1. Common Core Standards:
RL , RL , RL9-10.4, RL , L9-1.5a
Tuesday, March 26th, 2019
Aim: How can we analyze Romeo’s actions as well as those of his friends in the beginning of Act II?
Objective: Students will be able to analyze the text to further their comprehension of the themes, plot, and characters in Romeo and Juliet.
Do Now: Answer one of the following questions.
1.) Describe qualities and characteristics of a successful, romantic relationship. OR
2.) How are the ideas of love, hate, or fate explored in the text so far? Give examples.

2. Common Core Standards:
RL , RL , RL9-10.4, RL , L9-1.5a
Tuesday, March 26th, 2019
Aim: How can we analyze Romeo’s actions as well as those of his friends in the beginning of Act II?
Objective: Students will be able to analyze the text to further develop their comprehension of the themes, plot, and characters in Romeo and Juliet.
Agenda
1.) Do Now: Answer one or both questions, and turn and talk with your tablemates. Captains will share with the class.
2.) Mini-Lesson: Together we will start the second act of Romeo and Juliet. We will be stopping occasionally to decipher important passages, character choices, and events that take place in order to get a better understanding of the complex text.
4.) Reflection: We know that the feelings Romeo and Juliet have for each other are quite strong, going as far as willing to change their names as to no longer be Capulet or Montague. What predictions can we make about future events in the story now? What evidence are we basing our predictions on?

3. Another Prologue
What did we say about prologues last time? What do they tell us? What purpose do they serve?
They’re similar to movie trailers or commercials that try to hook you in. With that in mind we should be paying attention to key facts the prologue might be revealing to us about what might happen next in the play.
“Now old desire doth in his deathbed lie,” Who or what is the old desire that is being put to rest?
“Old desire” = old feelings for Rosaline
What do we remember about Benvolio’s advice to Romeo?
Benvolio tells Romeo to look at other women, that the only reason he thinks Rosaline is so beautiful is because there aren’t many around to compare her to, and that if he saw others he’d think of the swan (Rosaline) more like a crow.
What does the line “Now Romeo is beloved, and loves again.” mean?
Romeo believes in love again, which he had his doubts about because of his one sided feelings for Rosaline but he has meet loves Juliet and she loves him back.

4. What do we learn from the prologue?
What information about the relationship between Romeo and Juliet do we find out? (Look at lines 9-10) What might this possibly be foreshadowing?
“He may not have access to breathe such vows as lovers used to swear” Because Romeo is an enemy he may not be allowed to marry Juliet, let alone even see her. Perhaps the relationship might not be very successful...
Despite the Chorus telling us about the new obstacles standing in the way of the love between Romeo and Juliet they leave us with something positive. What force or power will help them during this time?
“But passion lends them power, time means, to meet, tempering extremities with extreme sweet.”
“Tempering” = To make something less extreme or severe.
Passion or love is the force that will help them through these tough times.

5. Romantic Romeo and his faithful friends.
We pick up where we left off and Romeo is still thinking about Juliet. Can we identify the metaphor used by Romeo to describe his relationship with Juliet?
Romeo is questioning how he is expected to leave when his heart is still there. Juliet is his heart; he compares himself to the earth and says that Juliet is the center, the earth’s core. He cannot leave without that essential part of him.
We are exposed to a little bit of DRAMATIC IRONY in this scene. Dramatic irony is defined as when someone watching a play knows what is going on in a scene or situation while characters are unaware. What do we think the dramatic irony in the conversation between Benvolio and Mercutio is? (“I conjure thee by Rosaline’s bright eyes”?)
Mercutio and Benvolio still think that Romeo is in love with Rosaline and mourning over his feelings for her.

6. Benvolio and Mercutio
Let’s pay attention to Mercutio’s words in this scene. They’re pretty lengthy, right? Despite not being introduced late into Act I, he’s got a large presence in the text. What does this scene reveal about his character?
Mercutio’s speeches in this scene show us how he’s pretty lively as evidenced by his humor and his witty wordplay that might even be pushing some boundaries.
Take a look at his fruit speech. We remember his advice to Romeo, it was very direct and to the point unlike Benvolio’s. At first glance Mercutio’s verse seems innocent enough as it compares Romeo’s former love, Rosaline, to a medlar tree. Take note of how medlar sounds exactly like “meddler”, which is someone who meddles or messes around. Romeo is a poperin pear. Due to the shape of the medlar fruit it was often called names that refer to women’s private area. The same is true for the poperin pear. It also sounds a lot like “pop her in. ”

7. Act 2, Scene 2
It turns out that Romeo was listening to what Mercutio and Benvolio were saying in scene 1. What does Romeo say about Benvolio’s joking?
Romeo is saying that it is easy for Mercutio to make fun of something he’s never experienced before.
Romeo in this scene delivers a soliloquy. A soliloquy in a play is a monologue that gives us insight as to what a character is feeling, their viewpoints, and thoughts. It is delivered by a character who is alone on the stage. Think of “solo”
What do we learn from Romeo’s soliloquy? What literary devices are we presented with?
Romeo in this speech compares Juliet to the sun and her eyes to the brightest stars in the heavens. It reveals to us how enamoured he is by Juliet and that he wants to be with her.

8. The Balcony Scene
Juliet speaks aloud believing that she is alone. What do her words reveal about her feelings for Romeo?
Juliet is mad at Romeo for being Romeo, for being a Capulet. She asks him to forget about his family name or she will if he will not asking only that he swear to love her.
Romeo hears all of this and contemplating revealing his presence or listening to more. What would you do? (Good character entry idea for Act 2!)
He continues to listen. How nosey! What other information does Romeo learn from this?
Romeo hears that his feelings for Juliet are just as strong as Juliet’s feelings for him, if not even stronger. She is questioning whether falling in love with a Montague is truly as bad as it seems.

9. Reflections/Predictions
We know that the feelings Romeo and Juliet have for each other are quite strong, going as far as willing to change their names as to no longer be Capulet or Montague. What predictions can we make about future events in the story now? What evidence are we basing our predictions on? OR
Today we defined dramatic irony as an event in which someone watching a play knows what is going on in a scene or situation while other characters are unaware. What other examples of dramatic irony besides the one we saw today have there been in the text? How is it dramatic irony?