NYS Common Core ELA & Literacy Curriculum Grade 9 Module 1 Unit 3 Lesson 10

Transcription

1 9.1.3 Lessn 10 Intrductin In this lessn, students cntinue t read and analyze William Shakespeare's Rme and Juliet, Act 3.1, in which Rme kills Tybalt. Students read lines (frm This gentleman, The Prince s near ally / My very friend t O, I am frtune s fl / Why dst thu stay ), and analyze hw the excerpt develps a central idea f fate. Students wrk in pairs t answer a series f questins befre participating in a whle-class discussin. The lessn cncludes with a viewing f a brief prtin f Baz Luhrmann s Rme + Juliet in which the Prince banishes Rme frm Verna as punishment fr killing Tybalt. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Rme's declaratin, "I am frtune's fl" develp a central idea in this excerpt? Fr hmewrk, students reread the Prlgue t the play and respnd t the fllwing prmpt: Hw des the Prlgue supprt r cntradict Rme s belief that he is frtune s fl? Als fr hmewrk, students cntinue t read their Accuntable Independent Reading (AIR) text thrugh the lens f a fcus standard f their chice and prepare fr a brief discussin f their text based n that standard. Standards Assessed Standard(s) RL Addressed Standard(s) L a Determine a theme r central idea f a text and analyze in detail its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. 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. 1

2 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 Rme's declaratin, "I am frtune's fl" develp a central idea in this excerpt? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea expressed thrugh Rme s wrds, I am frtune s fl in line 138 (e.g., fate; individual identity versus grup identity). Analyze hw Shakespeare develps this central idea in this scene (e.g., Rme s declaratin develps the central idea f fate by raising the questin f whether Rme cntrls his wn destiny. Althugh Rme chses t kill Tybalt, saying, [a]way t heaven, respective lenity, / And fire-eyed fury be my cnduct nw (lines ), he des s nly after learning f Mercuti s death. Rme believes himself and Mercuti t be the victims f fate, calling Mercuti s death [t]his day s black fate (line 121). The line I am frtune s fl develps the idea that Rme is nt in cntrl f these events r what might happen later in the play.). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) slander (n.) false spken statement that is made t cause peple t have a bad pinin f smene valur (n.) bravery temper (n.) particular state f mind r feelings effeminate (adj.) having feminine qualities fate (n.) a pwer that is believed t cntrl what happens t a persn in the future frtune (n.) the gd and bad events that happen t a persn Vcabulary t teach (may include direct wrd wrk and/r questins) lenity (n.) quality r state f being mild r gentle, as tward thers Additinal vcabulary t supprt English Language Learners (t prvide directly) exile (v.) frce (smene) t g live in a distant place r freign cuntry 2

3 Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , L a Text: Rme and Juliet by William Shakespeare, Act 3.1: lines Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Quick Write 6. Film Clip: Rme + Juliet 7. Clsing % f Lessn 1. 5% 2. 15% 3. 5% 4. 50% 5. 10% 6. 10% 7. 5% Materials Student cpies f the Rme + Juliet Film Summary Tl (refer t Lessn 2) students may need additinal blank cpies 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) Film: Baz Luhrmann s Rme + Juliet (1:10:37 1:12:24) Free Audi Resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes) 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. 3

4 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 In this lessn, students first listen t a masterful reading f the passage and then explre the central idea f fate thrugh a series f questins that they answer in pairs. Students then respnd t the fllwing prmpt: Hw des Rme's declaratin, "I am frtune's fl!" develp a central idea in this scene? The lessn cncludes with a shrt film viewing that depicts the end f Act 3.1. Students lk at the agenda. Activity 2: Hmewrk Accuntability 15% Instruct students t talk in pairs abut hw they applied a fcus standard t their AIR texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied a fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied a fcus standard t their AIR texts frm the previus lessn s hmewrk. Instruct students t frm pairs and share their respnses t the hmewrk frm the previus lessn. (Reread alud 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?) Students frm pairs and share respnses. Student respnses may include: Bth the Mntagues and the Capulets are respnsible fr Mercuti s death because they are engaged in a bldy family feud. Althugh Mercuti is stabbed by Tybalt s swrd, he ultimately places the blame nt n the individual man, but n the Mntague and Capulet families when he shuts [a] plague a bth yur huses (line 108), which means that he is cursing bth the huse f Mntague and the huse f Capulet. 4

5 Tybalt is t blame fr Mercuti s death, because Tybalt is the ne wh stabs him with his rapier: Tybalt under Rme s arm thrusts Mercuti in and flies (lines 89 90). Tybalt begins the quarrel by insulting Rme, saying, thu art a villain (line 60). Rme is t blame fr Mercuti s death because he did nt defend himself when Tybalt called him a villain (line 60). If he had defended his hnr, instead f ffering what Mercuti calls a calm, dishnurable, vile submissin (line 72), then Mercuti wuld nt have needed t fight n his behalf. Als, Rme s attempt t stp the fight allwed Tybalt t stab Mercuti, wh says, [w]hy the devil / came yu between us? I was hurt under yur arm (lines ). Mercuti is respnsible fr his wn death. He refuses t fllw Rme s example f excusing the appertaining rage / T such a greeting (lines 62 63), which Tybalt ffers Rme when Tybalt says, thu art a villain (line 60). Instead, Mercuti takes it upn himself t defend the hnr f the Mntagues and challenges Tybalt directly. He is the first t draw a swrd (line 73). Even when Rme tells him, [g]entle Mercuti, put thy rapier up (line 83) and tries t interfere between Mercuti and Tybalt, Mercuti cntinues the fight. Activity 3: Masterful Reading 5% Have students listen t a masterful reading f Act 3.1, lines (frm This gentleman, The Prince s near ally / My very friend t Hence, be gne, away! / O, I am frtune s fl! ). Have students listen fr changes in Rme s attitude in these lines. 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 lessn: Hw des Mercuti s death change Rme s behavir tward Tybalt? Students fllw alng, reading silently. Activity 4: Reading and Discussin 50% Instruct students t frm pairs. Pst r prject the questins belw fr students t discuss. Instruct students t cntinue t anntate the text 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. 5

6 Instruct student pairs t read alud lines (frm This gentleman, the Prince s near ally / My very friend, t And in my temper sftened valur s steel! ), and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: slander means false spken statement that is made t cause peple t have a bad pinin f smene, valur means bravery, temper means a particular state f mind r feelings, effeminate means having feminine qualities, fate means a pwer that is believed t cntrl what happens t a persn in the future, and frtune means the gd and bad events that happen t a persn. Students write the definitins f slander, valur, temper, effeminate, fate, and frtune n their cpies f the text r in a vcabulary jurnal. What is Tybalt s slander? Tybalt s slander (line 114) is that he insulted Rme by calling him a villain, (line 60) r a bad persn. Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider instructing them t reread lines Accrding t Rme, what are the cnsequences f Tybalt s insults? Rme says that Tybalt s slander has damaged his reputatin: my reputatin stained (line 113). Whm des Rme blame fr Mercuti s injury and why? Rme blames himself, saying My very friend, hath gt this mrtal hurt / In my behalf (lines ) and Juliet, / Thy beauty hath made me effeminate / And in my temper sftened valur s steel (lines ). He says that if he had nt been preccupied by Juliet s beauty, he wuld have remembered his duties t prtect his reputatin frm being damaged by Tybalt s insult. Hw des Rme s reactin t the news f Mercuti s death develp a central idea? Rme s reactin develps the central idea f individual identity versus grup identificatin, because it highlights the cnflict between his lyalty t his family and his lve fr Juliet. Rme believes that his lve fr Juliet hath made [him] effeminate / And in [his] temper sftened valur s steel (lines ), and as a result he failed in his duty t prtect his reputatin and that f his family. Lead a brief whle-class discussin f student respnses. 6

7 Instruct student pairs t read alud lines (frm O Rme, Rme, brave Mercuti is dead t This but begins the we thers must end ), and answer the fllwing questins befre sharing ut with the class. Accrding t Rme, what will happen because f Mercuti s death? Rme says that his death but begins the we thers must end (line 122), meaning that because Mercuti died prtecting the reputatin f the Mntagues, the Mntagues will avenge the death; s mre bldshed will fllw. Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider psing the fllwing scafflding questins: What is [t]his day s black fate? Student respnses may include: This day s black fate (line 121) means the bad ending t the day. This day s black fate (line 121) means Mercuti s death. What des Rme mean by this when he says, This but begins the we thers must end? This (line 122) refers t Mercuti s death. What begins with Mercuti s death, accrding t Rme? Accrding t Rme, Mercuti s death will be the start f mre sadness r we (line 122). Differentiatin Cnsideratin: T supprt cmprehensin, cnsider directing students t the explanatry ntes n page 241. What is the impact f the wrd fate n the meaning f Rme s statement, This day s black fate n mre days dth depend? Using the wrd fate suggests that the events f the day have already been decided and that the peple invlved have little cntrl ver what happens. Instruct students t anntate their texts fr the central idea, using the cde CI. 7

8 Instruct student pairs t read alud lines (frm Here cmes the furius Tybalt back again t Hence, be gne, away! / O, I am frtune s fl ), and answer the fllwing questins befre sharing ut with the class. Hw des Rme s respnse t Tybalt in lines cmpare t his apprach t Tybalt in lines 61 64? Student respnses may include: In lines , Rme seems t believe he has n chice but t fight and kill Tybalt, referring t the day s black fate (line 121) as an explanatin fr what will happen next, but in lines Rme seems t believe that he can chse whether r nt t cntinue the feud with the Capulets, telling Tybalt, Therefre farewell (line 64) and And s, gd Capulet / be satisfied (lines 70 71). In lines Rme says he will nt use lenity (line 125) but instead will use fire-eyed fury (line 126) t deal with Tybalt, meaning that he will respnd with vilence, while in lines Rme remembers that as Juliet s husband he is related t Tybalt and refuses t respnd t Tybalt s insults, saying, instead, And s, gd Capulet / be satisfied (lines 70 71). Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider psing the fllwing scafflding questin: What clue in line 126 can help yu t determine the meaning f lenity in line 125? The phrase fire-eyed fury be my cnduct nw (line 126) suggests that Rme is changing his behavir, s lenity must be the ppsite f fury, and might mean "the state f being tlerant r kind." Cnfirm that lenity means quality r state f being mild r gentle, as tward thers. Cnsider drawing students attentin t their wrk with standard L a thrugh their use f cntext as a clue t the meaning f a wrd. Paraphrase Rme s statement t Tybalt, Either thu r I, r bth, must g with him? Either Tybalt will jin Mercuti in death, r Rme will die, r bth f them will die. Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider psing the fllwing questins: What des Rme mean by g with him [Mercuti]? T g with [Mercuti] (line 131) means t die. 8

9 Identify the three ptins utlined in Rme s statement Either thu r I, r bth, must g with him. Rme says that Rme will die, Tybalt will die, r bth Rme and Tybalt will die (line 131). Hw des Rme s use f the wrds fate and frtune in this passage impact the tne f the scene? Bth wrds can refer t a frce that causes events t happen and that leaves peple unable t make chices that shape their future. By using these wrds, Shakespeare creates a despairing tne, as Rme suggests that he is nt in cntrl f the terrible events that are ccurring. What might it mean t be frtune s fl? If frtune means luck, r destiny, r smene s future, and fl is a persn wh tricked and made t lk silly r unwise, Rme feels as thugh frtune has tricked him by causing him and Juliet t fall in lve but then arranging events beynd his cntrl t ruin their lve. Activity 5: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Rme's declaratin, "I am frtune's fl" develp a central idea in this excerpt? 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 6: Film Clip: Rme + Juliet 10% Instruct students t take ut the Rme + Juliet Film Summary Tl. Explain t students that they are ging t 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. 9

10 Differentiatin Cnsideratin: Cnsider prviding the fllwing definitin: exile means frce (smene) t g live in a distant place r freign cuntry. Students write the definitin f exile n their cpies f the text r in a vcabulary jurnal. Transitin students t the film viewing. Shw Baz Luhrmann s Rme + Juliet (1:10:37 1:12:24). Students watch the film and take ntes n their tl. See Mdel Rme + Juliet Film Summary Tl fr pssible student respnses. Pst r prject the fllwing questins fr students t answer in pairs: Which characters appear in this prtin f Baz Luhrmann s Rme + Juliet? Student respnses shuld include: Rme Balthasar, Rme s servant Benvli, Rme s cusin The Prince, wh is als related t Mercuti Capulet s Wife, Juliet s mther Mntague, Rme s father If students struggle t recall hw the characters are related t Rme and Juliet, direct them t the List f Rles at the beginning f the play. What happens in this prtin f the film? The Capulets want Rme t be killed fr murdering Tybalt, but the Prince exiles Rme instead. The Prince says if Rme returns t Verna he will be killed. Lead a brief whle-class discussin f student respnses. Activity 7: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t reread the Prlgue, lines 1 14 (frm Tw husehlds, bth alike in dignity / In fair Verna t What here shall miss, ur til shall strive t mend ), and respnd briefly t the fllwing prmpt: Hw des the Prlgue supprt r cntradict Rme s belief that he is frtune s fl? 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. 10

11 Students shuld cntinue t read their AIR Accuntable Independent Reading texts thrugh the lens f a fcus standard and prepare fr a 3 5 minute discussin f their texts based n that standard. Students fllw alng. Hmewrk Reread the Prlgue, lines 1 14 (frm Tw husehlds, bth alike in dignity / In fair Verna t What here shall miss, ur til shall strive t mend ) and respnd briefly t the fllwing prmpt: Hw des the Prlgue supprt r cntradict Rme s belief that he is frtune s fl? 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. 11

12 Mdel Rme + Juliet Film Summary Tl Name: Class: Date: Directins: Use this tl t recrd yur bservatins abut Baz Luhrmann s Rme + Juliet. Scene: The Prince banishes Rme fr killing Tybalt. Characters (i.e., Which characters appear in the film clip? Rme Balthasar, Rme s servant Benvli, Rme s cusin The Prince, wh is als related t Mercuti Capulet s Wife, Juliet s mther Mntague, Rme s father Events (i.e., What happens in the film clip? The Capulet s want Rme t be killed fr murdering Tybalt, but the Prince exiles Rme instead. The Prince says if Rme returns t Verna he will be killed. 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?) The scene is set in the city streets at night in the middle f a rainstrm. Music begins t play quietly in the backgrund. The clrs are mstly very dark, with a few accents f white, such as the light shining n the characters faces, the large statue, and the plice cars. The Prince arrives in a car with sirens. Lady Capulet arrives in a limusine and becmes hysterical and angry. Mntague tries t remain lgical. The Prince, dressed as a plice fficer, remains quiet at first, but grws angry and annunces Rme s exile thrugh a megaphne. 12

13 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 Guilty, Ashamed Prud He says, This gentleman, / My very friend, hath gt this mrtal hurt / In my behalf and recgnizes that his reputatin is stained (lines ). He says that he has becme effeminate because f his preccupatin with Juliet s beauty: Thy beauty hath made me effeminate (line 116). He is upset that his reputatin is stained / With Tybalt s slander (lines ). Angry, vengeful He says Mercuti s death begins the we thers must end (line 122). He is angry that Tybalt is [a]live, in triumph, and Mercuti slain (line 124), and reslves t be dne with lenity (line 125). He challenges Tybalt, saying, [T]ake the villain back again/ That late thu gavest me (lines ). Brave He is willing t fight t the death. He tells Tybalt, Either thu r I, r bth, must g with him [Mercuti] (line 131). Hpeless He refers t Mercuti s death as This day s black fate (line 121). Tybalt Angry Benvli says, Here cmes the furius Tybalt back again (line 123). He cntinues t insult Rme, saying, Thu wretched by, that didst cnsrt him here (line 132). 13

14 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 Central Ideas Individual identity versus grup identificatin Ntes and Cnnectins Rme says his preccupatin with Juliet s beauty (his marriage t a Capulet) has made him effeminate and unable t defend his hnr: This gentleman / My very friend, hath gt this mrtal hurt / In my behalf /. O sweet Juliet, / Thy beauty hath made me effeminate / And in my temper sftened valur s steel! (lines ) 3.2, line 121 Fate Rme refers t the events f the day, including Mercuti s death, as This day s black fate (line 121), intrducing the idea that the utcme was beynd anyne s cntrl. 3.2, line 138 Fate When Rme is exiled fr having killed Tybalt he says, O, I am frtune s fl! (line 138). 14