NYS Common Core ELA & Literacy Curriculum
9.1.3
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 5
Lesson 5
Introduction
In this lesson, students will begin a close reading analysis of Romeo and Juliet’s first encounter at the
Capulet Ball (Act 1.5, lines 92–109). Students will focus on Romeo’s initial overture to Juliet in lines 92–
95. Slowing down the pace and unpacking Romeo’s first four lines will enable students to construct the
complex foundational understanding necessary for their continued engagement with this multifaceted
extended metaphor. In Lesson 6, students will continue their analysis of this excerpt as they explore
how Juliet’s response shapes the dialogue that follows, and what this increasingly intricate interaction
might reveal about these two complex characters.
This lesson and the following one focus student analysis on Shakespeare’s use of imagery. A set of textdependent questions with an emphasis on vocabulary guide students in making meaning of Romeo’s
complex metaphor. At the close of the lesson, students will be introduced to the Stage Directions Tool
that will continue to shape their analysis in Lesson 6. For homework students will briefly respond in
writing to a focusing question that asks them to consider their understanding from this lesson’s close
reading.
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)
Cite strong and thorough textual evidence to support analysis of what the text
RL.9-10.1
says explicitly as well as inferences drawn 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).
CCSS.ELA-Literacy.
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
Assessment
Assessment(s)
•
Stage Directions Tool
File: 9.1.3 Lesson 5 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 5
High Performance Response(s)
•
The paraphrasing and stage directions required by the Stage Direction Tool will encourage students
to analyze the interactions between Romeo and Juliet and what these interactions may reveal
about the motivations of these two complex characters. See the Stage Direction Tool Model for
High Performance Responses.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)

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)

profane (v.) – to treat something sacred with contempt or irreverence
Lesson Agenda/Overview
Student-Facing Agenda
• Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7.
• Text: Romeo and Juliet, Act 1.5, lines 92–109
• Introduction of Lesson Agenda
• Homework Accountability
• Watch Romeo + Juliet [27:57–30:26]
• Opening Activity
• Text-Dependent Questions and Activities
• Stage Directions Tool
• Closing
Materials
•
•
•
Film Tool: Stylistic Choices (see Lesson 2)
Film Clip: Romeo + Juliet [27:57–30:26]
Stage Directions Tool (found at the end of this lesson)
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2
% of Lesson
5%
5%
20%
20%
25%
20%
5%
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 5
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.9-10.1, RL.910.3, RL.9-10.4, CCSS.ELA-Literacy.CCRA.R.7.
In this lesson, students will explore Romeo’s
initial overture to Juliet (lines 92–95) during
their first encounter at the Capulet Ball (lines
92–109). Students will work with the class and
in pairs to unpack the imagery in these first
four lines. This analysis will help students to
build the foundational understanding
necessary for continued engagement with this
passage in Lesson 6.
5%
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.
20%
Students (or student pairs) discuss and
share how they applied their focus
standard to their AIR text from the
previous lesson’s homework.
Watch Romeo + Juliet
Pass out blank copies of the Film Tool: Stylistic
Students take notes on their tool as they
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3
Instructional Notes (extensions,
supports, common
misunderstandings)
NYS Common Core ELA & Literacy Curriculum
Choices (see Lesson 2).
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 5
watch the scene.
Inform students that they will be watching a
short film clip to fill in the events of Act 1.5
that precede the close reading excerpt for
today.
Play film clip (27:57–30:26; see Unit
Overview).
Circle the room and observe note taking.
Offer guidance when needed.
Lead a quick debrief of film sequence (use
some or all of the quick debrief questions).
Ensure that students have recorded the
primary event of today’s clip on their copy of
Film Tool: Stylistic Choices.
Student responses to Key Events section of
the film tool may include the following:

Romeo catches first sight of Juliet.

Tybalt sees Romeo at the party. He
wants to fight him, but Lord Capulet
will not allow it.
Sample film debrief questions:
Where are these scenes set? How
does this influence your
understanding of the action of the
scene?
What important props did the
characters use in these scenes?
Why do you think these props
were emphasized?
How were the characters dressed?
What might their costumes
suggest about these characters?
What sounds did you hear? What
effect is Luhrmann creating with
sound?
What did you notice about the
lighting in these scenes? What
effect is Luhrmann creating with
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4
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 5
light?
20%
Opening Activity
Hand out Stage Directions Tool (found at the
end of this lesson). Instruct students to follow
along on their tool as they listen to a
masterful reading of lines 92–109.
Students follow along, reading silently the
excerpt on their tool.
Provide an explanation of imagery, for
example: Authors use descriptive language to
create imagery. Imagery can have different
functions in the text. Sometimes these visual
pictures add detail to an author's description;
other times authors employ figurative
language to make a comparison that helps
illustrate a point the author or character is
trying to make.
Instruct students to reread Romeo and Juliet’s
dialogue (lines 92–109) and identify and circle
all the images in this passage in their tool.
Student responses may include the
following:

shrine
Ask students to share the images they have
identified, and record a master list on the
board.

pilgrim

saints

palmers
Pose the following question for class
discussion:
Students make the connection between
religious words and the imagery in the
scene.
What do all these images have in common?
This discussion will likely incorporate a great
deal of direct vocabulary instruction. See
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5
Definitions for all of the words on
the sample master list can be
found at the bottom of the Stage
Directions Tool. Review definitions
as needed.
Definitions for all of the words on
the sample master list can be
found at bottom of the Stage
Directions Tool. Review definitions
as needed.
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 5
DRAFT
Instructional Notes.
25%
Instruct students to read through Romeo and
Juliet’s dialogue again and underline any
other words associated with religion on their
tool.
Sample words to add to master list:
Ask students to share the words they
underlined and why. Add these words to the
list on the board. Address any vocabulary that
students are struggling with.

holy

devotion

prayer

faith

sin
Text-Dependent Questions and Activities
Have students form reading pairs and reread
Romeo’s first four lines aloud (lines 92–94).
Display the following questions for students
to discuss in their pairs. Students should
record their answers and be ready to share in
full class discussion.
1. What is the holy shrine that Romeo’s hand
is unworthy to touch?
Additional scaffolding for lines 92–
94:

Student responses may include the
following:
1. Romeo is referring to Juliet, or perhaps
more specifically, Juliet’s hand.
2. How can this description help you to
understand the meaning of the word profane
(line 92) in this context?
2. If Romeo is saying that his hand is
unworthy to touch Juliet’s, then profane
describes the result of the contact
between something holy and something
unworthy. Romeo’s touch would make
dirty, degrade, or dishonor Juliet’s
holiness.
3. What is Romeo comparing his lips to?
Underline the words in the text. Using the
vocabulary box at the bottom of your tool,
3. “Two blushing pilgrims.” Romeo is
comparing his lips to two red-faced,
embarrassed, self-conscious, or flushed
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6
Underline the word that
Romeo uses to describe his
own hand.
Students underline unworthiest.

What is Romeo comparing his
lips to? Underline the evidence
in the text.
Students underline two blushing
pilgrims.
NYS Common Core ELA & Literacy Curriculum
DRAFT
paraphrase what you’ve underlined.
travelers to a holy place.
4. What gentle sin are Romeo’s lips about to
commit?
4. Romeo wants to place a tender kiss on
Juliet’s hand to replace the rough touch of
his unworthy hand.
5. How might your understanding of this
passage change if the word gentle (in “gentle
sin”) was replaced with rough? How does the
adjective gentle inform your understanding of
Romeo’s tone and intention in this passage?
What other adjectives in lines 92–95 support
this understanding?
5. If Romeo had referred to his actions as
“rough” sin, it would seem like Romeo
believes that this flirtation is truly a bad
thing. Although Romeo is using serious
religious language, he is flirting with Juliet.
His “sin,” and therefore his overtures, are
not truly evil, they are kind and tender
(line 95).
6. Refer to the definitions of pilgrim and
shrine at the bottom of your tool. What
extended metaphor is Romeo constructing in
these first four lines?
6. Romeo has created a religious metaphor
to describe his first interaction with Juliet.
Romeo is comparing himself to a religious
devotee, and Juliet is the holy thing that he
has come to worship.
7. What might this metaphor suggest about
how Romeo perceives Juliet?
7. This metaphor suggests that Romeo
sees Juliet as something that is worthy of
his worship. Some students might infer
that Romeo is putting Juliet up on a
pedestal or elevating her to a status above
himself.
Grade 9 • Module 1 • Unit 3 • Lesson 5
Circle around the room and assist as needed.
Lead a full class discussion of questions 1–7.
20%
Stage Directions Tool
Explain to students that in a play like this one,
stage directions tell the actors what they will
Answers will vary, but they should indicate
an understanding of the implied actions in
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7
Note: If students are unfamiliar
with the format and function of
stage directions, direct them to
NYS Common Core ELA & Literacy Curriculum
DRAFT
be doing as they speak their lines.
these four lines.
Pose the following activity for students to
complete in their pairs:
Student responses may include the
following: Romeo might be reaching for
Juliet’s hand or moving to grab it. Romeo
might be moving to kiss Juliet’s hand,
lifting it to his mouth. (See the Model
Stage Directions Tool for a sample
response.)
If you were going to write a stage direction
for Romeo to accompany the first four lines of
this scene, how would you direct the action?
Take a minute to think independently, then
discuss with your partner.
Call upon several student pairs to share their
responses.
Now direct students in framing a model stage
direction to accompany these lines.
Finally, have students record this
collaboratively formed stage direction on
their own tool. Students can refer to this
stage direction as a model in their continued
work with this tool in Lesson 6.
Instruct students to hand in their Stage
Directions Tool. The tool will be passed back
at the beginning of Lesson 6.
5%
Closing
For homework students will re-read a portion
of the excerpt from this lesson and respond
briefly in writing to the following question:
How does Romeo’s initial approach towards
Juliet compare to his approach towards
Students re-read and reflect on the close
reading they completed in this lesson,
responding briefly in writing to a focusing
question.
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8
Grade 9 • Module 1 • Unit 3 • Lesson 5
lines 106 and 108. Point out the
bracketed information in the
margin, [kisses her], as an
example.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 5
Rosaline?
Students should come to the next lesson
prepared to discuss their response.
Homework
Reread lines 92–95 and review your Lesson 5 notes. Now reread Romeo’s description of his love for Rosaline that you analyzed in Lesson 2 (Act
1.1, lines 227–235). Write a reflective response to the following question: How does Romeo’s initial approach towards Juliet compare to his
approach towards Rosaline? Be ready to hand in your written response at the beginning of the next lesson.
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9
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 5
DRAFT
Stage Directions Tool
Directions: Follow your teacher’s directions to insert stage directions and paraphrase dialogue.
(Excerpt Reference: Act 1.5, lines 92-109)
ROMEO
If I profane with my unworthiest hand…
…
…
…
92
95
Stage Directions:
JULIET
…
…
…
…
96
Stage Directions:
ROMEO
…
100
Paraphrase:
JULIET
…
101
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NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 5
DRAFT
Paraphrase:
ROMEO
…
…
102
JULIET
…
104
Stage Directions:
ROMEO
…
…
105
JULIET
…
107
ROMEO
…
108
JULIET
You kiss by th’ book.
109





shrine (line 93) (n.) – a place in which devotion is paid to a saint or god; a tomb for the dead
pilgrim (line 94) (n.) – one who travels to a shrine or holy place as a devotee
palmer (line 99) (n.) – another word for pilgrim
purged (line 106) (v.) – to get rid of; to clear of guilt
trespass (line 108) (v.) – to sin; to enter someone else’s land illegally
File: 9.1.3 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
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11
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 5
DRAFT
Model Stage Directions Tool
Directions: Follow your teacher’s directions to insert stage directions and paraphrase dialogue.
(Excerpt Reference: Act 1.5, lines 92-109)
ROMEO
If I profane with my unworthiest hand
…
…
…
92
95
JULIET
…
…
…
…
[Juliet pulls her hand back away from Romeo’s mouth]
96
ROMEO
…
Paraphrase: Don’t both pilgrims and saints have lips as well as hands?
100
JULIET
…
Paraphrase: Yes, they do, but they use those lips to pray not to kiss.
101
ROMEO
…
…
102
JULIET
…
104
File: 9.1.3 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
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NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 5
DRAFT
[Juliet stands still, but leans her head up for a kiss]
ROMEO
…
…
[Kisses her.]
105
JULIET
…
107
ROMEO
…
[Kisses her.]
108
JULIET
You kiss by th’ book.
109
File: 9.1.3 Lesson 5 Date: 8/31/13 Classroom Use: Starting 9/2013
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