9.1.3 Lesson 11 D R A F T. Introduction. Standards. Assessment

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1 Grade 9 Module 1 Unit 1 Lesson Lesson 11 Introduction In this lesson, the first in a two-lesson arc, students will continue their exploration of Romeo s character development as they begin to work carefully through Act 3.1, lines , in which Romeo kills Tybalt. This passage is a critical turning point in the play and functions as a catalyst for the tragic events that unfold in subsequent scenes. Students will perform a concentrated close reading of lines , in which Romeo outlines his motivations for killing Tybalt. Slowing down the pace and working intensively with a short excerpt will help students hone their skills in comprehending complex text, and prepare them for longer excerpts in the weeks to come. Students will complete their close reading of this passage in Lesson 12. Activities that involve reflection, vocabulary, and writing guide students in their exploration of this arc s unifying focusing question: Is Romeo fortune s fool? This question prompts students to explore Romeo s motivations, his interactions with other characters, and how his decisions advance the tragic plot of Shakespeare s play. Student work in Lesson 11 lays the critical groundwork for this exploration. In Lesson 12, students will draw upon and further their initial analysis, and demonstrate cumulative comprehension in a brief written response to the unifying focusing question. For homework, students will review and expand their Lesson 11 Quick Writes with additional evidence from the text. Standards Assessed Standard(s) RL Addressed Standard(s) RL RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Assessment Assessment(s) Quick Write: What is Romeo implying about his own role in the events to come? Use evidence from the 1

2 Grade 9 Module 1 Unit 1 Lesson 11 text to support your response. High Performance Response(s) Look for student responses to this Quick Write to demonstrate an understanding of the implications of Romeo s complex statement in lines For example: When Romeo says this but begins the woe others must end (line 122) he is indicating that he will not be able to resolve the tragedy that has begun with Mercutio s death. Vocabulary Vocabulary to provide directly (will not include extended instruction) mortal (adj.) causing or having caused death temper (n.) disposition; (v.) to soften something by adding the influence of something else aspire (v.) to rise, climb, or soar woe (n.) great sorrow or distress respective (adj.) partial (obsolete) conduct (n.) guide (obsolete) consort (v.) accompany, escort (obsolete) Vocabulary to teach (may include direct word work and/or text-dependent questions) slander (n.) the utterance of false charges which damage another person s reputation effeminate (adj.) having feminine qualities; not manly in appearance or manner valour (n.) strength of mind or spirit that enables a person to encounter danger bravely moe (adj.) more fate (n.) the development of events outside of a person s control; destiny Lesson Agenda/Overview Student-Facing Agenda Standards: RL , RL , RL Text: Romeo and Juliet, Act 3.1, lines Introduction of Lesson Agenda Homework Accountability Masterful Reading: Romeo and Juliet, Act 3.1, lines Text-Dependent Questions and Activities Quick Write Closing % of Lesson 7 2

3 Grade 9 Module 1 Unit 1 Lesson 11 Materials None. 3

4 Learning Sequence Percentage of Lesson Teacher Actions Student Actions Instructional Notes (extensions, supports, common misunderstandings) Introduction of Lesson Agenda Begin by reviewing the agenda and sharing the standards for this lesson: RL , RL , RL Introduce students to the unifying focusing question of this two-lesson arc: Is Romeo fortune s fool? Student work in this lesson will lay the groundwork for this cumulative exploration. In Lesson 12, students will conclude their analysis of this passage and craft an independent written response to the unifying focusing question. Students look at the agenda. Homework Accountability Lead a brief class discussion of student responses to the homework from Lesson 10: Read aloud lines The word grave can have several meanings. Offer two that you think are appropriate in the context of line 100, and then respond in writing to the following question: Why does Mercutio choose this word to describe himself? Students volunteer a definition for the noun form of grave (a place where dead people are buried) as well as the adjectival form of grave (serious, or giving cause for alarm). Mercutio describes himself as a grave man because he has been seriously injured and because he thinks he is going to die (and be buried in a grave). Some Consider explaining pun to students who are unfamiliar with this concept. 4

5 Collect student homework for accountability. Masterful Reading Read aloud Act 3.1, lines or, alternatively, play an audio recording (see Unit Overview). Instruct students to read along in their texts. Explain that students will be working in pairs. They will be exploring the first chunk of this excerpt (Act 3.1, lines ) together and then responding independently to a culminating Quick Write. 7 Text-Dependent Questions and Activities Direct students to read aloud lines Provide students with the following textdependent questions to discuss in their pairs. Each pair should be prepared to share in class discussion. 1. Whom does Romeo blame for Mercutio s injury? Underline the part of the text that tells you. 2. What is Tybalt s slander (line 114)? Hint: Review line 60 from your Lesson 10 excerpt. students might note that this is a pun. Students follow along, reading silently. Student responses may include the following: 1. Students underline My very friend, hath got this mortal hurt / In my behalf (lines ) as evidence that Romeo blames himself for Mercutio s injury. 2. Tybalt s slander is that he insulted Romeo by calling him a villain. Line 60 directs students to the exact line in which this slander occurs thou art a villain. 3. According to Romeo, what are the 3. Romeo says that Tybalt s slander has stained his reputation ( my reputation 5

6 consequences of Tybalt s slander? stained line 113). 4. What familiar word do you see within effeminate (line 116)? How can this word help you to understand what Romeo feels Juliet s beauty has done to him? 5. Review the definition of valour on your vocabulary chart (n. strength of mind or spirit that enables a person to encounter danger bravely). What do valour and steel have in common? 6. In your own words, what has Juliet s beauty done to Romeo s temper? 7. According to Romeo, why didn t he defend himself against Tybalt s slander? Support your answer with evidence from lines Why does Romeo blame himself for Mercutio s injury? 4. Students identify the familiar word feminine within the word effeminate (line 116). Romeo feels that Juliet s beauty (line 116) has made him more feminine or less of a man. 5. Students make the connection that valour and steel share the concept of strength. Valour is strength of mind, while steel is a very strong metal. Some students might make the connection between steel in the form of a weapon that would help someone to face danger bravely. 6. Juliet s beauty has softened Romeo s bravery and dulled his strength. 7. Romeo didn t defend himself against Tybalt s slander because he feels that his relationship with Juliet has made him less of a man. Therefore, he no longer has the strength to encounter danger bravely, as Romeo explains, Juliet, thy beauty hath made me effeminate and in my temper softened valour s steel (lines ). 8. Romeo blames himself for Mercutio s injury because he thinks that his relationship with Juliet is ultimately 6

7 Quick Write Circle the room and support as needed. Lead class discussion on questions 1 8. Instruct student pairs to read lines Display the following questions for students to answer in their pairs. They should be prepared to share their answers with the class. 9. A letter is missing from moe (line 121). Read the sentence again. What do you think it might be? Why do you think Shakespeare omitted this letter? 10. What recent event is Romeo describing when he says this day s black fate (line 121)? 11. According to Romeo, who will end the woe that has just begun? Circulate and support as needed. Lead class discussion of questions 1 3. Pose the following Quick Write for students responsible. If Juliet had not made him less manly, then Romeo would not have allowed his reputation to be damaged by Tybalt s insult. If Romeo s reputation had not been damaged, then Mercutio would not have felt the need to defend Romeo s reputation for him by fighting Tybalt. 9. The letter r is missing from moe. Shakespeare took the r out of the word more so it would rhyme with woe. 10. Mercutio s death 11. others (i.e., not himself) Students complete a Quick Write. See 7

8 Closing to answer independently. Quick Write: What is Romeo implying about his own role in the events to come? Remind students that for homework they will review and expand their Quick Write with additional evidence from the text. Students should be prepared to hand their revised Quick Write in at the beginning of Lesson 12. High Performance Response. Students review and expand their Lesson 11 Quick Write. Homework Review and expand Quick Write with additional evidence from the text. 8