NYS Common Core ELA & Literacy Curriculum
9.1.3
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 9
Lesson 9
Introduction
This is the final lesson in the three-lesson arc focusing on the iconic balcony scene, and it contains the
Mid-Unit Assessment. The text selection for this lesson is Act 2.2, lines 107–141, in which Romeo and
Juliet exchange vows. Students will read this text selection closely, considering the ways in which
Romeo and Juliet influence each other through conversation.
The three-lesson arc will culminate in a brief writing assignment, which is the Mid-Unit Assessment.
Students will consider Romeo and Juliet’s character development throughout the entire balcony scene.
Their claim will be supported by evidence from Act 2.2 as a whole.
Students will continue working in the groups of four that were established in 9.1.3 Lesson 7, as well as
participating in discussion with the entire class. Students will end this lesson by viewing a portion of
Baz Luhrmann’s Romeo + Juliet that will provide summary and act as a bridge to the next set of lessons.
For homework, students will continue to read their Accountable Independent Reading texts.
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.
W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
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 draw inferences from the text.
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).
Assessment
Assessment(s)
Writing Assignment: Use the text selections found on your Mid-Unit Prep Tool and your own notes and
annotations from Lessons 7–9 to answer the following question:
How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one
another in this scene? Use evidence from the text to support your answer.
File: 9.1.3 Lesson 9 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 9
High Performance Response(s)
Student responses may vary but could include the following:

Romeo: Romeo starts out the scene wanting to be near Juliet, to touch her face (“O, that I were a
glove upon that hand that I might touch that cheek!”), and to look at her. Then he expresses
concern that she won’t love him (“wanting of thy love”), but he isn’t worried about being
murdered (“let them find me here”). Romeo then expresses a desire to give Juliet his vow of love
and to get hers. He doesn’t seem to be swayed by Juliet’s worry that they are moving too fast, and
he convinces her to give him her vow of love. Romeo starts out with romantic desires, not worried
about practical things. He ends the scene still concerned with romantic desires.

Juliet: Juliet starts the scene wanting Romeo to get rid of his name so he won’t be her enemy
(“deny thy father and refuse thy name”). Then she fears for his safety and is worried that he might
be murdered by her kinsmen (“thy will murder thee”). Then she worries that their relationship is
moving too fast and won’t last (“too like the lightning which doth cease to be”), but Romeo
changes her mind and she ends up giving Romeo her vow of love. Juliet starts out with practical
worries and concerns but ends up expressing romantic desires (“my love as deep, the more I give
to thee”).
Use NY Regents Text Analysis Rubric to assess student writing.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)

contract (n.) – formal agreement for marriage (this definition offered in footnotes)

bent (n.) – purpose

procure (v.) – to obtain or get by care
Vocabulary to teach (may include direct word work and/or text-dependent questions)
 inconstant (adj.) – changeable
Additional Scaffolding Questions:

vow (v.) – make a promise

swear (v.) – make a promise
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, W.9-10.2
Text: Romeo and Juliet, Act 2.2, lines 107–141
Introduction of Lesson Agenda
Homework Accountability
Opening Activity
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5%
5%
5%
NYS Common Core ELA & Literacy Curriculum
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DRAFT
Text-Dependent Questions and Activities
Mid-Unit Prep Tool
Mid-Unit Assessment Independent Writing Assignment
Watch Romeo + Juliet [46:37–49:40]
Closing
Grade 9 • Module 1 • Unit 3 • Lesson 9
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15%
40%
5%
5%
Materials
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Mid-Unit Prep Tool
Film Tool: Stylistic Choices (see Lesson 2)
Film: Romeo + Juliet [46:37–49:40]
Masterful Reading of Romeo and Juliet, Act 2.2, lines 107–141 (see Unit Overview) 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
File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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3
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 9
Learning Sequence
Percentage Teacher Actions
of Lesson
5%
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, W.9-10.2.
Inform students they are picking up where
they left off and will continue to work in the
groups established in Lesson 7.
5%
Students look at the agenda.
Homework Accountability
Instruct students to talk in pairs about how
they can apply their focus standard to their
text. Lead a brief 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.
5%
Student Actions
Students (or student pairs) discuss and
share how they applied their focus
standard to their AIR text from the
previous lesson’s homework.
Opening Activity
Project Act 2.2, lines 2–3 and lines 98–99 on
the board.
Students briefly respond to the question
in their notebooks.
Display the following question: What word
can you find that is used in both these lines?
How is it being used in each context?
Romeo uses the word light when he sees
Juliet’s window and uses it to compare
Juliet to the sun, the moon, and angels.
“Light” in this context means beauty or
brightness.
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4
Instructional Notes (extensions,
supports, common
misunderstandings)
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 9
DRAFT
Juliet uses the word light when she is
trying to convince Romeo her love is real.
"Light" in this context means shallow, or
insubstantial.
20%
Text-Dependent Questions and Activities
Have students listen to a masterful reading
of Act 2.2, lines 107–141 (see Unit
Overview).
Students follow along, reading silently.
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
Instruct students to get into their groups of
four.
Students circle swear five times and vow
twice.
Direct students to read lines 107–114 aloud
in their groups, circling repeating verbs in
their text. Then, lead a discussion of the
following questions, allowing students time
to discuss in groups before sharing with the
whole class.
1. How does Juliet’s description of “th’
inconstant moon” compare to Romeo’s
description of the moon? What concern is
Juliet expressing with this image?
Student responses may include the
following:
1. Romeo’s description is more about the
beauty of the moon, “yonder blessed
moon…that tips with silver all these fruit
tree tops” and Juliet’s is about the moon
as something you can’t count on because
it doesn’t stay the same, it is “inconstant”.
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Additional scaffolding TDQs for lines
107–114:

Where have you seen the word
swear used before? What does it
mean in this context?
Listen for students to identify the
meaning of the verb swear as
“curse.” Prompt students to
NYS Common Core ELA & Literacy Curriculum
Juliet is concerned that if Romeo swears
by the moon he will “prove likewise
variable,” and the vow won’t last.
Instruct students to read lines 115–124
aloud in their groups. Then continue the
discussion in the same way.
2. How does the use of light in lines 119–
120 compare to how you’ve seen it used
previously in this scene? What does this
image represent for Juliet?
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recall Romeo’s use of forswear at
the Capulet ball, to come to the
second definition of swear as “to
make a promise.”
If students struggle to make this
connection, provide the definition of
swear.

What words or phrases in line
109 can help you make meaning
of vow in line 107?
Romeo says he will “vow” by the
moon, and Juliet asks him not to
“swear” by the moon, so
students should infer that vow
and swear have the same
meaning.

Why, according to Juliet, is it
better for Romeo to swear by
himself?
Juliet would believe Romeo if he
swore by himself because she
worships him.
Additional scaffolding questions for
lines 115–124:

2. It is different from how Romeo used
light, which was for a description of
beauty. It is similar to how Juliet used
light, which was a way to describe shallow
or insubstantial love. The image of
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Grade 9 • Module 1 • Unit 3 • Lesson 9
DRAFT
6
What does Juliet refer to as “too
rash”? Define rash, using the
words and phrases in line 118 to
help you.
Juliet is referring to the
NYS Common Core ELA & Literacy Curriculum
lightning represents something that
seems over before it starts, something
that happens really fast. Juliet is worried
about their love being over before it
starts, like lightning.
3. What imagery is Juliet using in lines 120–
121? What does this image represent for
Juliet? What fears might these two
contrasting images express?
3. Juliet uses the imagery of a flower, a
“bud of love” blossoming in the summer.
This imagery represent love that blossoms
over time (“when next we meet”), unlike
the lightning which happens really fast
and then “doth cease to be.”
4. Why does Juliet interrupt Romeo? What
can you infer about Juliet’s opinion of
Romeo based on her interruptions?
4. Juliet stops Romeo from swearing his
love, or giving her a vow (“well, do not
swear”). Juliet thinks Romeo is moving too
fast, and is too “rash.”
Instruct students to read lines 125–136
aloud in their groups.
5. Satisfaction is to have “th’ exchange of
thy love’s faithful vow for mine”. Romeo’s
desire to have Juliet exchange vows right
now is opposite to Juliet’s earlier concern
that things are moving too fast.
5. What, according to Romeo, is
“satisfaction”? How does Romeo’s desire for
satisfaction compare to Juliet’s concern in
lines 116–124?
15%
Grade 9 • Module 1 • Unit 3 • Lesson 9
DRAFT
“contract,” or vows, as too rash.
Rash means "sudden" or
"unadvised." It’s a bad idea.

You have been reading this scene
for three lessons, but consider
the action in real time. How
much time has it taken for this
change in concerns to occur?
It’s been only a few minutes.
Mid-Unit Prep Tool
Inform students that they are going to
Students work on the tool in their groups.
spend the rest of the class working on a
See the model tool.
writing assignment that addresses the
entire balcony scene, but first they are going
to use a tool to review the text and organize
their thoughts and observations.
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This tool provides opportunity for
students to practice an activity
similar to one they will be asked to
complete in preparation for their
End-of-Unit Assessment.
NYS Common Core ELA & Literacy Curriculum
DRAFT
See tool at the end of this lesson.
40%
Mid-Unit Assessment Independent Writing Assignment
Instruct students to use the text selections
found on their tool and their own notes and
annotations from Lessons 7–9 to answer the
following prompt:
Students write the Mid-Unit Assessment
independently.
How do Romeo and Juliet’s desires,
concerns, and fears change throughout their
interactions with one another in this scene?
Students may choose to focus their answer
on either Romeo or Juliet but should focus
on the character's interactions with each
other.
Collect writing assignment from students.
5%
Watch Romeo + Juliet and Closing
Pass out blank copies of the Film Tool:
Stylistic Choices and show a clip of the film
(46:37–49:40 on the DVD).
Briefly discuss using the Film Tool.
5%
Students hand in writing assignment.
Students watch the film and take notes on
their tool.
Students summarize that the Friar agrees
to marry Romeo and Juliet.
Closing
For homework, instruct students to
continue their Accountable Independent
Reading through the lens of their focus
standard and prepare for a 3–5 minute
discussion of their text based on that
standard.
Students continue to read their
Accountable Independent Reading text for
homework.
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Grade 9 • Module 1 • Unit 3 • Lesson 9
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 9
Homework
Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3–5
minute discussion of their text based on that standard.
File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013
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9
NYS Common Core ELA & Literacy Curriculum
Mid-Unit Prep Tool
Name:
Identify Who is
Speaking
Text Selection
Identify the Desire, Concern or Fear Being Expressed
Act 2.2 lines 24–25
O, that I were…
…that cheek!
Act 2.2 lines 42–44
O, be some other name!...
…smell as sweet.
Act 2.2 line 70
If they do see…
Act 2.2 lines 77–78
My life were…
…of thy love.
Act 2.2 lines 104–105
Therefore pardon me…
…to light love
Act 2.2 lines 119–120
Too like lightning…
…Sweet, good night.
Act 2.2 line 132
And yet I…
Act 2.2 lines 139–140
O blessed…
…but a dream.
File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013
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Grade 9 • Module 1 • Unit 3 • Lesson 9
DRAFT
10
NYS Common Core ELA & Literacy Curriculum
Model Mid-Unit Prep Tool
Text Selection
Grade 9 • Module 1 • Unit 3 • Lesson 9
DRAFT
Name:
Identify Who is
Speaking
Identify the Desire, Concern or Fear Being Expressed
Romeo
Romeo wants to touch Juliet, to be near her.
Juliet
Juliet wants Romeo to give up his name so he will no longer be her
enemy.
Juliet
Juliet is worried that Romeo will be murdered if her family sees him.
Romeo
Romeo would rather die than live without Juliet’s love.
Juliet
Juliet is concerned Romeo will think her love is insubstantial.
Juliet
Juliet is concerned that they are moving too fast, and their love will be
over before it begins.
Juliet
Juliet is expressing her love for Romeo, she wishes for the love she
already has.
Act 2.2 lines 24–25
O, that I were…
…that cheek!
Act 2.2 lines 42–44
O, be some other name!...
…smell as sweet.
Act 2.2 line 70
If they do see…
Act 2.2 lines 77–78
My life were…
…of thy love.
Act 2.2 lines 104–105
Therefore pardon me…
…to light love
Act 2.2 lines 119–120
Too like lightning…
…Sweet, good night.
Act 2.2 line 132
And yet I…
File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013
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11
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 9
Act 2.2 lines 139–140
O blessed…
…but a dream.
Romeo
Romeo is concerned that the whole conversation was a dream.
File: 9.1.3 Lesson 9 Date: 8/31/13 Classroom Use: Starting 9/2013
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12