reading

English Language Arts (ELA) Exemplar Lesson

http://www.corestandards.org/



http://www.shmoop.com/romeo-and-juliet/



http://www.classzone.com/cz/books/ml_lit_gr09_fl/secured/teacher/resources/pdfs/G9_olson/czRWC9ROMEO.pdf


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How does Nurse show her love for Juliet?

According to Friar Laurence, what power will join Romeo and Juliet? Why is this an important statement?

Each student will read the Prologue and Scenes 5 and 6 of Act Two, first independently, then through closer analytical reading. It is essential that students grapple with challenging text on their own as frequently and independently as possible. Listen to the excerpt by using the McDougal Littell Audio Anthology CD, if available, or a website such as http://app.discoveryeducation.com/search?Ntt=romeo+and+juliet

Obtain an image of the painting Francesca da Rimini (1837) for analysis.

Activity 5: GUIDING QUESTION(S):



1. Conduct a final discussion of text-dependent questions and allow time for students to complete notes on the forces of fate and free will in the play.

2. Students prepare to write a documented response to take a position on the conflicted relationship of Romeo and Juliet. Were Romeo and Juliet fated to die, or were their deaths caused by human weaknesses and mistakes? Use the graphic organizers, summation statements, and personal response notes to write a well-supported response.

3. Allow an extended amount of time for students to write a 2-page documented response. Use the 30-point mode-specific rubric to score the summative assessment.

Targeted Text Selection – Act Three Lines 57-60, p. 994; Lines 65-67, p. 995

Vocabulary


Romeo. Tybalt, the reason that I have to love thee Doth much excuse the appertaining rage To such a greeting. Villain am I none. Therefore farewell. I see thou knowst me not. Till thou shalt know the reason of my love; And so, good Capulet, which name I tender As dearly as mine own, be satisfied.

tender as dearly as my own… cherish–



Were Romeo and Juliet fated to die, or were their deaths caused by human weaknesses and mistakes? Return to the text, and ask students a small set of guiding questions about the targeted sections. (Q1) What is the ‘reason of my love’ that Romeo refers to when he responds to Tybalt?

Possible answer. He regards his wife’s name, Capulet, as highly as his own—the same as his own. (Q2) Paraphrase lines 57-60, 65-67. Possible answer. “My reasons for loving you are greater than your insults to me. I see that you don’t understand who I am to you now. Stay calm until you understand the reason I love you.”

Targeted Text Selection – Act Three p. 996, lines 98-100; lines 118-122

Mercutio. Help me into some house, Benvolio,

Or I shall faint. A plague o’ both your houses! c

They have made worms’ meat of me. I have it,

And soundly too. Your houses!

Romeo. Now, Tybalt, take the “villain” back again

That late thou gavest me, for Mercutio’s soul Is but a little way above our heads,

plague - disease, pestilence` ..late thou gavest me -Recently you

(Q3) What curse does Mercutio repeat three times in this scene? Explain what this ominous curse might foreshadow.

Possible answer. “A plague on both your houses”…may both families be cursed for your evil act. The curse will result in the deaths of the children of the two families—both ‘houses’.



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Staying for thine to keep him company. Either thou or I, or both, must go with him.

called me “villain” Thine= your soul

(Q4) Why does Romeo tell Tybalt to call him ‘villain’ again? What has made him change his mind? Possible answer: Romeo has now become enraged by Tybalts’ murder of Mercutio. He says that his love for Juliet has caused him to lose track of his loyalty and thus allow Mercutio’s death.

Targeted Text Selection –Act III, p. 1006, lines 146-153

Friar Laurence. … Go get thee to thy love, as was decreed, Ascend her chamber, hence and comfort her. But look thou stay not till the watch be set, For then thou canst not pass to Mantua, Where thou shalt live till we can find a time To blaze your marriage, reconcile your friends, Beg pardon of the Prince, and call thee back With twenty hundred thousand times more joy

Stay not till the watch be set - leave before the night guards are in place, so that you can escape to Mantua

(Q5) Reread lines 148-153. What is the Friar’s plan at this point in the action?

Possible answer. He instructs Romeo to spend some time this evening comforting Juliet, but to leave in time to avoid the guards; he tells him to live in Mantua for a while, until the Friar can announce their marriage, have Romeo pardoned and their families reconciled.

Targeted Text Selection Act IV, p. 1021 , lines 68-76; lines 93-99 Vocabulary


Friar Laurence. Hold, daughter, I do spy a kind of hope, Which craves as desperate an execution As that is desperate which we would prevent. If, rather than to marry County Paris, Thou hast the strength of will to slay thyself, Then is it likely thou wilt undertake A thing like death to chide away this shame, That copest with death himself to scape from it;

And, if thou darest, I’ll give thee remedy. Take thou this vial, being then in bed, And this distilled liquor drink thou off; When presently through all thy veins shall run A cold and drowsy humor; for no pulse Shall keep his native progress, but surcease; No warmth, no breath, shall testify thou livest; The roses in thy lips and cheeks shall fade

Which craves as desperate an execution…- The solution is as desperate as the problem Thou wilt undertake a thing like death - you will consider pretending to be dead …if thou darest, I’ll give thee remedy - if you are brave enough, I will help you Vial - container for a liquid Through all thy veins shall run… - a poison will run through your veins, stopping your pulse and your breath

(Q6) The friar now proposes a scheme for Juliet to escape the imminent marriage to Paris. Paraphrase the scheme he suggests. Possible answer. If you are brave enough, I can help you avoid the wedding to Paris. You will appear to be dead. When you drink the poison from this container the liquid will kill your pulse and you will stop breathing; your cheeks will turn white.


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For further information regarding this document contact the Department of Language Arts/Reading, Secondary District Instructional Supervisors,

Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and

World Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.




What connections, with regard to message or theme, can you make to Shakespeare’s dramatic tragedy? Possible answer. Answers will vary. What love can—and cannot—overcome is at the heart of Romeo and Juliet. While some young couples fall in love at first sight, others have a turbulent love that is complicated by many obstacles. Does the ultimate love story have the happiest ending? the greatest compatibility between the lovers? the greatest ability to overcome hardship? the greatest potential for marriage? In William Dyce’s painting there is an innocence in the posture of the young girl. While the man is eagerly wooing the young woman, she seems reluctant and uncertain. The doomed relationship between the “star-crossed lovers” began with naiveté and flirtatious attraction as depicted in this image.











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Student Copy


Targeted Text Selections ACT III, p. 993-998

ACT IV, p. 1018-1034

Targeted Text Selection – Act Three Lines 57-60, p. 994; Lines 65-67, p. 995

Vocabulary

Text-Dependent Questions

Romeo. Tybalt, the reason that I have to love thee Doth much excuse the appertaining rage To such a greeting. Villain am I none. Therefore farewell. I see thou knowst me not. Till thou shalt know the reason of my love; And so, good Capulet, which name I tender As dearly as mine own, be satisfied.

tender as dearly as my own… cherish–



Were Romeo and Juliet fated to die, or were their deaths caused by human weaknesses and mistakes? (Q1) What is the ‘reason of my love’ that Romeo refers to when he responds to Tybalt?

Possible answer. (Q2) Paraphrase lines 57-60, 65-67. Possible answer.

Targeted Text Selection – Act Three p. 996, lines 98-100; lines 118-122

Mercutio. Help me into some house, Benvolio,

Or I shall faint. A plague o’ both your houses! c

They have made worms’ meat of me. I have it, And soundly too. Your houses!

Romeo. Now, Tybalt, take the “villain” back again

That late thou gavest me, for Mercutio’s soul

Is but a little way above our heads, Staying for thine to keep him company. Either thou or I, or both, must go with him.

plague - disease, pestilence` ..late thou gavest me -Recently you called me “villain” Thine= your soul

(Q3) What curse does Mercutio repeat three times in this scene? Explain what this ominous curse might foreshadow.

Possible answer.


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(Q4) Why does Romeo tell Tybalt to call him ‘villain’ again? What has made him change his mind?

Targeted Text Selection –Act III, p. 1006, lines 146-153

Friar Laurence. … Go get thee to thy love, as was decreed, Ascend her chamber, hence and comfort her. But look thou stay not till the watch be set, For then thou canst not pass to Mantua, Where thou shalt live till we can find a time To blaze your marriage, reconcile your friends, Beg pardon of the Prince, and call thee back With twenty hundred thousand times more joy

Stay not till the watch be set - leave before the night guards are in place, so that you can escape to Mantua

(Q5) Reread lines 148-153. What is the Friar’s plan at this point in the action?

Possible answer.

Targeted Text Selection Act IV, p. 1021 , lines 68-76; lines 93-99 Vocabulary


Friar Laurence. Hold, daughter, I do spy a kind of hope, Which craves as desperate an execution As that is desperate which we would prevent. If, rather than to marry County Paris, Thou hast the strength of will to slay thyself, Then is it likely thou wilt undertake A thing like death to chide away this shame, That copest with death himself to scape from it;

And, if thou darest, I’ll give thee remedy. Take thou this vial, being then in bed, And this distilled liquor drink thou off; When presently through all thy veins shall run A cold and drowsy humor; for no pulse Shall keep his native progress, but surcease; No warmth, no breath, shall testify thou livest; The roses in thy lips and cheeks shall fade

Which craves as desperate an execution…- The solution is as desperate as the problem Thou wilt undertake a thing like death - you will consider pretending to be dead …if thou darest, I’ll give thee remedy - if you are brave enough, I will help you Vial - container for a liquid Through all thy veins shall run… - a poison will run through your veins, stopping your pulse and your breath

(Q6) The friar now proposes a scheme for Juliet to escape the imminent marriage to Paris. Paraphrase the scheme he suggests. Possible answer.


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What connections, with regard to message or theme, can you make to Shakespeare’s dramatic tragedy? Possible answer.










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