NYS Common Core ELA & Literacy Curriculum
9.1.3
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 17
Lesson 17
Introduction
This lesson continues to build students’ skills in making cumulative connections across the text. The
text selection for this lesson is Act 5.3, lines 85–120. In this scene, Romeo commits suicide in Juliet’s
tomb. Students will complete a close reading for this passage and then work through a series of textdependent questions that help them build meaning by connecting elements of this passage with
passages read earlier in the unit.
Students will engage in rich discussion, first in groups and then with the whole class. This lesson
focuses on having students return to previously read text and continue to build skills making
connections across all five acts of the play.
Student groups will complete an annotation tool together. Individual students will use their completed
tools and group discussion answers to complete a Quick Write in which they make an inference about
Romeo’s character development. For homework, students will return to a portion of the text they
studied earlier in the unit and respond to a question that asks them to make connections across the
text.
Standards
Assessed Standard(s)
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.
Addressed 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).
RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013
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1
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 17
Assessment
Assessment(s)
Quick Write: Make an observation about Romeo’s character development using the comparison tool
and your notes from today’s close reading. Use evidence from the text to support your answer.
High Performance Response(s)


Student responses to the Quick Write prompt will vary but should include evidence that students
understand Romeo’s character is developing throughout the play.
Romeo has developed from being fearless and very sure of himself to being quite unsure and
afraid. In the balcony scene, he is not afraid of getting caught and killed by Juliet’s family, yet now
he seems hesitant. He repeatedly questions himself, “liest there in thy bloody sheet?” “shall I
believe…?” and worries that death wants Juliet for a lover (“that unsubstantial death is amorous”),
and then states he will kill himself “for fear of that.”
Vocabulary
Vocabulary to provide directly (will not include extended instruction)






interred (v.) – placed a dead body in a tomb
ensign (n.) – a banner, or standard (this definition offered in footnotes)
abhorred (v.) – loathed utterly
paramour (n.) – lover, suitor
yoke (n.) – agency of oppression (this definition offered in footnotes)
engrossing (v.) – devouring (this definition offered in footnotes)
Vocabulary to teach (may include direct word work and/or text-dependent questions)
 lightening (v.) – cheering or gladdening
 inauspicious (adj.) – unlucky
 unsavory (adj.) – unpleasant
Lesson Agenda/Overview
Student-Facing Agenda

Standards: RL.9-10.3, RL.9-10.4, RL.9-10.5

Text: Romeo and Juliet, Act 5.3, lines 85–120

Introduction of Lesson Agenda

Homework Accountability

Film: Romeo + Juliet (1:37:49–1:39:36)

Masterful Reading
% of Lesson
5%
5%
10%
15%
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2
NYS Common Core ELA & Literacy Curriculum

Text-Dependent Questions and Activities

Annotation Tool Activity

Quick Write

Closing
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 17
40%
10%
10%
5%
Materials

Film: Romeo + Juliet (1:37:49–1:39:36)

Film Tool: Stylistic Choices (see Lesson 2)

Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334

Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505

Annotation Tool
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3
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 17
Learning Sequence
Percentage Teacher Actions
of Lesson
5%
Student Actions
Introduction of Lesson Agenda
Begin by reviewing the agenda and sharing
Students look at the agenda.
the standards for this lesson: RL.9-10.3, RL.910.4, RL.9-10.5.
In this lesson students will complete a close
reading of Act 5.3, lines 85–120, and then
work through a series of text-dependent
questions.
Students will return to previously read text
and continue to make connections across all
five acts of the play.
5%
Homework Accountability
Lead a brief (3–5 minute) share out on the
previous lesson’s AIR homework
assignment. Select several students (or
student pairs) to explain how they applied
their focus standard to their AIR text.
10%
Students (or student pairs) share out on
how they applied their focus standard to
their AIR text from the previous lesson’s
homework.
Film: Romeo + Juliet (1:37:49–1:39:36)
Hand out blank copies of the Film Tool:
Stylistic Choices (see Lesson 2), or instruct
students to draw the categories in their
Watch film, taking notes on the film tool.
Student summaries may include the
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4
Instructional Notes (extensions,
supports, common
misunderstandings)
NYS Common Core ELA & Literacy Curriculum
books.
following:
Play film (1:37:49–1:39:36 on the DVD; see
Unit Overview).
Romeo buys poison from the Apothecary
and Friar Laurence finds out the letter
was never received by Romeo.
Briefly discuss using the film tool.
15%
DRAFT
Masterful Reading
Have students listen to a masterful reading
of Act 5.3, lines 85–120.
Students follow along, reading silently.
Have students break into their groups of
four. A scribe from each group should record
their observations.
Free Audio Resource:
https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334
Alternative Audio:
http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505
Encourage all students to take notes, which
they can use to support their End-of-Unit
Assessment.
40%
Grade 9 • Module 1 • Unit 3 • Lesson 17
Text-Dependent Questions and Activities
Pose the following TDQs for each group of
lines. Allow time for students to discuss
questions before sharing with class.
Instruct student groups to read aloud lines
85–101.
Student responses may include the
following:
1. The audience knows that Juliet is not
really dead. Romeo doesn’t know that
because he never received the letter
from the Friar.
1. At this point in the play, what does the
audience know that Romeo does not?
Hint: Consider what you know about the
letter that Friar Laurence wrote to
Romeo.
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5
Encourage students to take turns
reading so that every person in the
group gets a chance to read aloud.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Instruct student groups to reread lines 87–
96 aloud.
2. What words or phrases in these lines can
help you make meaning of the word
lightening?
2. Students identify the phrases “men at
the point of death” and “have they
been merry.” Students make the
inference that lightening is a term
that refers to a happiness before
death.
3. What is causing Romeo to feel merry in
this moment?
3. Romeo is experiencing happiness at the
sight of Juliet.
Tell students that agency is a term that
refers to the power that a character or thing
possesses.
4. Her beauty has power over death.
Death has not been able to “conquer”
her beauty.
4. In line 92–96, what agency does Romeo
attribute to Juliet?
5. How does the audience’s awareness of
Juliet’s state affect the way you
understand Romeo’s description of
Juliet?
5. It is tragic; Romeo describes the fact
that she doesn’t look dead, death has
had no “power yet upon [her]
beauty” and “death’s pale flag is not
advanced,” but he is unaware that
she isn’t actually dead.
Instruct student groups to reread lines 97–
101 aloud.
6. Romeo offers to kill himself as a
“favour” to Tybalt. Romeo is feeling
extreme guilt over killing Tybalt.
6. What does Romeo offer to do for Tybalt?
What does this reveal about how Romeo
is feeling?
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6
Grade 9 • Module 1 • Unit 3 • Lesson 17
NYS Common Core ELA & Literacy Curriculum
Instruct student groups to read aloud lines
101–115 aloud.
7. The stars
7. What does Romeo refer to as
inauspicious?
8. Where else in the text does Shakespeare
describe stars in this way?
Grade 9 • Module 1 • Unit 3 • Lesson 17
DRAFT
8. This refers back to the “star-cross’d
lovers” from the Prologue.
7. If students struggle, inform them
that one meaning of inauspicious is
“unfavorable.”
8. If students struggle to make this
connection, refer them to the
Prologue in their text.
Additional scaffolding TDQs:

Instruct student groups to reread lines 116–
120 aloud.
9. The unsavory guide is the poison
Romeo is about to drink.
Additional scaffolding TDQs:

9. Who is Romeo’s unsavory guide?

10. What is Romeo’s attitude toward death?
Take into consideration how Romeo
describes death and also what Romeo
expects from death.
10. Romeo says he wants to die, but he
takes his time giving this speech
before drinking the poison. He looks
at Juliet for a long time, and then
goes through hugging and kissing her
before he drinks the poison. He says
death is a monster, but he also says it
will let him shake the yoke of
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7
What effect is created by
Romeo’s description of death in
lines 101–105?
Romeo describes death as being
in love, amorous, with Juliet. This
description creates a spooky
effect. Romeo refers to his fear.
What is Romeo’s last action
before his death?
Romeo kisses Juliet before he
dies.
What do the words or phrases
that Romeo uses reveal about his
state of mind?
Romeo says he is weary and
world-wearied. Earlier in this
passage he talks about fear. He is
afraid and tired, and he knows he
wants to die.
NYS Common Core ELA & Literacy Curriculum
DRAFT
inauspicious stars and it will let him
rest. Romeo’s description is
complicated. He is unsure of how he
feels.
10%
Annotation Tool Activity
Transition student groups from the
discussion activity to a worksheet activity.
Inform groups they will now complete a
comparison activity using an annotation tool
similar to the one they completed in Lesson
16.
Students complete the Annotation Tool in
groups.
Hand out tool for Lesson 17.
Working in their groups, have students read
aloud each passage, and then annotate
connections, similarities, and differences
they notice in word choice and content.
Encourage student groups to discuss
inferences they are making, but remind
them that they will be responsible for
generating their Quick Write independently.
10%
Quick Write
Students independently respond in writing
to the following prompt:
Make an observation about Romeo’s
character development using the
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8
Grade 9 • Module 1 • Unit 3 • Lesson 17
10. Have students consider the
length of Romeo’s speech when
considering his attitude toward
death. Remind students to consider
both what he is saying and how he is
saying it.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 17
comparison worksheet and your notes from
today’s close reading.
5%
Closing
For homework, instruct students to return to
the Prologue and respond to the following
focusing question: What can you infer about
the way Romeo and Juliet will end? Use
evidence from the Prologue and the
understanding you have built from this
lesson’s close reading.
Students return to the Prologue and
respond to the prompt in writing.
This homework assignment asks
students to make cumulative
connections across the entire text.
Homework
Reread the Prologue and respond to the following question: What can you infer about the way Romeo and Juliet will end? Use evidence from
the Prologue and the understanding you have built from this lesson’s close reading.
File: 9.1.3 Lesson 17 Date: 8/31/13 Classroom Use: Starting 9/2013
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9
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 17
Annotation Tool
Quickwrite: Make a claim about Romeo’s development as a character.
Re-read these excerpts and compare.
Consider what you know about Romeo’s character, and his interactions in these two scenes.
Use this sheet for annotation and brainstorming.
Write 3–5 sentences.
Romeo – Act 5.3, lines 85–86
Romeo – Act 2.2, lines 15–25
Two of the fairest stars in all the heaven,
…
…
…
…
…
…
…
…
…
…That I might touch that cheek!
For here lies Juliet, …
…full of light.
15
Romeo – Act 5.3, lines 92–96
Death, that hath sucked the honey of thy breath
…
…
…
… And death’s pale flag is not advanced there.
20
95
25
Romeo – Act 5.3, lines 107–119
Romeo – Act 2.2, lines 75–78
I have night’s cloak to hide me from their eyes
…
…
…Than death prorogued, wanting of thy love.
And never from this palace of dim night
…
…
…
…
…
…
…
…
…
…
…Here’s to my love.
75
Romeo – Act 2.2, lines 82–84
I am no pilot, yet wert thou as far
…
…I should adventure for such merchandise.
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