9.1.3 Lesson 9. Introduction. Standards

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn Lessn 9 Intrductin In this lessn, students read and analyze William Shakespeare's Rme and Juliet, Act 3.1, lines (frm Rme, the lve I bear thee can affrd t I have it, and sundly t. Yur huses! ). In this excerpt, a fight breaks ut between Mercuti and Tybalt after Tybalt insults Rme, and Mercuti is killed. Students wrk in pairs t explre hw Shakespeare develps Rme s character thrugh his interactins with Tybalt and Mercuti. Prir t reading, students view a clip f Baz Luhrmann s Rme + Juliet, depicting the marriage f Rme and Juliet. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Shakespeare develp Rme s character thrugh his interactins with Tybalt and Mercuti? Fr hmewrk, students cntinue their Accuntable Independent Reading (AIR) and write a brief respnse t the questin: Wh is respnsible fr Mercuti s death? Standards Assessed Standard(s) RL Addressed Standard(s) L a, b, c Analyze hw cmplex characters (e.g., thse with multiple r cnflicting mtivatins) develp ver the curse f a text, interact with ther characters, and advance the plt r develp the theme. Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. b. Identify and crrectly use patterns f wrd changes that indicate different meanings r parts f speech (e.g., analyze, analysis, analytical; advcate, advcacy). c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 determine r clarify its precise meaning, its part f speech, r its etymlgy. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inference drawn frm the text. Hw des Shakespeare develp Rme s character thrugh his interactins with Tybalt and Mercuti? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Explain hw Rme s interactins with Tybalt develp Rme s character (e.g., Rme s interactins with Tybalt develp his character by shwing his wish fr peace between his family and Juliet s. He refuses t fight Tybalt, telling him, the reasn that I have t lve thee / Dth much excuse the appertaining rage / T such a greeting (lines 61 63). His interactins with Tybalt demnstrate that Rme is nt interested in the feud between the Capulets and the Mntagues, and he wants t establish peace between the tw families. Explain hw Rme s interactins with Mercuti develp Rme s character (e.g., Rme s interactins with Mercuti shw him that he wants t end the feud between the Capulets and the Mntagues: he tells Mercuti t put [his] rapier up (line 83). Their interactins, especially Rme s effrts t stp Mercuti frm fighting, als shw that Rme cares abut Mercuti and sees him as a gd friend. He calls him [g]entle Mercuti (line 83) and [g]d Mercuti (line 89), and when Mercuti has been hurt, Rme tries t cmfrt him, saying, [c]urage, man, the hurt cannt be much (line 97). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) vile (adj.) highly ffensive submissin (n.) act f accepting the authrity r cntrl f smene else rapier (n.) small swrd having a narrw blade and used fr thrusting plague (n.) disease that causes death and that spreads quickly t a large number f peple braggart (n.) lud arrgant baster File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 rgue (n.) dishnest persn Vcabulary t teach (may include direct wrd wrk and/r questins) villain (n.) rgue and peasant appertaining (v.) relating t tender (v.) t hld smething dear, t value dishnrable (adj.) disgraceful, shameful alla stccad (n.) thrust with a rapier pilcher (n.) scabbard; sheath fr a swrd r the like bandying (v.) vilent arguing passad (n.) thrust while stepping frward sped (adj.) finished peppered (adj.) ruined zunds (interjectin) cntractin f by Gd s wunds and cnsidered an ffensive ath Additinal vcabulary t supprt English Language Learners (t prvide directly) Nne. Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , L a, b, c Text: Rme and Juliet by William Shakespeare, Act 3.1: lines % f Lessn Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Film Clip: Rme + Juliet 4. Masterful Reading 5. Reading and Discussin 6. Quick Write 7. Clsing 1. 5% 2. 10% 3. 15% 4. 10% 5. 45% 6. 10% 7. 5% File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Materials Student cpies f the Rme + Juliet Film Summary Tl (refer t Lessn 2) students may need additinal blank cpies Baz Luhrmann s Rme + Juliet (55:57 1:00:10) Free Audi Resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes) Student cpies f the Character Tracking Tl (refer t Lessn 3) students may need additinal blank cpies Student cpies f the Central Ideas Tracking Tl (refer t Lessn 3) students may need additinal blank cpies Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RL Students listen t a masterful reading f Act 3.1, lines (frm Rme, the lve I bear thee can affrd t I have it, and sundly, t. Yur huses! ), and then wrk in pairs t explre hw Rme s interactins with Tybalt and Mercuti develp his character. In this lessn, students als watch a shrt film clip frm Baz Lurhmann s Rme + Juliet. Students lk at the agenda. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Activity 2: Hmewrk Accuntability 10% Instruct students t frm pairs t share their respnses t the hmewrk frm the previus lessn. (Use the List f Rles that appears at the beginning f the play t explain hw Tybalt, Petruchi, Benvli, and Mercuti are cnnected t either Rme r Juliet.) Students share infrmatin abut specific characters. Student respnses shuld include: Tybalt is Juliet Capulet s cusin. Petruchi is Tybalt s friend. Benvli is Rme Mntague s cusin. Mercuti is Rme s friend and a relative f the Prince. Activity 3: Film Clip: Rme + Juliet 15% Instruct students t take ut the Rme + Juliet Film Summary Tl. Explain t students that they will use this tl t recrd their bservatins abut an excerpt frm Baz Luhrmann s Rme + Juliet. Instruct students t take ntes as they view the excerpt, fcusing especially n characters and events. Transitin students t the film viewing. Shw Baz Luhrmann s Rme + Juliet (55:57 1:00:10). Students watch the film and take ntes n their tl. See Mdel Rme + Juliet Film Summary Tl fr pssible student respnses. Instruct students t frm pairs. Pst r prject the fllwing questins fr student pairs t answer befre sharing ut with the class. Wh are the characters in this prtin f Baz Luhrmann s Rme + Juliet? Student respnses shuld include: The characters in the first scene are Rme, Juliet, the Nurse, and the priest, Friar Laurence. The characters in the secnd scene are Benvli (Rme s cusin), Mercuti (Rme s friend and ne f the Prince s relatins), and Tybalt (Juliet s cusin). What happens in this prtin f the film? Student respnses shuld include: Rme and Juliet get married. Tybalt challenges Mercuti. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Lead a brief whle-class discussin f student respnses. Activity 4: Masterful Reading 10% Have students listen t a masterful reading f Act 3.1, lines (frm Rme, the lve I bear thee can affrd t I have it, and sundly t. Yur huses! ). Ask students t listen fr hw Shakespeare develps Rme s character in this scene. Cnsider using the fllwing free audi resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes). Differentiatin Cnsideratin: Prvide the fllwing guiding questin t supprt students in their reading thrughut this lessns reading: Hw des Rme behave in this scene? Students fllw alng, reading silently. Activity 5: Reading and Discussin 45% Instruct students t frm pairs. Pst r prject the questins belw fr students t discuss. Instruct students t cntinue t anntate as they read and discuss. Remind students that they shuld keep track f character develpment and central ideas in the text using the Character Tracking Tl and the Central Ideas Tracking Tl. Instruct student pairs t read Act 3.1, lines (frm Rme, the lve I bear thee can affrd t I have it, and sundly t. Yur huses! ), and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: vile means highly ffensive, submissin means act f accepting the authrity r cntrl f smene else, rapier means small swrd having a narrw blade and used fr thrusting, plague means disease that causes death and that spreads quickly t a large number f peple, braggart means lud arrgant baster, and rgue means dishnest persn. Students write the definitins vile, submissin, rapier, plague, braggart, and rgue f n their cpies f the text r in a vcabulary jurnal. Direct students t the explanatry ntes fr the definitins f the fllwing wrds: villain, appertaining t, alla stccad, pilcher, passad, bandying, sped, peppered, and zunds. Cnsider drawing students attentin t their applicatin f standard L c thrugh the prcess f determining wrd meaning thrugh the use f explanatry ntes. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Hw d the greetings that Tybalt and Rme exchange in lines advance the plt? When Juliet s cusin Tybalt calls Rme a villain (line 60) he creates a cnflict that must be reslved because Rme has t decide hw t respnd t his new wife s cusin. What effect d the greetings between Tybalt and Rme create? Student respnses may include: The exchange creates tensin because Rme must either defend his hnr by cnfrnting Tybalt, wh has insulted him, r try t keep peace with Tybalt, wh is his wife s cusin, by ignring the insult. The greetings als create tensin because when Rme says, Tybalt, the reasn that I have t lve thee / Dth much excuse the appertaining rage / T such a greeting (lines 61 63), Rme and the audience knw that Rme is Juliet s husband, but Tybalt des nt knw this, reminding the audience that Rme and Juliet s marriage remains a secret, and that it culd still prve dangerus. Hw des Rme s respnse t Tybalt s insult develp Rme s character? Student respnses may include: Rme s statements, [t]herefre, farewell (line 64) and [a]nd s, gd Capulet / be satisfied (lines 70 71) are evidence that Rme is willing t walk away frm Tybalt and des nt want t fight him, depicting Rme as smene wh is seeking peace rather than smene wh wants t cntinue the feud between the families. By addressing Tybalt as gd Capulet (line 70), and claiming that he values the name f Capulet as dearly as his wn, Rme demnstrates his lve fr Juliet with his willingness t g against his family fr her sake. Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider psing the fllwing scafflding questins: What clues in this sentence can help yu t understand what Rme means by tender in this cntext? The wrd dearly suggests that tender in this cntext means "hld smething dear" r "value smething." Cnsider drawing students attentin t their wrk with standard L a thrugh the prcess f using cntext as a clue t the meaning f a wrd. Hw d Mercuti s wrds in line 72 cmpare t Rme s respnse t Tybalt? File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Student respnses may include: Althugh Tybalt has insulted Rme, Rme refuses t fight, saying instead, I d prtest I never injured thee, / But lve thee better than thu canst devise (lines 67 68), shwing that he wishes t avid cnflict with the Capulets, the family f his new wife. Mercuti, n the ther hand, takes ffense n behalf f Rme and calls Rme s refusal t fight an example f vile submissin r giving in t a Capulet. Mercuti uses wrds with negative cnntatins such as vile and dishnurable (line 72), shwing that he disapprves f Rme s respnse and views it as shameful. Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider psing the fllwing scafflding questin: What rt wrd d yu see in dishnurable? Hw des the prefix dis- change the rt meaning f this wrd? The wrd hnur is in the wrd dishnurable. The prefix dis- makes the wrd mean the ppsite f the rt wrd. In this case, dishnurable means "withut hnr" r "shameful." Cnsider drawing students attentin t their wrk with standard L b thrugh the prcess f using wrd patterns t make meaning f unknwn wrds. Hw des Shakespeare use the stage directins t depict Mercuti s respnse t Tybalt s insult? The stage directins [Draws] (line 73) and [They fight] (line 84) shw that Mercuti chses t fight Tybalt. Hw d the interactins between Rme and Mercuti cntinue t develp Rme s character? Student respnses may include: Rme s effrts t stp Mercuti frm fighting shw that he views Mercuti as a gd friend. He calls him [g]entle Mercuti (line 83) and [g]d Mercuti (line 89). Rme s respnse when Tybalt stabs Mercuti shws that Rme cares abut Mercuti. He is trying t cmfrt him when he says, [c]urage, man, the hurt cannt be much (line 97). Rather than arguing with Mercuti when he accuses Rme f getting in the way, Rme nly says, I thught all fr the best (line 106), shwing that he was trying t help Mercuti and did nt want Mercuti t get hurt. Hw des Mercuti s repetitin f [a] plague a bth yur huses develp a central idea? By repeating [a] plague a bth yur huses (lines 101 and 108), Mercuti blames the feud between the Capulets and the Mntagues fr his death. This develps the central idea f File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 individual identity versus grup identificatin by demnstrating the deadly results f the cnflict between the families, and shwing that the tensin Rme and Juliet face between family lyalty and their lve fr ne anther as individuals is a matter f life and death. Lead a brief whle-class discussin f student respnses. Activity 6: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Shakespeare develp Rme s character thrugh his interactins with Tybalt and Mercuti? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 7: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t reread Act 3.1, lines (frm Draw, Benvli, beat dwn their weapns / Gentlemen, fr shame t I have it, and sundly t. Yur huses! ), and write a brief respnse t the fllwing prmpt: Wh is respnsible fr Mercuti s death? Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Als fr hmewrk, students shuld cntinue t read their AIR text thrugh the lens f their chsen fcus standard and prepare fr a 3 5 minute discussin f their text based n that standard. Students fllw alng. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Hmewrk Reread lines (frm Draw, Benvli, beat dwn their weapns / Gentlemen, fr shame t I have it, and sundly t. Yur huses! ). Write a brief respnse t the fllwing prmpt: Wh is respnsible fr Mercuti s death? Use this lessn s vcabulary frm the unit s far wherever pssible in yur written respnses. Use the Shrt Respnse Rubric and Checklist t guide yur written respnses. Als, cntinue t read yur Accuntable Independent Reading text thrugh the lens f a fcus standard f yur chice and prepare fr a brief discussin f yur text based n that standard. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Mdel Rme + Juliet Film Summary Tl Name: Class: Date: Directins: Use this tl t recrd yur bservatins abut Baz Luhrmann s Rme + Juliet. Scene: Rme and Juliet get married and Mercuti and Tybalt begin a fight. Characters (i.e., Which characters appear in the film clip? Rme Juliet Friar Laurence Nurse Events (i.e., What happens in the film clip? Rme and Juliet are married. Other bservatins (e.g., Where and when is the film set? What d the characters wear? Hw d they behave? What kind f music des the directr use?) Candles light the church and a chir plays in the backgrund; Juliet wears a plain, white sleeveless dress; Rme wears a plain navy suit. Rme and Juliet are quietly happy. The Nurse wears a red suit and lks n with a cmbinatin f anxiety and happiness. Benvli (Rme s cusin) Mercuti (Rme s friend) Tybalt (Juliet s cusin) Mercuti and Tybalt begin a fight. Music in the backgrund is frebding. The scene is set at the beach n a ht day with a strm in the backgrund. Camera shts f the different faces, in cmbinatin with sme lng shts, create tensin. Mercuti is mcking when he first meets Tybalt. In Luhrmann s film, Mercuti are almst fighting by the time Rme arrives. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Mdel Character Tracking Tl Name: Class: Date: Directins: Use this tl t keep track f character develpment thrughut the mdule. Trace character develpment in the texts by nting hw the authr intrduces and develps characters. Cite textual evidence t supprt yur wrk. Text: Rme and Juliet by William Shakespeare Character Trait Evidence Rme Frgiving Rme tries t ignre Tybalt s insult, Tybalt, the reasn that I have t lve thee / Dth much excuse the appertaining rage / T such a greeting. Villain am I nne, / Therefre farewell, (lines 61-64). He des nt draw his weapn when Tybalt challenges him and instead says, I d prtest I never injuried thee, / But lve thee better than thu canst devise (lines 67 68). Peaceful He tries hard t keep peace between Tybalt and Mercuti, telling bth f them t put dwn their weapns and reminding them, [T]he Prince expressly hath / Frbid this bandying in Verna streets (lines 87 88). When this des nt stp the fighting, he tries t physically stp the fight. Guilty He tells Mercuti, I thught all fr the best (line 106). Tybalt Angry First he insults Rme by saying, Rme, the lve I bear thee can affrd / N better term than this: thu art a villain (lines 59 60). The he challenges Rme when Rme des nt respnd, saying, [T]herefre turn and draw (line 66). Mercuti Prud He takes ffense when Tybalt insults his friend, Rme. He is upset that he is killed by Tybalt, whm he des nt admire as a swrdsman, saying he fights by the bk f arithmetic (line 104) and that he has been scratch[ed] t death as thugh by an animal, a dg, a rat, a muse, a cat (lines ). File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Angry Brave Witty He is angry that Rme is nt respnding t Tybalt and says, O calm, dishnurable, vile submissin! (line 72). He prvkes Tybalt, calling him a rat-catcher (line 74) and draws his swrd, challenging Tybalt t fight. As he is dying, he curses, A plague a bth yur huses, expressing his anger at bth the Capulets and the Mntagues (lines 92, , 108, 110). He is willing t fight fr Rme s hnr rather than let his friend be shamed. He makes many jkes based n Tybalt s name, calling him rat-catcher (line 74) and King f Cats (line 76) and referring t his life as ne f nine, (lines 76 77) since a cat is said t have nine lives. He uses lts f wrd play, even when he is dying, calling himself a grave man, meaning he is bth serius and ready fr the grave (line 100); he knws that his wund will kill him, but describes it as a scratch that is nt s deep as a well, nr s wide as a / church dr, but tis enugh, twill serve t kill him (lines 95, 98 99). File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13

14 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 9 Mdule 1 Unit 3 Lessn 9 Mdel Central Ideas Tracking Tl Name: Class: Date: Directins: Identify the central ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Text: Rme and Juliet by William Shakespeare Act/Scene/ Line # 3.2, lines , lines Central Ideas Individual identity versus grup Identificatin Individual identity versus grup Identificatin Ntes and Cnnectins Rme, a Mntague, is nt willing t fight Tybalt, a Capulet, nw that he is related t him by marriage. He says, Tybalt, the reasn that I have t lve thee / Dth much excuse the appertaining rage / T such a greeting, (lines 61 63), referring t his marriage t Juliet, which is still unknwn t Tybalt. He says that he tender[s] the name Capulet As dearly as [his] wn (lines 70 71) 3.2, line 92 Individual identity versus grup Identificatin Mercuti curses, saying A plague a bth yur huses! (line 92), suggesting that his death was caused by the cnflict between the family identificatins. File: Lessn 9, v2 Date: 8/31/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 14