NYS Common Core ELA & Literacy Curriculum Grade 9 Module 1 Unit 3 Lesson 16

Transcription

1 9.1.3 Lessn 16 Intrductin In this lessn, students read and analyze an excerpt f Act 5.3 frm Rme and Juliet in which Rme drinks a fatal pisn at Juliet s tmb. Students read lines (frm Hw ft, when men are at the pint f death t Thy drugs are quick. Thus with a kiss I die ) and analyze hw central ideas are develped and refined. Students als view a brief film clip f events preceding Rme s suicide. In the film clip, Rme purchases a vial f pisn frm the apthecary and Friar Laurence learns that Rme never received his letter abut the plan t fake Juliet s death. Student learning is assessed via a Quick Write at the end f the lessn: Hw d the events in this excerpt develp a central idea? Fr hmewrk, students reread this lessn s excerpt and write a respnse t the fllwing prmpt: Hw des Shakespeare rder events thrughut Rme and Juliet t create an effect in Act 5.3, lines ? Students als cntinue their Accuntable Independent Reading (AIR) texts. Standards Assessed Standard(s) RL Addressed Standard(s) L c 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. c. Cnsult general and specialized reference materials (e.g., dictinaries, glssaries, thesauruses), bth print and digital, t find the prnunciatin f a wrd r determine r clarify its precise meaning, its part f speech, r its etymlgy. L a Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., euphemism, xymrn) in cntext and analyze their rle in the text. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 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 inferences drawn frm the text. Hw d the events in this excerpt develp a central idea? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify a central idea develped in this excerpt (e.g., nature f beauty r fate). Analyze hw Shakespeare develps a central idea in this excerpt (e.g., Shakespeare develps the central idea f fate thrugh the events surrunding Rme s suicide. Rme says that when he dies he will shake the yke f inauspicius stars (line 111), which means he will finally be free f the burdens f his fate. By drinking the pisn, Rme realizes his fate f becming a starcrssed lver[] wh take[s] [his] life (Prlgue, line 6). Rme s metaphr f the ship at sea in lines als develps the central idea f fate. By cmparing himself t a ship steered by smene else, Rme suggests that an utside frce cntrls his fate.). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) abhrred (adj.) regarded with extreme repugnance r aversin paramur (n.) an illicit lver, especially f a married persn inauspicius (adj.) bding ill; unfavrable bark (n.) a bat r sailing vessel Vcabulary t teach (may include direct wrd wrk and/r questins) keepers (n.) guardians at deathbeds lightening (n.) exhilaratin r revival f the spirits which is suppsed t ccur in sme instances just befre death ensign (n.) banner, standard sunder (v) separate frm quick (adj.) alive Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 Additinal vcabulary t supprt English Language Learners (t prvide directly) Nne. Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RL , L c, L a Text: Rme and Juliet by William Shakespeare, Act 5.3: lines 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 % f Lessn 1. 5% 2. 10% 3. 10% 4. 10% 5. 50% 6. 10% 7. 5% 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 (1:37:49 1:39:36) Free Audi Resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes) 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) Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 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 In this lessn, students read the excerpt frm Act 5.3, in which Rme visits Juliet s tmb and drinks the pisn, and analyze hw Shakespeare develps central ideas in this excerpt. Students als view a film clip frm Baz Luhrmann s Rme + Juliet in which Rme buys a vial f pisn and Friar Laurence learns that Rme never received the letter explaining the plan t fake Juliet s death. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied a fcus standard t their AIR text. 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 take ut their respnses t the previus lessn s hmewrk assignment. (Write a paragraph in respnse t the fllwing prmpt: Cmpare Friar Laurence s wrds t Rme in Act 3.3 and his wrds t Juliet in Act 4.1. Hw des Shakespeare develp the character f Friar Laurence frm ne scene t anther?) Instruct students t Turn-and-Talk in pairs abut their respnses t the hmewrk prmpt. Student respnses may include: Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 In Act 3.3, Friar Laurence tries t cnvince Rme t accept his sentence and leave Verna. He says, [b]e patient, fr the wrld is brad and wide (line 16), meaning that Rme shuld leave Verna and accept a life smewhere else. By Act 4.1, when Juliet is desperate and willing t kill herself, Friar Laurence has a plan fr Rme and Juliet t be tgether. He tells Juliet, if thu dar st, I ll give the remedy (line 76), describing his plan fr Juliet t fake her wn death s she des nt have t marry Paris. This shws that Friar Laurence cares deeply fr Rme and Juliet. When he realizes that Juliet is willing take her wn life, he quickly thinks f a bld, dangerus plan t save her life, even thugh it means deceiving ther peple in Verna. In Act 3.3, Friar Laurence tries t give Rme advice, but he will nt listen. Friar Laurence says, hear me a little speak (line 52), I see that mad men have n ears (line 61), and Let me dispute with thee f thy estate (line 63). All f these attempts shw that Friar Laurence wants t give advice, but Rme will nt listen. In Act 4.1, because Juliet listens and shares that she is willing t kill herself, Friar Laurence gives her advice, including a cmplete plan n hw t avid marrying Paris and be with Rme. Even thugh Rme and Juliet receive Friar Laurence s advice differently, bth f these scenes shw that Friar Laurence is prtective f and lyal t Rme and Juliet. The plan in Act 4.1 develps Friar Laurence s character in a new way by shwing the he is clever enugh t slve a cmplex prblem. Activity 3: 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. Transitin students t the film viewing. Shw Baz Luhrmann s Rme + Juliet (1:37:49 1:39:36). This film clip prvides cntext s that students knw hw Rme btained the vial f pisn and that he did nt receive the Friar Laurence s letter. Hwever, sme details frm the film clip differ frm details in the text. Fr example, in the text Friar Laurence speaks t Friar Jhn abut the letter t Rme. In the film clip, Friar Laurence speaks t a wrker at a mailing stre. 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 excerpt frm Baz Luhrmann s Rme + Juliet? Student respnses shuld include: Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 Rme The Apthecary Balthasar A plice fficer Friar Laurence A pstal wrker 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? Student respnses shuld include: Rme visits the apthecary and asks fr a pisn with the pwer t kill smene. The Apthecary pints a shtgun at Rme. He des nt want t sell the pisn, but he is pr s he decides t accept Rme s mney in exchange fr the pisn. Friar Laurence, at a stre that lks like a pst ffice, learns that Rme never received his letter. He then tries t mail a new letter t Rme. Lead a brief whle-class discussin f student respnses. Activity 4: Masterful Reading 10% Have students listen t a masterful reading f Act 5.3, lines f Rme and Juliet (frm Hw ft, when men are at the pint f death t Thy drugs are quick. Thus with a kiss I die ). Ask students t listen fr hw Shakespeare develps central ideas in this excerpt. Cnsider using the fllwing free audi resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes). Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: What des Rme say abut Juliet s bdy? Students fllw alng, reading silently. Activity 5: Reading and Discussin 50% Instruct students t frm small grups. Pst r prject the questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 Instruct student grups t read Act 5.3, lines frm (frm Hw ft, when men are at the pint f death t Thee here in dark t be his paramur ) and answer the fllwing questins befre sharing ut with the class. Instruct students t revise r add t their anntatins as they analyze the text. Remind students that they shuld keep track f central ideas in the text using the Central Ideas Tracking Tl. Prvide students with the fllwing definitins: abhrred means regarded with extreme repugnance r aversin and paramur means an illicit lver, especially f a married persn. Students may be familiar with these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f abhrred and paramur n their cpies f the text r in a vcabulary jurnal. Direct students t the explanatry ntes fr the definitins f keepers, lightening, ensign, and sunder. Cnsider drawing students attentin t their applicatin f standard L c thrugh the prcess f using explanatry ntes t make meaning f a wrd. Accrding t Rme, what happens t peple befre they die? Rme says many peple have a perid f feeling merry (line 89) r very happy just befre they die. He calls this a lightening (line 90) that ccurs when men are at the pint f death (line 88). Hw des Rme use figurative language t describe death in lines ? Student respnses may include: Rme uses persnificatin t describe death. He says death has sucked the hney (line 92) f Juliet s breath but has n pwer yet upn [Juliet s] beauty (line 93). This means that Juliet cannt breathe r speak, but she still lks as beautiful t Rme, as she did when she was alive. Rme uses a metaphr f death and beauty tgether. He says [b]eauty s ensign (line 94), r banner, is the clr in Juliet s face, and death s pale flag (line 96) has nt advanced t Juliet s face. This represents death and beauty as tw frces waging battle ver Juliet, which suggests that Juliet is like territry t be cnquered in a battle that beauty is winning. Rme calls death a mnster (line 104) wh keeps Juliet in the tmb t be his paramur (line 105), r lver. This suggests that Juliet is s beautiful that death tk her because he wanted her as a lver. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f interpreting figurative language. Hw des Rme s figurative language develp a central idea? Rme s figurative language abut death and beauty develp the central idea f the nature f beauty. Rme says death has n pwer yet upn [Juliet s] beauty (line 93). Even when Rme believes Juliet is dead, he believes her beauty is mre pwerful than death. Later, Rme describes death as unsubstantial death (line 103) in reference t Juliet. This supprts his belief that death cannt cnquer Juliet s beauty. Lead a brief whle-class discussin f student respnses. Instruct student grups t read Act 5.3, lines frm (frm Fr fear f that I still will stay with thee t Thy drugs are quick. Thus with a kiss I die ) and answer the fllwing questins befre sharing ut with the class. Instruct students t revise r add t their anntatins as they analyze the text. Prvide students with the fllwing definitins: inauspicius means bding ill; unfavrable, wearied means fatigued r tired, and bark means a bat r a sailing vessel. Students may be familiar with these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f inauspicius, wearied, and bark n their cpies f the text r in a vcabulary jurnal. Direct students t the explanatry ntes fr the definitin f quick. Cnsider drawing students attentin t their applicatin f standard L c thrugh the prcess f using explanatry ntes t make meaning f a wrd. Hw des Rme s fear develp his relatinship with Juliet? Rme says he will stay with Juliet because he is afraid f the idea that death keeps Juliet in the dark t be his paramur (line 105). This shws that Rme is prtective f Juliet. Differentiatin Cnsideratin: If students struggle t answer the previus questin, cnsider asking the fllwing scafflding questin: What des that refer t n line 106? That (line 106) refers t the idea that death might have taken Juliet t be his paramur (line 105) r lver. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 Hw des Shakespeare develp Rme s view f death in lines ? Rme describes death as everlasting rest (line 110) fr himself, which represents a shift frm line 104 when Rme describes death as a mnster (line 104) in relatin t Juliet. Rme sees death as an abhrred (line 104) mnster that tk Juliet s life, but he welcmes death fr himself. Hw des Shakespeare use figurative language in line 111 t develp a central idea? Rme says that when he dies he will shake the yke f inauspicius stars (line 111), r free himself frm misfrtune, which develps the central idea f fate by shwing that Rme believes he can nly escape the burden f his fate thrugh death. Cnsider reminding students f their wrk with star-crssed lvers (Prlgue, line 6) in Lessn 1. What is the bitter cnduct and unsavury guide t which Rme refers in line 16? Rme describes the pisn as bitter cnduct and unsavury guide (line 116). Hw des Shakespeare use metaphr in lines t develp a central idea? Rme uses a metaphr f a ship at sea. He describes the pisn as the desperate pilt (line 117), and he describes his bdy as the pilt s seasick weary bark (line 118), meaning Rme himself is the ship. Rme asks the pilt r the pisn t crash the ship. By cmparing himself t a ship steered by anther frce, Rme suggests that utside frce cntrls his destiny. Differentiatin Cnsideratin: If students struggle t analyze the metaphr in lines , cnsider asking the fllwing scafflding questins: What is the pilt in Rme s metaphr? The desperate pilt (line 117) is the pisn Rme bught frm the apthecary. What is the bark in Rme s metaphr? The seasick weary bark (line 118) is Rme s bdy. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f interpreting figurative language. What is the effect f Shakespeare s use f dramatic irny in lines ? Student respnses may include: Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 Shakespeare creates an effect f sadness when Rme drinks the pisn. Rme says, Thus with a kiss I die (line 120) and drinks the pisn. The audience knws Juliet is alive, but Rme believes she is really dead. This inspires pity and sadness because the audience knws Juliet will wake up, nly t find Rme dead. Shakespeare creates an effect f tensin thrugh the use f dramatic irny. When Rme drinks the pisn, the audience understands mre abut the situatin than Rme des. Rme drinks the pisn and says, Thus with a kiss I die (line 120), but if he knew what the audience knew, he wuld prbably nt kill himself, and wuld be with Juliet again within a shrt time. Cnsider reminding students f their wrk with dramatic irny in Lessn 11. 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 d the events in this excerpt develp a central idea? 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 cntinue t read their AIR text thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their text based n that standard. Students fllw alng. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 Hmewrk Cntinue reading yur Accuntable Independent Reading text thrugh the lens f a fcus standard f yur chice and prepare fr a 3 5 minute discussin f yur text based n that standard. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 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: Rme buys a vial f pisn frm the apthecary. Friar Laurence learns that Rme never received his letter. Characters (i.e., Which characters appear in the film clip?) Rme Apthecary Balthasar A plice fficer Friar Laurence A pstal wrker Events (i.e., What happens in the film clip?) Rme arrives at an apthecary s dr and asks t buy pisn. The Apthecary des nt want t sell pisn but decides t d it because he needs mney. Rme takes the pisn and runs t a car where Balthasar is waiting and a plice helicpter is in pursuit. The scene shifts t a stre where Friar Laurence learns that Rme never received his letter abut the plan t fake Juliet s death. The Friar tries t send a new letter t Rme. 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 film is set in tw places. First Rme is at the apthecary s stre r hme. In a separate setting, Friar Laurence is at a stre where he can mail a letter t Mantua. Rme and Balthasar wear nrmal, casual clthes. The Apthecary wears a dirty tank tp. Friar Laurence wears his priest s shirt and cllar with a jacket ver it. The plice fficer wears a helmet and cmbat gear. The characters behave as if they are in a hurry. Rme runs, and Friar Laurence lks wrried and stressed. The film mves very quickly frm ne image t anther. The music is fast, creating a sense f urgency. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 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 # Central Ideas Ntes and Cnnectins Act 5.3, line 93 Nature f beauty Because he lves her, Rme sees Juliet s beauty even when she is dead. He says death has n pwer yet upn [Juliet s] beauty (line 93). Act 5.3, line 111 Act 5.3, lines Fate Fate Rme says that when he dies he will shake the yke f inauspicius stars (line 111). The explanatry ntes explain that this a reference t the heavy burden decreed by fate. This develps the central idea f fate by shwing that Rme believes he can nly escape the burden f his fate thrugh death. Rme uses a metaphr f a ship at sea t describe his suicide. He describes the pisn as a desperate pilt (line 117), and he describes himself as the pilt s seasick weary bark (line 118), meaning he is the ship. Rme asks the pilt t crash the ship. By cmparing himself t a ship steered by smene else, Rme suggests that an utside frce cntrls his destiny. Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13