1. These photos represent four different adaptations of Shakespeare’s Romeo & Juliet.
Look at the facial expressions and the body language of the characters.
Based on our study of these characters so far, which do you think is the best representation? WHY?
Bellringer—Friday

2. The Tragedy of Romeo & Juliet
Act II Scenes iii-iv

3. I Can… Make inferences regarding character traits and motivations.
9-10.RL.KID.1 Analyze what the text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
9-10.RL.KID.3 Analyze how complex characters, events, and ideas develop and interact over the course of a text to impact meaning.
Answer comprehension questions based on comprehension of challenging text.
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.

4. What You’ll Need A copy of The Tragedy of Romeo & Juliet
Your characters and motivations handout on pages of your purple guide books
A writing utensil
A piece of paper

5. As We Listen & Discuss…
Your primary job will be to fill in your characters and motivation handout that you started in class last Friday.
When you look at the headings across the top of page 117 of your purple guidebook, what skill are we going to be focusing on in this lesson?

6. Romeo & Friar Lawrence
We’re coming off of the Friar’s soliloquy. Let’s review the central idea in that passage!
Where does Friar Lawrence assume Romeo has been when he realizes Romeo has been up all night?
Why is Friar Lawrence critical of Romeo’s affection for Juliet?
Why does Romeo agree to marry Romeo and Juliet?
How does his shifting reaction to Romeo’s request to marry Juliet reflect the ideas that Friar Lawrence expressed in his soliloquy?

7. Discuss what Friar Lawrence means by his words in this passage.
Where do you see evidence from the text that backs the claim that Friar Lawrence is making in this passage?
Discuss what Friar Lawrence means by his words in this passage.
Consider the quote below:
“Young men’s love, then, lies/ not truly in their hearts but in their eyes” ( ).
Turn & Talk

8. A Challenge Independent Practice
What was going on with Mercutio and Benvolio when we last saw them?
Why has Tybalt sent a challenge to Romeo?
“I will withdraw; but this intrusion shall/Now seeming sweet, convert to bitterest gall” ( ).
Independent Practice
Add a row to the bottom of your Characters and Motivations chart and describe what we learn about Tybalt from Mercutio’s description of him in lines of act II scene iv.

9. Tone & Author’s Purpose
Write a 1-3 sentence summary of Romeo and Juliet to this point.
Who’d like to share your summary?
What is the tone of the play to this point?
What do we KNOW will be the tone at the end of the play?
We have seen Tybalt two times in the play so far—when were those two times?
The fight in Act I scene i & the party at the Capulet estate
WRITE—PAIR—SHARE
Why do you think Shakespeare reintroduces this minor character at this point in the text?

10. What is Mercutio’s attitude toward Romeo when they first speak in Act II scene iv? What is the reason for his demeanor?
How does Mercutio’s attitude toward Romeo change the longer they are around one another? How do you know?
What does this shift say about the relationship these two have?
Romeo & Mercutio

11. Shakespeare is SO Punny!
What does Shakespeare’s use of puns tell you about the public audience of the time?

12. Nurse & the Boys Why is the nurse there to speak to Romeo?
Juliet: “If that thy bent of love be honourable,/Thy purpose marriage, send me word tomorrow/ By one that I’ll procure to come to the,/ Where and what time thou wilt perform the rite,/ And all my fortunes at thy foot I’ll lay, And follow thee my lord throughout the world” ( ).
Before the nurse can speak to Romeo, she has to get past his “boys.” Why is that problematic?

13. Whole Class Discussion
Earlier in the play, we discussed Shakespeare’s use of “bawdy” language with the servants of the Montague family and with the nurse.
What assumption did we make regarding Shakespeare’s purpose in using this type of language?
Does this scene maintain or contradict that assumption?
Turn & Talk
What might be Shakespeare’s purpose in having Mercutio use this kind of language previously only heard from members of the servant class?

14. The Nurse’s Warning
Listen carefully to lines from the nurse in Act II scene iv.
What concerns does the nurse express in these lines?
How does Romeo reassure the nurse?
What does this say about the nurse?

15. Romeo’s Plan Listen carefully to lines 160-174. What is Romeo’s plan?
What is Nurse’s concern regarding Romeo’s plan?

16. Write—Pair—Share Think about our discussions regarding dramatic irony.
When we, as audience members, know things that the characters do not know.
The number of people who know about Romeo and Juliet’s “love” is still very limited.
List everyone you can think of who know about Romeo and Juliet.

17. Oh Yeah… That Guy Let’s read lines 180-6.
What might be Shakespeare’s purpose be in reminding us about Count Paris in this section of the text?

18. Check for Understanding
Get out 3 sheets of paper.
When I name a character, you write in BIG letters ONE word that describes that character! Then we will compare and discuss answers! You’ll write one word on each surface of paper—front and back!
Ready…
FRIAR LAWRENCE
MERCUTIO
NURSE
ROMEO
JULIET
Here’s the tough one…
PETER…?

19. Independent Practice
Remember that one of our objectives is to “Make inferences regarding character traits and motivations.”
9-10.RL.KID.1 Analyze what the text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions.
Remember that you all started tracking the characteristics and motivations of the characters on page 117 of your purple guide books last week with Romeo and Juliet in the famous balcony scene.
Now you have heard from all the characters on the chart.
Spend the remainder of the class period completing the chart based on our reading of Act II so far.