Romeo and Juliet

Lesson 2
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ELA

Unit 11

9th Grade

Lesson 2 of 23

Objective


Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Readings and Materials


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Target Task


Multiple Choice

What do lines 159 and 160 reveal about Benvolio?

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What is the main effect of the line “Love is a smoke made with the fume of sighs…a choking fall, and preserving sweet”?

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What is the central irony of this scene between Benvolio and Romeo?

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Key Questions


  • What does Benvolio promise Romeo’s parents that he will do?
  • What does Benvolio learn from Romeo about the source of his sadness on pp. 21–23?
  • What is Benvolio’s advice to Romeo?
  • Who is the object of Romeo’s desire? (You will need to guide students to look at the introduction to act 1, scene 2 in order to answer this question.) What is ironic about this?
  • How does Shakespeare characterize Romeo? What diction does he use to show this? How about Benvolio?

Notes


  • There are a number of characters, many with unfamiliar sounding names. It would be helpful to post a list of names in the classroom to help students keep track of who is affiliated with the Montagues, who’s affiliated with the Capulets, and who is neutral.
  • Either on this day or on day 5, students should read the brief bio and poem by Petrarch so they can analyze how Shakespeare draws on the idea of a Petrarchan lover through the character of Romeo. On the day they do this reading, the following target task question should be added:
  • What is a “Petrarchan lover” and how does Shakespeare use this concept to deepen our understanding of Romeo’s character? Explain using evidence from the play and/or the related readings.
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