NYS Common Core ELA & Literacy Curriculum
9.1.3
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
Lesson 6
Introduction
In this lesson, students will continue their close reading analysis of Romeo and Juliet’s first encounter
at the Capulet Ball (Act 1.5, lines 92–109). Students will explore how Juliet’s response to Romeo’s initial
overture shapes the dialogue that follows and what this increasingly intricate interaction might reveal
about these two complex characters.
This lesson continues the focus from Lesson 5 on Shakespeare’s use of imagery. The Stage Directions
Tool and a related set of text-dependent questions prompt students to generate stage directions and
paraphrase actions at key points in Romeo and Juliet’s dialogue. This process will encourage students
to make meaning of the sequence of events in this highly metaphorical scene, as well as make
inferences about character motivation.
Students will synthesize their analysis of this excerpt in a final Quick Write to the focusing question:
What can you learn about Juliet from the way that she responds to Romeo?
For homework students will read a portion of the text and respond briefly in writing to a question that
asks them to consider the actions of the scene.
Standards
Assessed Standard(s)
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 (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
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.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot
or develop the theme.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
Assessment
Assessment(s)
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Quick Write: What can you learn about Juliet from the way that she responds to Romeo? Use
evidence from the text to support your response.
Stage Directions Tool
High Performance Response(s)
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Student responses to this open-ended Quick Write will vary. The goal here is to get students to
begin to think broadly about what they can learn about Juliet through an analysis of her
interactions with Romeo. Students might note that it is clear that Juliet really likes Romeo—she
flirts with him and ultimately lets him kiss her (“you kiss by th’ book,” line 109). Others might make
more direct inferences about Juliet’s character—perhaps her initial refusal to accept Romeo’s kiss
(“lips that they must use in prayer” line 101) indicates that she is shy or modest. Other students
might offer that Juliet is bold—she is not afraid to engage in a direct conversation with Romeo on
equal terms, and she ultimately lets him kiss her in a public space (the Capulet Ball) with relatively
little persuasion. Some students might point to the quality of Juliet’s metaphors (“pilgrims,”
“saints”) to support the assertion that Juliet is clever with words—she takes Romeo’s metaphor
and twists it to direct the conversation in a way that she chooses.
The paraphrasing and stage directions required by the Stage Directions Tool will indicate whether
or not students are struggling with basic comprehension of the text.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
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shrine (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead
pilgrim (n.) – one who travels to a shrine or holy place as a devotee
saint (n.) – one who is officially recognized after death as being holy
palmer (n.) – another word for pilgrim
purged (v.) – gotten rid of; cleared of guilt
trespass (v.) – to sin; to enter someone’s land illegally
prodigious (adj.) – being an omen (obsolete)
Vocabulary to teach (may include direct word work and/or text-dependent questions)
•
mannerly (adj.) – polite
File: 9.1.3 Lesson 6 Date: 8/31/13 Classroom Use: Starting 9/2013
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
Lesson Agenda/Overview
Student-Facing Agenda
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% of Lesson
Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4
Text: Romeo and Juliet, Act 1.5, lines 92–109
Introduction of Lesson Agenda
Homework Accountability
Masterful Reading: Romeo and Juliet, Act 1.5, lines 92–109
Text-Dependent Questions and Stage Directions Tool
Quick Write
Closing
Materials
•
Stage Directions Tool (see Lesson 5)
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10%
5%
70%
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
Learning Sequence
Percentage Teacher Actions
of Lesson
5%
Students look at the agenda.
Homework Accountability
Redistribute Stage Directions Tool (see Lesson 5).
Lead a brief discussion of the students’ homework
(How does Romeo’s initial approach towards Juliet
compare to his approach towards Rosaline?) and
collect written responses.
5%
Instructional Notes (extensions,
supports, common
misunderstandings)
Introduction of Lesson Agenda
Begin by reviewing the agenda and sharing the
standards for this lesson: RL.9-10.1, RL.9-10.3,
RL.9-10.4.
In this lesson, students will continue their
exploration of Romeo and Juliet’s initial
interaction at the Capulet Ball. Students will work
with the Stage Directions Tool and associated
TDQs to explore this lesson’s focusing question:
What can you learn about Juliet from the way
that she responds to Romeo?
10%
Student Actions
Students forge connections between Romeo’s
advances in both of these passages. Students
note the similarities in Romeo’s approach, both
in terms of the intense use of imagery and
metaphor, as well as the aggressive nature of
his pursuit. Some students might indicate that
Romeo idolizes Juliet (she is a “holy saint”) just
as he idolized Rosaline only pages before (“she
hath Dian’s wit”).
Masterful Reading
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4
The purpose of this activity is to
review essential understandings from
Lesson 5, as well as to encourage
students to continue to build
connections across the text in their
exploration of character
development.
NYS Common Core ELA & Literacy Curriculum
Have students listen to a masterful reading of the
excerpt in its entirety (Act 1.5, lines 92–109), as
they follow along in their text.
70%
Grade 9 • Module 1 • Unit 3 • Lesson 6
DRAFT
Students follow along, reading silently in their
texts.
Text-Dependent Questions and Stage Directions Tool
Have students form heterogeneous groups
according to established protocols. Instruct groups
to reread Juliet’s first 4 lines aloud (lines 96–99),
and then display the following questions.
Students should discuss in their groups, take notes
on their discussion, and be prepared to share with
the class.
1. What familiar word(s) do you see in mannerly
(line 97)? What does Juliet mean by "mannerly
devotion" (line 97)?
Student responses may include the following:
1. The word manner(s) appears in mannerly.
Having manners means displays of politeness
or proper etiquette. In this context, Juliet is
saying that Romeo’s devotion to her is polite
and proper.
2. How does Juliet feel about Romeo’s advances?
Use evidence from the text to support your
answer.
2. Juliet does not seem to mind that Romeo is
holding her hand. Students might point to the
phrase "you do wrong your hand too much" as
evidence that she doesn’t mind what his hand
is doing, or that she counters his assertion that
his hand is unworthy to touch hers by
describing his devotion as polite and proper.
3. How does Juliet respond to Romeo’s attempt to
kiss her hand? How does this response draw upon
File: 9.1.3 Lesson 6 Date: 8/31/13 Classroom Use: Starting 9/2013
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3. Juliet uses Romeo’s own words to stop him
from kissing her hand. Juliet asserts that
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Additional scaffolding questions for
lines 96–99:

According to Juliet, why does
Romeo "wrong [his] hand too
much"?
Juliet says that Romeo is being
too hard on his hand because
saints and pilgrims touch hands.
Therefore, this is an appropriate
thing for them to do.

According to Juliet, how do
palmers (pilgrims) kiss? (Hint:
What part of their body do they
use instead of their mouth?)
NYS Common Core ELA & Literacy Curriculum
the metaphor Romeo constructed in lines 92–95?
4. How do you think Juliet might communicate this
message with her actions? Suggest a stage
direction that tells the actor what to do. Record
your stage direction on your tool.
Grade 9 • Module 1 • Unit 3 • Lesson 6
DRAFT
pilgrims worship saints by touching their hands
to the hands of the saints. Therefore, pilgrims
and saints “kiss” by touching hands. If Juliet is
the “saint” and Romeo is the “pilgrim” (as
Romeo established in his first four lines), then
because he is already touching her hand,
kissing with his lips to express his devotion is
not necessary.
4. Responses will vary but should indicate a
logical stage direction for the character at this
point. Juliet is refusing Romeo’s offer to kiss
her hand, so any action that expresses that she
is resisting his attempt or turning away is
appropriate. Perhaps she pulls her hand away
from his, or perhaps she reaches up to touch
his other hand with her own. (See Model Stage
Directions Tool for a sample answer.)
Pilgrims kiss by placing the palms
of their hands together.

Which words in Juliet’s response
also appear in Romeo’s first
lines?
Hand, pilgrims, kiss, and saints are
words in both Romeo and Juliet’s first
lines.
Circulate and assist as needed.
Lead full class discussion.
Stage Directions Tool Extension
Activity:
Once students complete the Stage
Directions Tool in their groups, have
students direct and perform the
scene they have just constructed
according to the directions they have
outlined. Like the stage directions,
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6
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
the scene should demonstrate an
understanding of the interactions
and motivations of Romeo and Juliet
in this highly metaphorical scene.
Each discussion group can direct and
perform their own scene, or all
groups can collaborate as a class to
direct and perform a single scene.
Instruct groups to reread lines 100–101 aloud,
then complete the following activities on their
tool:
5. What is Romeo’s reply to Juliet? Paraphrase in
your groups and record your answer in the
appropriate box on your tool.
6. Take 30 seconds to paraphrase Juliet’s
response. Record your answer on your tool.
Student responses may include the following:
5. Sample paraphrase: Both saints and pilgrims
have lips, don’t they?
6. Sample paraphrase: Yes, they do have lips,
but they are supposed to use them to pray not
to kiss.
Circulate to check for comprehension.
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NYS Common Core ELA & Literacy Curriculum
Instruct students to reread lines 102–109, then
display the following questions for students to
discuss in their groups:
7. What course of action is Romeo suggesting to
Juliet when he says "let lips do what hands do"?
Additional scaffolding questions for
lines 102–109:
7. Romeo is saying that he and Juliet should put
their lips together, i.e., they should kiss on the
mouth.
8. According to Juliet, what do saints do? What do
saints not do?
8. Saints grant prayers but “do not move” (line
104).
9. Review the definition of saint at the bottom of
the Stage Directions Tool. Why can’t saints move?
9. Saints can’t move because they are dead.
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Grade 9 • Module 1 • Unit 3 • Lesson 6
DRAFT
8

What word repeats in this
section? Underline the repeating
word every time it appears.
The word sin appears four times
in the lines.

What does the repetition suggest
about how Romeo and Juliet are
feeling about their kiss?
Romeo and Juliet may feel guilty
about their kiss because they are
describing it as something that is
sinful.
9. If students struggle to grasp this
facet of the metaphor in the lines,
explain that saints are people who
are made into important religious
figures after they die. Then explain
that pilgrims worship saints in the
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
form of statues and holy relics
(preserved objects connected to that
person).
10. How is Juliet using the metaphor of saints and
pilgrims as a response to Romeo’s plea for a kiss?
Write a stage direction to accompany line 104 that
clearly expresses what you think Juliet is telling
Romeo in this sentence. Record your response in
your Stage Directions Tool.
10. Stage directions will vary but should
indicate that this is a point of acquiescence for
Juliet. She yields to Romeo’s pleas for a kiss
(grants a pilgrim’s prayer) but will not initiate
the kiss (saints do not move). A possible stage
direction is that Juliet stands still, with her gaze
averted. (See Model Stage Directions Tool for a
sample response.)
Circulate and assist as needed.
Lead full class discussion.
5%
Quick Write
Display the following prompt for students to
respond to independently:
What can you learn about Juliet from the way that
she responds to Romeo? Remember to use
evidence from the text to support your answer.
Students complete a Quick Write. See High
Performance Response at the beginning of this
lesson for elements to look for in student work.
Ask students to hand in both their Quick Write and
Stage Directions Tool at the end of class.
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Closing
For homework students will read a portion of the
text and respond briefly in writing to a question
that asks them to consider the actions of the
File: 9.1.3 Lesson 6 Date: 8/31/13 Classroom Use: Starting 9/2013
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Students read from Romeo and Juliet
independently and respond briefly in writing to
a focusing question.
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If necessary, students can complete
this Quick Write for homework, or
this prompt can be used as a basis for
a concluding full class or group
discussion.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 6
scene.
Students should be prepared to discuss their
observations at the beginning of the next lesson.
Homework
Read lines Act 1.5, lines 133–140 and respond to the following question: What has Juliet just discovered about Romeo? Be prepared to hand in your
response at the beginning of Lesson 7.
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10