9.1.3 Lesson 3

NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

9.1.3 Lesson 3

Introduction

In this lesson, students will continue to develop their close reading skills as they resume their exploration of the short excerpt begun in Lesson 2 (Act 1.1, lines 206–236). In this passage, Romeo discusses his unrequited love for Rosaline with his cousin Benvolio.

Students will analyze sentence structure, rhyme scheme, word choice, and figurative language in order to continue to build upon the foundation of their unit-long exploration of Romeo’s character development. In conjunction with Lesson 2, Lesson 3 establishes this excerpt as a point of origin for future analysis of how Romeo’s character unfolds throughout the play, revealed by Shakespeare’s language and syntax, and Romeo’s interactions with other characters.

Activities involve reading aloud, discussion and reflection, and writing work in tandem with a set of text-dependent questions to guide students in their exploration of the unifying focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? At the close of the lesson, students will consolidate and strengthen the analysis they have performed in both lessons as they craft a final brief written response to the focusing question. For homework, students will continue to read their accountable independent reading texts using a new focus standard to guide their reading.

Standards Assessed Standard(s) RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Addressed Standard(s) RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.4 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. ELA-Literacy Integrate and evaluate content presented in diverse media and formats, including CCRA.R.7 visually and quantitatively, as well as in words.

Assessment Assessment(s) Quick Write: What can you infer about Romeo from the way that he describes Rosaline? Consider both form (how Romeo speaks) and content (what he says). Cite specific evidence from the text to support

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T your response. High Performance Response(s)  Romeo describes his romantic pursuit of Rosaline as a battle in which he is the aggressor and she is the victim—his “loving terms” are a “siege” and his gazes “assail” her (lines 210-211). He thinks of himself as a romantic hero or warrior, armed with “Cupid’s arrows” (line 207). This self-perception seems to influence his understanding of love as ultimately about overpowering and conquering the object of his affection.  Romeo’s love for Rosaline seems to be entirely dependent on her good looks, as is indicated by his repeated reference to Rosaline’s beauty—“O, she is rich in beauty” (line 213)—and his repeated use of the word fair (line 219). Rosaline’s beauty is all Romeo talks about; he doesn’t mention anything else that he admires about her.  Romeo takes himself very seriously, perhaps more seriously than he deserves, as is suggested by Benvolio’s dismissal of Romeo’s love for Rosaline as a passing crush when he says “forget to think of her…examine other beauties” (lines 223–226).

Vocabulary

Vocabulary to provide directly (will not include extended instruction)  Dian (n.) – a reference to Diana, the Roman goddess of hunting and chastity  proof (n.) – in this context, armor  chastity (n.) – virginity, celibacy  posterity ( n.) – all future generations  forsworn ( v.) – relinquished under oath  doctrine (n.) – a set of beliefs held and taught by a church, political party, or other group Vocabulary to teach (may include direct word work and/or text-dependent questions)  uncharmed (adj.) – immune to; not charmed by

Lesson Agenda/Overview

Student-Facing Agenda % of Lesson • Standards: RL.9–10.1, RL.9-10.3, RL.910.4, ELA-Literacy.CCRA.R.7 • Text: Romeo and Juliet, Act 1.1, lines 206–236 • Introduction of Lesson Agenda 5% • Homework Accountability 5% • Masterful Reading: BBC Radio Production of Romeo and Juliet, Act 1.1, lines 5% 206–236, [14:35–16:14] • Text-Dependent Questions and Activities 75% • Quick Write 5% • Closing 5%

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

Materials

• None.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

Learning Sequence Percentage Teacher Actions Student Actions Instructional Notes (extensions, of Lesson supports, common misunderstandings) 5% Introduction of Lesson Agenda Begin by reviewing the agenda and sharing Students look at the agenda. the standards for this lesson: RL.9-10.1, RL.9- 10.3, RL.910.4, ELA-Literacy.CCRA.R.7. Lesson 3 continues the exploration of the excerpt that students began in Lesson 2 (Act 1.1, lines 206–236). At the end of this lesson, students will draw upon the analysis they performed in both lessons to craft a brief written response to the focusing question of this two-lesson arc: What can you infer about Romeo from the way that he describes Rosaline? 5% Homework Accountability Instruct students to review the Lesson 2 Students recap that Rosaline is using her The purpose of the homework Quick Write that they revised and expanded vow of celibacy to protect herself. From accountability activity is to have for homework and post the following here, students may be able to infer that if students revisit their analysis of instructions on the board: Rosaline is not hit by Romeo’s arrows of lines 205–209 in Lesson 2 and to love, she is not in love with Romeo. She set the stage for making Reread your Quick Write and lines 206–209 of remains immune to Romeo’s romantic connections between the Lesson 2 the play. Based on your analysis up to this overtures, or uncharmed by him. Quick Write and the close reading point, what clues in line 208 can help you to work in Lesson 3. understand what the word uncharmed (line 209) means?

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

Lead a brief class discussion of student responses. 5% Masterful Reading: BBC Radio Production As in Lesson 2, begin the class by playing the Students follow along, reading silently. BBC radio performance of Act 1.1, lines 206– 236 (14:35–16:14). Instruct students to follow along in their texts. The purpose of this exercise is to reacquaint students with the excerpt in its entirety. 75% Text-Dependent Questions and Activities Instruct students to form pairs and read lines Student responses may include the 209–212 aloud. When students have read the following: text, direct their attention to line 211. Pose 1. Students might point to the words hit in the following question for a Think-Pair-Share: line 206 and siege in line 210. Both refer to 1. What clues from lines 206–209 can help Romeo’s aggressive descriptions. Students you to understand the meaning of the infer that assailing means to make a adjective assailing in line 211? violent attack on something.

Direct students to return again to their 2. Students further support their assertion Lesson 2 Quick Write (Do Romeo and that Rosaline is refusing Romeo’s pursuit Rosaline feel the same way about their with specific references to the text, such as relationship?) Pose the follow-up question: the fact that Rosaline will not “stay the siege” of Romeo’s “loving terms,” and she 2. Now that you’ve taken a closer look at lines will not “encounter” the onslaught of his 209–212, dig deeper. Can you find other “assailing eyes.” evidence in the text to support the claim you made in Lesson 2? Be ready to discuss your observations with the class.

Lead a brief class discussion on students’ observations.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

Pose the following questions for students to 3. Romeo’s courtship of Rosaline is discuss in their pairs: compared to a conquest in battle or a hunting expedition. Textual evidence might 3. What is Romeo’s courtship of Rosaline include “hit by cupid’s arrows,” “stay the compared to? Cite evidence from the text to siege,” and “assailing eyes.” support your answer. 4. What do these comparisons reveal about 4. Romeo sees himself as a hunter and how Romeo understands himself? What do Rosaline as his prey. they reveal about how he understands Rosaline? Have student pairs take turns reading the At this point students will have parts of Romeo and Benvolio to each other. listened to a masterful reading of When they have finished they should the excerpt twice. Their familiarity complete the following activity: with the language of this passage should support students in reading aloud. Draw lines between pairs of rhyming words. Students link the words that rhyme at the Armed with a firmer understanding Then, discuss the following questions with end of Romeo’s couplets. of plot and character, students are your partner: now ready to explore the effect of author’s craft on character development. 5. How does Romeo’s speech compare to 5. Students notice that Romeo speaks in Benvolio’s? Hint: consider word choice, long, grandiose text while Benvolio’s pacing, and structure. responses are short, usually one-line. Students also note that romantic Romeo’s lines end with rhymes while Benvolio’s lines do not rhyme. 6. What can the differences you identified 6. Students note that Benvolio has little to with your partner reveal about these two say in response to his cousin’s long characters? ramblings. On the other hand, Romeo appears self-absorbed and emotional.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

Students might also note that Romeo’s use of rhyme makes him sound romantic and poetic. Pose the following questions for student pairs 7. Students note that Romeo uses the to discuss: words fair and beauty multiple times (five 7. Look carefully back through the entire times each). excerpt. What words does Romeo use repeatedly? Underline them. 8. Why do you think Romeo is pursuing 8. Romeo’s repeated use of the words Rosaline? What words or lines in the text “fair” and “beauty “when describing make you think so? Rosaline and his attraction to her indicates that he is only interested in her because she is beautiful. Direct students to reread lines 223–226 with 9. Students paraphrase lines 223 (“Be ruled the following questions in mind: by me, forget to think of her”) and lines 9. What is Benvolio’s advice to Romeo? What 225–226 (“By giving liberty unto thine does this suggest about his attitude towards eyes. Examine other beauties.”) to explain Romeo’s infatuation with Rosaline? that Benvolio advises Romeo to stop Lead a brief class discussion of student thinking about Rosaline. Benvolio says that responses. Romeo will forget all about Rosaline if he looks at other pretty girls.

Students might infer that Benvolio’s short and unsympathetic response suggests that he perceives Romeo as shallow and quick to fall in love. As far as Benvolio is concerned, when Romeo finds another girl as pretty as Rosaline, she will be easily replaced.

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

5% Quick Write Pose the following prompt for a Quick Write: Students complete a Quick Write. See High Use the Quick Write to assess What can you infer about Romeo from the Performance Response at the beginning of students’ understanding of this way that he describes Rosaline? Consider this lesson. section of Romeo and Juliet. both form (how Romeo speaks) and content (what he says). Support your ideas with evidence from the text.

Inform students that you will collect their Quick Write at the end of class. At the beginning of the next class, they will use it as a starting point for continued analysis of the play. 5% Closing Explain homework: Introduce Reading Students will continue reading their Some students may choose to Standard Three as a focus standard to guide independent reading text. annotate their independent students’ Accountable Independent Reading reading texts as they read to and model what applying a focus standard practice the new skill of looks like. Tell students they should prepare annotation. Even though this for a brief 3–5 minute discussion that will ask reading is meant to stimulate them to apply the language of the standards interest and enjoyment in reading, to their reading. some students may find annotating For example, Reading Standard 9-10.3 for their texts a beneficial strategy for informational texts asks students to “analyze reading comprehension. how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.” Students who have read an article on global warming might say, “The article began with

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NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T

an anecdote about polar bears and how they’re having a hard time finding solid ice to live on in the Artic. The article then talked about the root causes of that problem: how pollution like toxic chemicals emitted by manufacturing has depleted the ozone layer over the past century. This has led to some of the warmest temperatures on record in recent years, which has directly affected species’ habitats like the polar bears described in the beginning of the article.” Inform students that for homework they Students review and expand their notes should review and expand their notes from from today’s lesson for homework. today’s lesson. Remind students that they Students also continue to read their should also continue reading their AIR text Accountable Independent Reading text, using the new focus standard for guidance. using the new focus standard for guidance.

Homework

Students review and expand their notes from today’s lesson. Students should also continue their Accountable Independent Reading using the language of the focus standard to guide their reading. Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5 minute discussion of their text based on that standard.

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