9.1.3 Lesson 17. Introduction. Standards

Transcription

1 9.1.3 Lessn 17 Intrductin In this lessn, students read and analyze Rme and Juliet, Act 5.3, lines (frm Rme! / Alack, alack, what bld is this t This is thy sheath; there rust and let me die ) in which Juliet awakens t learn frm Friar Laurence f Rme s death, then kills herself with her husband s dagger. Thrughut their reading f this passage, students explre the central idea f fate. Student learning is assessed via a Rund Rbin Discussin f the fllwing prmpt at the end f the lessn: Wh r what is respnsible fr Juliet s death? Students then assess their wn cntributins t the discussin and cmplete the Lessn 17 Exit Slip in which they cmpare their ideas befre and after the discussin and analyze the arguments and evidence that changed r cnfirmed their thinking. Fr hmewrk, students carry ut a brief search int the term tragedy. Students define tragedy and list specific elements f a tragedy. Als, students cntinue t read their Accuntable Independent Reading (AIR) texts and prepare fr a brief discussin n hw they applied their chsen fcus standard t their texts. Standards Assessed Standard(s) RL Determine a theme r central idea f a text and analyze in detail its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. SL c Addressed Standard(s) Nne. Initiate and participate effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grades 9 10 tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. c. Prpel cnversatins by psing and respnding t questins that relate the current discussin t brader themes r larger ideas; actively incrprate thers int the discussin; and clarify, verify, r challenge ideas and cnclusins. 1

2 Assessment Assessment(s) Student learning is assessed via a Rund Rbin Discussin at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Wh r what is respnsible fr Juliet s death? The Rund Rbin Discussin will be evaluated using the Speaking and Listening Rubric and the Lessn 17 Exit Slip cmpleted by students at the end f the lessn. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify the persn r frce respnsible fr Juliet s death (e.g., Fate, Friar Laurence, Rme, r Juliet herself). Discuss why the persn r frce identified is respnsible fr Juliet s death (e.g., Fate is respnsible fr Juliet s death. Friar Laurence blames the lamentable chance (line 146) f an unkind hur (line 145) fr the fact that his plan has failed, and Rme has killed himself. He later refines this idea when he tells Juliet that, [a] pwer greater than we can cntradict / Has thwarted ur intents (lines ). In this way, Friar Laurence suggests that the characters had n cntrl ver the tragic ending t the play, because they were victims f fate.). Vcabulary Vcabulary t prvide directly (will nt include extended instructin) alack (interj.) an expressin f srrw sepulchre (n.) a place f burial lamentable (adj.) regrettable; unfrtunate cntagin (n.) a disease that can be passed frm ne persn r animal t anther by tuching thwarted (v.) prevented frm happening watch (n.) a bdy f sldiers r sentinels making up a guard hence (adv.) frm this place churl (n.) a stingy persn sheath (n.) a cver fr the blade f a knife, swrd, etc. 2

3 Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) gry (adj.) cvered with bld; bldy guilty (adj.) respnsible fr ding smething bad chance (n.) the way that events happen when they are nt planned r cntrlled by peple; luck nuns (n.) wmen wh are members f a religius cmmunity and wh usually prmise t remain pr, unmarried, and separate frm the rest f sciety in rder t serve Gd dagger (n.) a sharp, pinted knife that is used as a weapn stabs (v.) wunds with a pinted weapn Lessn Agenda/Overview Student-Facing Agenda % f Lessn Standards & Text: Standards: RL , SL c Text: Rme and Juliet by William Shakespeare, Act 5.3: lines Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Reading and Discussin 5. Assessed Discussin and Self-Assessment 6. Cmpletin f Lessn 17 Exit Slip 7. Clsing 1. 5% 2. 15% 3. 5% 4. 35% 5. 30% 6. 5% 7. 5% Materials Free Audi Resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes) Cpies f the Speaking and Listening Rubric and Checklist fr standard SL c fr each student Cpies f the Lessn 17 Exit Slip fr each student 3

4 Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standards fr this lessn: RL and SL c. In this lessn, students read and analyze Juliet s death scene in Act 5.3, lines , paying particular attentin t the central idea f fate. Students then engage in an assessed Rund Rbin Discussin as well as cmpleting an Exit Slip t clse the lessn. Students lk at the agenda. Activity 2: Hmewrk Accuntability 15% Instruct students t talk in pairs abut hw they applied a fcus standard t their AIR texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied a fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied a fcus standard t their AIR texts frm the previus lessn s hmewrk. Activity 3: Masterful Reading 5% Have students listen t a masterful reading f Rme and Juliet, Act 5.3, lines (frm Rme! / Alack, alack, what bld is this t This is thy sheath; there rust and let me die ). Ask students t listen fr details that shw the reasns fr Juliet s death. Cnsider using the fllwing free audi resurce: (Ggle search terms: Rme and Juliet, USF Lit2G, itunes). Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: 4

5 Why des Juliet die in this scene? Students fllw alng, reading silently. T ensure student cmprehensin, lead a brief whle-class discussin f student bservatins abut Juliet s death. Activity 4: Reading and Discussin 35% Instruct students t frm grups. Pst r prject the questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss. Instruct student grups t read lines (frm Rme! / Alack, alack, what bld is this t Is guilty f this lamentable chance! / The lady stirs ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: alack means an expressin f srrw, sepulchre means a place f burial, and lamentable means regrettable; unfrtunate. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f alack, sepulchre, and lamentable n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Prvide students with the fllwing definitins: gry means cvered with bld; bldy, guilty means respnsible fr ding smething bad, and chance means the way that events happen when they are nt planned r cntrlled by peple; luck. Students write the definitins f gry, guilty, and chance n their cpies f the text r in a vcabulary jurnal. What des the Friar discver in lines ? The Friar finds bld which stains / The stny entrance f this sepulchre (lines ) alng with masterless and gry swrds (line 142). In ther wrds, he finds bld at the entrance t the tmb, alng with bldy, abandned swrds. He als finds the bdies f Rme, pale (line 144), and Paris, steeped in bld (line 145). What is the md f lines ? What specific wrd chices create this md? Student respnses may include: Shakespeare immediately establishes a md f hrrr and distress thrugh the Friar s exclamatin, Alack, alack (line 140). 5

6 The reference t the stny entrance f this sepulchre (line 141) reminds the audience that the scene is set in a tmb, which cntributes t the md f fear. The wrds stains (line 140) and disclured (line 143) further reinfrce the md f hrrr by suggesting that the tmb, which is suppsed t be a place f peace (line 143), has been cntaminated. The Friar describes the swrds as masterless and gry (line 142), emphasizing the death f their wners and the bldshed that has taken place; these descriptins add t the tense and threatening md. The use f the wrd bld in lines 140 and 145 creates a sense f hrrr by underlining the gry nature f the scene. The Friar describes the hur as unkind in line 145, and refers t the lamentable chance (line 146), which has led t these events; these wrd chices highlight the md f distress. Explain t students that the md f a text is the emtinal state r feeling that it cnveys r evkes. Wh r what des Friar Laurence blame fr Paris and Rme s deaths in lines and lines ? Friar Laurence blames frtune fr the deaths f Paris and Rme, calling their deaths the lamentable chance (line 146) f an unkind hur (line 145). Lead a brief whle-class discussin f student respnses. Instruct student grups t read lines (frm O cmfrtable Friar, where is my lrd t Thy husband in thy bsm there lies dead, / And Paris t ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: cntagin means a disease that can be passed frm ne persn r animal t anther by tuching and thwarted means prevented frm happening. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f cntagin and thwarted n their cpies f the text r in a vcabulary jurnal. What effect des Shakespeare create thrugh Juliet s questins in lines ? Student respnses may include: 6

7 Shakespeare uses dramatic irny t create tensin thrugh Juliet s questins, because when she asks, Where is my Rme? (line 150), the audience knws that Rme is dead, while Juliet is unaware f this. Juliet s questins create sadness, as the audience is aware f the terrible news Juliet is abut t receive. In lines , hw des Friar Laurence refine his explanatin f the lamentable chance (line 146) and an unkind hur (line 145)? In line 153, Friar Laurence refines his earlier explanatin that the lamentable chance (line 146) f an unkind hur (line 145) was respnsible fr recent events by suggesting that they were inevitable because they were caused by [a] greater pwer than we can cntradict. Hw des the Friar s explanatin develp a central idea f the play? Friar Laurence s explanatin speaks t a central idea f fate in the play: by suggesting that the deaths f Paris and Rme were the wrk f a greater pwer in line 153, he suggests that these events culd nt have been avided and were ut f the cntrl f the characters in the play. Lead a brief whle-class discussin f student respnses. Instruct student grups t read lines (frm Cme, I ll dispse f thee / Amng a sisterhd f hly nuns t This is thy sheath; there rust, and let me die ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: watch means a bdy f sldiers r sentinels making up a guard, hence means frm this place, churl means a stingy persn, and sheath means a cver fr the blade f a knife, swrd, etc. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f watch, hence, churl, and sheath n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: nuns means wmen wh are members f a religius cmmunity and wh usually prmise t remain pr, unmarried, and separate frm the rest f sciety in rder t serve Gd, dagger means a sharp, pinted knife that is used as a weapn, and stabs means wunds with a pinted weapn. 7

8 Students write the definitins f nuns, dagger, and stabs n their cpies f the text r in a vcabulary jurnal. What des the Friar suggest in lines ? He suggests that Juliet run away with him, s that he can place her amng a grup f nuns. Hw des Juliet respnd when she learns f Rme s death in lines ? Juliet refuses t leave with the Friar, saying, G, get thee hence, fr I will nt away (line 160). She attempts t kill herself by kissing Rme n the lips, in case any pisn remains there. Finally, as the watch arrives, she stabs herself with Rme s dagger. Hw des Juliet s use f Rme s dagger affect the meaning f her actin? Student respnses may include: The image f Juliet killing herself with Rme s dagger shws her lve fr Rme. By killing herself with Rme s dagger, which she describes as happy (line 169), she shws that she prefers death t life withut him. By killing herself this way, Juliet shws that she and Rme belng tgether, even in death. This is clear frm her wrds: This is thy sheath in line 170, meaning that Juliet is the sheath where Rme s dagger belngs. Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questins: Why des Juliet kill herself? Juliet kills herself because she lves Rme s much that she des nt want t live withut him. Why des Juliet describe Rme s dagger as happy in line 169? The dagger is happy (line 169) because it will bring her a kind f happiness in death by reuniting her with Rme. What des Juliet s statement that she is the sheath t Rme s dagger imply abut their relatinship? A sheath and a dagger g tgether: by cmparing herself t the sheath f Rme s swrd, Juliet suggests that she and Rme belng tgether, even in death. Hw des Juliet s gesture f stabbing herself with Rme s dagger develp a central idea? 8

9 Juliet s gesture develps the central idea f fate by suggesting symblically that the events f this scene were inevitable: Rme and Juliet were destined t lve ne anther and t die tgether. The dagger represents their shared destiny. Lead a brief whle-class discussin f student respnses. Activity 5: Assessed Discussin and Self-Assessment 30% Infrm students that they will cnclude their reading f Act 5.3 with an assessed Rund Rbin Discussin n the fllwing prmpt: Wh r what is respnsible fr Juliet s death? Distribute the Speaking and Listening Rubric and Checklist fr standard SL c. Explain t students that this lessn requires them t cntinue the wrk f cllabrative discussin utlined in SL c and t self-assess their mastery f these skills. Review the Speaking and Listening Rubric and Checklist with students, pausing t allw students t pse any questins they may have. Yu may cnsider asking students t read the Speaking and Listening Rubric and Checklist independently r in grups. Students review the Speaking and Listening Rubric and Checklist. Instruct students t review their ntes and anntatins fr evidence abut Juliet s death, and t use that evidence t determine wh r what they believe is respnsible fr her death. Students independently review their ntes and anntatins and determine wh r what they think is respnsible fr Juliet s death. Instruct students t arrange themselves int tw cncentric circles. Each circle shuld cntain the same number f students, creating pairs between the tw circles. Student pairs shuld face each ther. Explain t students that the Rund Rbin Discussin begins with each student in the inner circle discussing their answer t the prmpt fr ne minute. Students in the uter circle first listen and then respnd with their wn answer t the prmpt fr ne minute. After ne minute, instruct students in the uter circle t rtate ne place t the right and repeat the established prtcls with a new peer. This Rund Rbin Discussin includes tw rtatins s each student will have t present their ideas t three peers. See the High Perfrmance Respnse at the beginning f this lessn. 9

10 Instruct students t briefly self-assess their applicatin f standard SL c during the Rund Rbin Discussin. Students shuld use the Speaking and Listening Rubric and Checklist t assess their applicatin f SL c. Students self-assess their applicatin f SL c using the Speaking and Listening Rubric and Checklist. Cllect student respnses fr accuntability f self-assessment. Activity 6: Cmpletin f Lessn 17 Exit Slip 5% Distribute the Lessn 17 Exit Slip. Instruct students t cmplete the tl independently and t respnd briefly t the questins psed. Students cmplete the Exit Slip independently. See the Mdel Lessn 17 Exit Slip fr sample student respnses. Activity 7: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t carry ut a brief search int the term tragedy. Instruct students t define tragedy and list specific elements f a tragedy. Als fr hmewrk, students shuld cntinue t read their AIR text thrugh the lens f a fcus standard f their chice and prepare fr a 3 5 minute discussin f their text based n that standard. Students fllw alng. Hmewrk Carry ut a brief search int the term tragedy. Define tragedy and list specific elements f a tragedy. Als, cntinue reading yur Accuntable Independent Reading text thrugh the lens f a fcus standard f yur chice and prepare fr a 3 5 minute discussin f yur text based n that standard. 10

11 Speaking and Listening Rubric Assessed Standard: SL c Cmprehensin and Cllabratin 2-Pint Participatin 1-Pint Participatin 0-Pint Participatin Respnsiveness t Others SL c Respnds well t thers by ften engaging in the fllwing: prpels cnversatins by relating discussin t brader ideas and themes; actively incrprates thers; clarifies, verifies, r challenges ideas r cnclusins. Student respnds t thers, ccasinally engaging in the fllwing: prpels cnversatins by relating discussin t brader ideas and themes; incrprates thers; clarifies, verifies, r challenges ideas r cnclusins. Student des nt respnd t thers, rarely engaging in the fllwing: prpels cnversatins; incrprates thers; clarifies, verifies, r challenges ideas r cnclusins. 11

12 Speaking and Listening Checklist Assessed Standard: SL c Cmprehensin and Cllabratin Did I Cnnect cmments frm the discussin t brader ideas and themes? Respnsiveness t Others Actively include thers in the discussin? Clarify and/r respectfully challenge thers ideas? 12

13 9.1.3 Lessn 17 Exit Slip Name: Class: Date: Directins: Explain hw the discussin cnfirmed r changed yur ideas abut the prmpt. Text: Rme and Juliet by William Shakespeare Prmpt: Wh r what is respnsible fr Juliet s death? Respnse t the prmpt befre the discussin: Prvide evidence f hw the discussin changed r cnfirmed yur ideas: 13

14 Mdel Lessn 17 Exit Slip Name: Class: Date: Directins: Explain hw the discussin cnfirmed r changed yur ideas abut the prmpt. Text: Rme and Juliet by William Shakespeare Prmpt: Wh r what is respnsible fr Juliet s death? Respnse t the prmpt befre the discussin: Fate is respnsible fr Juliet s death. Friar Laurence blames the lamentable chance (Act 5.3, line 146) f an unkind hur (Act 5.3, line 145) fr the fact that his plan has failed and Rme has killed himself. He later refines this idea when he tells Juliet that, [a] pwer greater than we can cntradict / Has thwarted ur intents (Act 5.3, lines ). In this way, Friar Laurence suggests that the characters had n cntrl ver the tragic ending t the play because they were victims f fate. OR Friar Laurence is respnsible fr Juliet s death because it was his plan that she shuld drink the distilling liqur (Act 4.1, line 94) in rder t appear dead. He was aware that the plan was difficult and dangerus, as he warned Juliet that she wuld have t underg, [a] thing like death / That cp st with death himself (Act 4.1, lines 74 75). OR Rme is respnsible fr Juliet s death because instead f waiting fr news frm Friar Laurence, he returned t Verna and killed himself befre Friar Laurence culd explain the plan t him and stp him frm cmmitting suicide. OR Juliet is respnsible fr her wn death because she refuses t listen t the Friar s slutin f hiding in a cnvent, telling him, I will nt away (Act 5.3, line 160) and then stabbing herself with the dagger. Prvide evidence f hw the discussin changed r cnfirmed yur ideas: Althugh it is Juliet s decisin t stab herself, her death is nt the respnsibility f any ne persn r frce. Her death is the result f her wn actins, but thse actins are partly driven by the actins f thers, such as Rme s decisin t kill himself befre he can learn the truth abut Friar Laurence s plan. At the same time, in part, she is the victim f circumstances beynd her cntrl, such as the feud between the Mntagues and the Capulets and f what Friar Laurence calls lamentable chance (Act 5.3, line 146). 14