Lesson 15 | Romeo and Juliet | 9th Grade English

Objective

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Readings and Materials

Play: Romeo and Juliet by William Shakespeare — Act 3, Scenes 4–5 (pp. 153–173)

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Multiple Choice

In Act 5 (line 103), Juliet says to Romeo, “Wilt thou be gone? It is not yet near day. It was the nightingale, and not the lark, that pierced the fearful hollow of thine ear.” What does her statement mainly suggest?

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Writing Prompt

Explain how Shakespeare juxtaposes love and death again in this scene to foreshadow the events to come in the play. Use one piece of evidence from Scene 5 to support your answer.

Juliet has many important steps out of girlhood to womanhood in scene 5. Explain how Shakespeare develops Juliet as a strong woman in this scene. Use evidence to support your answer.

Key Questions

Questions about the text that will help guide the students understanding

What are Capulet’s motivations for agreeing to have Juliet marry Paris immediately?
What does his decision reveal about women’s place in society at this time?
In lines 1–36 of scene 5, what are Romeo and Juliet using the nightingale and the lark to symbolize? What are they actually saying to each other? Which of the two of them ultimately decides it is time for Romeo to go? How does Shakespeare use images of light and dark to convey this?
Juliet’s professions of hatred for Romeo are actually designed to communicate what to her mother? Does her mother realize? How do you know?
How do Juliet’s mother and father respond to her request to postpone or cancel the wedding? Explain.
In lines 248–255, what do we learn that Juliet has decided to do? What does this reveal about her character?

Notes

Suggestions for teachers to help them teach this lesson

Students may need some background on what larks and nightingales are in order to access the symbolism in this scene.

Lesson 14

Lesson 16

Lesson Map

Romeo and Juliet — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)
Romeo and Juliet — Prologue
Street Love — Prologue

Explain the function of the prologue in Romeo and Juliet.

Analyze the conflict in act 1, scene 1.

Romeo and Juliet — Act 1, Scene 1 (pp. 17–25)
“If No Love Is, Oh God, What Fele I So”
“Petrarch”

Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Romeo and Juliet — Act 1, Scene 2 (pp. 27–33)

Analyze how Shakespeare continues to develop the theme of fate in act 1, scene 2.

Romeo and Juliet — Act 1, Scene 3 (pp. 33–41)

Analyze Shakespeare’s characterization of the three female characters introduced in act 1, scene 3.

Romeo and Juliet — Act 1, Scene 4 (pp. 41–49)

Analyze Shakespeare’s characterization of Mercutio and describe his relationship with Romeo.

Romeo and Juliet — Act 1, Scene 5 (pp. 51–61)

Analyze Shakespeare’s characterization of Romeo.

Romeo and Juliet — Act 1, Scene 5

Explain in a well-crafted essay how Shakespeare and Luhrmann each create mood in act 1, scene 5.

Romeo and Juliet — Act 2, Scenes 1–2 (pp. 65–83)

Explain how the interactions between Romeo and Juliet develop the themes of the play.

Romeo and Juliet — Act 2, Scene 3 (pp. 83–91)

Analyze how the interactions between Romeo and Friar Lawrence develop the conflict of the play.

Romeo and Juliet — Act 2, Scene 4 (pp. 91–103)

Examine the differences between Romeo the lover and Romeo the friend.

Romeo and Juliet — Act 2, Scenes 5–6 (pp. 103–111)

Analyze how Shakespeare develops the theme of young love in act 2, scenes 5-6.

Identify instances of foreshadowing in act 2, scenes 5-6.

Romeo and Juliet — Act 3, Scene 1 (pp. 115–129)

Analyze how the events of act 3, scene 1 further communicate the theme of fate.

Romeo and Juliet — Act 3, Scene 2 (pp. 129–139)

Analyze the events of act 3, scene 2 and the impact they have on the plot development.

Romeo and Juliet — Act 3, Scene 3 (pp. 139–153)

Compare Romeo’s and Juliet’s reactions to his banishment and analyze what these reactions reveal about character and theme.

Romeo and Juliet — Act 3, Scenes 4–5 (pp. 153–173)

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Romeo and Juliet — Act 4, Scenes 1–3 (pp. 177–191)

Analyze Juliet’s actions and motivations for her actions in act 4, scenes 1–3.

Analyze how Shakespeare develops the theme of young love in act 4, scenes 1-3.

Street Love — pp. 112–116

Explain how Myers draws on and transforms ideas from Romeo and Juliet to develop the themes, characters, and/or conflict of Street Love.

Romeo and Juliet — Act 4, Scenes 4–5 (pp. 195–207)

Analyze the individual characters’ reactions to Juliet’s death.

Identify how the tone shifts in act 4, scene 5.

Romeo and Juliet — Act 5, Scenes 1–2 (pp. 211–219)

Analyze how Shakespeare uses the plot to develop the theme of fate in act 5, scenes 1–2.

Romeo and Juliet — Act 5, Scene 3 (pp. 219–231)

Analyze the degree to which fate shaped the deaths of the protagonists.

Romeo and Juliet — Act 5, Scene 3 (pp. 231–243)

Develop an opinion about the significance of the final scene and its relationship to earlier scenes.

Discussion & Writing

Discuss and debate the essential thematic questions of the unit.

Assessment

Romeo and Juliet

Objective

Readings and Materials

Target Task

Multiple Choice

Writing Prompt

Key Questions

Notes

Lesson Map

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