Lesson 10 | Romeo and Juliet | 9th Grade English

Objective

Examine the differences between Romeo the lover and Romeo the friend.

Readings and Materials

Play: Romeo and Juliet by William Shakespeare — Act 2, Scene 4 (pp. 91–103)

Fishtank Plus

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Multiple Choice

The first half of the scene is used to reveal

Create a free account or sign in to view multiple choice options

What is the most important way in which this scene advances the plot of the play?

Create a free account or sign in to view multiple choice options

What is the most significant effect of Mercutio’s reference to Laura and Petrarch in this scene?

Create a free account or sign in to view multiple choice options

Writing Prompt

In addition to the families’ feud, what other conflict do we learn about in this scene that might get in the way of Romeo and Juliet’s love? Explain using evidence from the text.

Key Questions

Questions about the text that will help guide the students understanding

Have students reread Friar Lawrence’s final line from the previous scene. What is the meaning and significance of this line? How does it relate to theme?
Who has challenged Romeo to a duel? Think or look back and recall why.
What does Mercutio mean when he says, “poor Romeo, he is already dead” in line 14.
Based on lines 25–30, what is Mercutio’s opinion of Tybalt? What do these lines suggest that Mercutio values?
Describe Mercutio and Romeo’s interaction over the course of lines 40–95. (If more prompting is needed: What does Mercutio accuse Romeo of and what is Romeo’s defense? What kinds of puns are they using? Why?)
In lines 40–95, what is Shakespeare suggesting about Romeo’s true identity? About how Romeo’s friends feel about his romance?
How do Romeo’s friends treat the nurse?
In line 168, what does the nurse mean when she says, “If you should deal double with her…”?

Notes

Suggestions for teachers to help them teach this lesson

Mercutio makes reference to both Petrarch and his muse, Laura, in this scene. Ask students to recall what these references are meant to remind the reader of.

Lesson 9

Lesson 11

Lesson Map

Romeo and Juliet — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)
Romeo and Juliet — Prologue
Street Love — Prologue

Explain the function of the prologue in Romeo and Juliet.

Analyze the conflict in act 1, scene 1.

Romeo and Juliet — Act 1, Scene 1 (pp. 17–25)
“If No Love Is, Oh God, What Fele I So”
“Petrarch”

Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Romeo and Juliet — Act 1, Scene 2 (pp. 27–33)

Analyze how Shakespeare continues to develop the theme of fate in act 1, scene 2.

Romeo and Juliet — Act 1, Scene 3 (pp. 33–41)

Analyze Shakespeare’s characterization of the three female characters introduced in act 1, scene 3.

Romeo and Juliet — Act 1, Scene 4 (pp. 41–49)

Analyze Shakespeare’s characterization of Mercutio and describe his relationship with Romeo.

Romeo and Juliet — Act 1, Scene 5 (pp. 51–61)

Analyze Shakespeare’s characterization of Romeo.

Romeo and Juliet — Act 1, Scene 5

Explain in a well-crafted essay how Shakespeare and Luhrmann each create mood in act 1, scene 5.

Romeo and Juliet — Act 2, Scenes 1–2 (pp. 65–83)

Explain how the interactions between Romeo and Juliet develop the themes of the play.

Romeo and Juliet — Act 2, Scene 3 (pp. 83–91)

Analyze how the interactions between Romeo and Friar Lawrence develop the conflict of the play.

Romeo and Juliet — Act 2, Scene 4 (pp. 91–103)

Examine the differences between Romeo the lover and Romeo the friend.

Romeo and Juliet — Act 2, Scenes 5–6 (pp. 103–111)

Analyze how Shakespeare develops the theme of young love in act 2, scenes 5-6.

Identify instances of foreshadowing in act 2, scenes 5-6.

Romeo and Juliet — Act 3, Scene 1 (pp. 115–129)

Analyze how the events of act 3, scene 1 further communicate the theme of fate.

Romeo and Juliet — Act 3, Scene 2 (pp. 129–139)

Analyze the events of act 3, scene 2 and the impact they have on the plot development.

Romeo and Juliet — Act 3, Scene 3 (pp. 139–153)

Compare Romeo’s and Juliet’s reactions to his banishment and analyze what these reactions reveal about character and theme.

Romeo and Juliet — Act 3, Scenes 4–5 (pp. 153–173)

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Romeo and Juliet — Act 4, Scenes 1–3 (pp. 177–191)

Analyze Juliet’s actions and motivations for her actions in act 4, scenes 1–3.

Analyze how Shakespeare develops the theme of young love in act 4, scenes 1-3.

Street Love — pp. 112–116

Explain how Myers draws on and transforms ideas from Romeo and Juliet to develop the themes, characters, and/or conflict of Street Love.

Romeo and Juliet — Act 4, Scenes 4–5 (pp. 195–207)

Analyze the individual characters’ reactions to Juliet’s death.

Identify how the tone shifts in act 4, scene 5.

Romeo and Juliet — Act 5, Scenes 1–2 (pp. 211–219)

Analyze how Shakespeare uses the plot to develop the theme of fate in act 5, scenes 1–2.

Romeo and Juliet — Act 5, Scene 3 (pp. 219–231)

Analyze the degree to which fate shaped the deaths of the protagonists.

Romeo and Juliet — Act 5, Scene 3 (pp. 231–243)

Develop an opinion about the significance of the final scene and its relationship to earlier scenes.

Discussion & Writing

Discuss and debate the essential thematic questions of the unit.

Assessment

Romeo and Juliet

Objective

Readings and Materials

Target Task

Multiple Choice

Writing Prompt

Key Questions

Notes

Lesson Map

Request a Demo

Contact Information

School Information

What courses are you interested in?

ELA

Math

Are you interested in onboarding professional learning for your teachers and instructional leaders?

Any other information you would like to provide about your school?

Effective Instruction Made Easy