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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 File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License 1 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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% File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License 2 http://creativecommons.org/licenses/by-nc-sa/3.0/ NYS Common Core ELA & Literacy Curriculum Grade 9 • Module 1 • Unit 3 • Lesson 3 D R A F T Materials • None. File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License 3 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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? File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License 4 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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. File: 9.1.3 Lesson 3 Date: 8/31/13 Classroom Use: Starting 9/2013 © 2013 Public Consulting Group. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License 5 http://creativecommons.org/licenses/by-nc-sa/3.0/ 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.
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