1. Bellringer
Look back at your annotations for “The Prologue” from yesterday’s lesson.
Look at the tone words listed on page 103 of your purple guide book.
Based on your annotations (particularly regarding DICTION), choose a word that you think best describes the TONE of “The Prologue” for The Tragedy of Romeo and Juliet.
Write one sentence explaining why you chose that word, and cite evidence from “The Prologue” to support your answer.
You have four minutes!

2. Quiz Time Answer the questions on the paper you are about to receive.
KEEP YOUR EYES ON YOUR OWN PAPER!
Once you finish your quiz, get out your copy of Romeo & Juliet and sit quietly until everyone has finished!

3. The Tragedy of Romeo & Juliet Act I
Lesson 1 over Scene 1

4. I Can… Begin reading Act I aloud.
9.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 9-10 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
9-10.L.KL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Record the major characters, descriptions, actions, and key quotations of Act I.
9-10.RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.

5. What You’ll Need for Today’s Lesson
A copy of Romeo and Juliet
Your textbooks begin Romeo & Juliet on page 808.
Alternate versions that you may have purchased will have varying page numbers. Let your teacher know if you need help finding your starting point for today’s lesson.
The “Characters and Motivations” handout on pages of your purple guidebooks.

6. Let’s Review Turn to pages 104 and 105 in your purple guidebooks.
Which characters do you remember “meeting” on Monday when the TSC people were here?
Do you recall anything that would help you write a description of those characters in the first column on your “Characters and Motivations” chart?
Any actions that stand out relating to specific characters?

7. As we read together, keep this chart in mind
As we read together, keep this chart in mind. It will help you as we work to learn about each character and identify HOW Shakespeare reveals information about his characters!

8. Let’s Backtrack for a Moment!
What was the ironic thing about Romeo and Juliet’s love interests at the beginning of the play? Note, it’s a play called The Tragedy of ROMEO AND JULIET!
Considering the time period, what was unusual about Lord Capulet’s response to Paris as he asked for Juliet’s hand in marriage?
Look at the beginning of Scene 2 if you need guidance.
Look at Romeo’s words in lines of Act 1 Scene 1.
For 5 POINTS on your quiz from the beginning of the period: WHY is Rosaline not “into” Romeo? RAISE YOUR HAND to respond! The first correct response gets the points.

9. More review…
What is Juliet’s relationship with her mother like as compared to her relationship with her nurse?
Why might their relationships be so different?

10. Bellringer
Explain why Shakespeare might have included crude humor in The Tragedy of Romeo and Juliet.
Once you finish writing your response, place your bell work from the past four days in the black and white baskets at the front of the room.

11. What You’ll Need for Our Lesson
Your copy of Romeo and Juliet or your textbook open to Act 1 Scene
The “Characters and Motivations” handout on pages of your purple guidebooks
A writing utensil

12. Getting into Character!
Romeo
Benvolio
Mercutio
Peter
First Servant
Second Servant
Juliet
Nurse
Lord Capulet
Capulet’s Cousin
Tybalt

13. Helpful Tips for Reading a Part in Class
Remember that YOU are guiding the reading of our text!
ALL students need to hear the text to understand it—not just the students sitting in your immediate vicinity!
Take a deep breath before you begin reading.
PROJECT!!!
Helpful Tips for Reading a Part in Class
Let’s Practice!
Everyone place your fingers on the front of your own throat.
Whisper the word “hello.”
What did you feel?
Say the word “hello” at a normal conversational volume.
Did that feel different?
Now say “hello” to someone on the opposite side of the room without your screaming.
How did that feel?
That last attempt is what we are going for when we read parts aloud in class!

14. Lines 1-30 include some crude joking among servants
Lines 1-30 include some crude joking among servants. Discuss Shakespeare’s purpose in beginning in that manner.
Suggested Questions from Learnzillion Lesson:
Lines 35-46: Ask students, “How are the Capulet servants provoking a fight?”
Lines 57-58: Ask students, “What is Benvolio attempting when he says, ‘Part, fools!...’”
Lines 63-65: Ask students, “What kind of character does Tybalt seem to be?”
Lines 74-96: Ask students, “What is the prince’s ultimatum?”
Exchange between Benvolio and Lord Montague: “Why is Lord Montague worried?” “What has Romeo’s behavior been lately?”
Exchange between Benvolio and Romeo: “Why is Romeo sad?” “How does Benvolio attempt to cheer his cousin?”

15. Partner Work
As you work through this activity, think about our class discussions regarding direct and indirect characterization to guide your work.
If you do not finish this assignment in class, it will be your homework assignment for the weekend.