Lesson 4 | Romeo and Juliet | 9th Grade English

Objective

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

Readings and Materials

Play: Romeo and Juliet by William Shakespeare — Act 1, Scene 3 (pp. 33–41)

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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

The line “Nurse, give leave a while. We must talk in secret, -- Nurse, come back again,” (lines 8–9) reveals what about Lady Capulet?

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What does Juliet’s response to Lady Capulet in lines 103–105, “I’ll look to like, if looking liking move. But no more deep will I endart mine eye than your consent gives strength to make fly,” seem to reveal about her relationship with her parents?

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Writing Prompt

How is Juliet’s relationship with her nurse different from her relationship with her mother? Use evidence from the scene to support your answer.

Key Questions

Questions about the text that will help guide the students understanding

Why does Lady Capulet ask the nurse to stay? What does this show about Lady Capulet? About her relationship with her daughter?
How does Shakespeare show the reader that Juliet is much closer with her nurse than with her mother? Track the ways.
In lines 40–65, the nurse is relaying a joke that her husband once told about Juliet. What do we learn about Juliet (and other women’s lives in Verona at the time) through this joke? When does the nurse stop telling the joke? When does she not? What does this imply?
What is Juliet’s initial response to her mother’s suggestion of marriage? How does Lady Capulet respond to Juliet? Whose response seems wiser?
What does Juliet’s response to her mother at the end of the scene seem to imply?
Juliet and her mother seem to be very different women. What evidence does Shakespeare provide to show this?

Lesson 3

Lesson 5

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

Lesson Map

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