Lesson 9 | Romeo and Juliet | 9th Grade English

Objective

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

Readings and Materials

Play: Romeo and Juliet by William Shakespeare — Act 2, Scene 3 (pp. 83–91)

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Target Task

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

Multiple Choice

In act 2, scene 3, the line “For naught so vile that on the Earth doth live but to the earth some special good doth give” is used to reveal

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In lines 96–100, what does Friar Lawrence’s response to Romeo’s request mainly suggest?

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Writing Prompt

The central conflict of the play is the feud between the Montagues and Capulets. What questions does Shakespeare raise for you, the reader, about this conflict during this scene?

Key Questions

Questions about the text that will help guide the students understanding

In the opening of the scene, we meet Friar Lawrence. Where is he and what is he doing?
What does this line reveal that the Friar is thinking about when Romeo enters? “For naught so vile that on the Earth doth live but to the earth some special good doth give.” What additional lines continue to establish this line of thought?
What does Friar Lawrence realize about Romeo in lines 40–45? What is he afraid has happened?
How does Romeo respond to hearing Rosaline’s name? What does Shakespeare’s decision to bring Rosaline up again communicate about young love?
What does Friar Lawrence say to further establish this theme of young love?
How does Shakespeare develop the theme of good vs. evil in this scene? Explain.
How is the conflict further developed in this scene?

Notes

Suggestions for teachers to help them teach this lesson

In some editions of the play, the scenes in act 2 are numbered differently. This unit is based on the Folger edition.
Possible questions that it might raise for students: Why do Romeo and Juliet have to die? Can love defeat hate? Why does Friar Lawrence allow Romeo to try and marry Juliet? Is Friar Lawrence just making the problem worse? What will Romeo and Juliet’s families do when they discover this love affair? What is Romeo planning to do once they are married? Run away? Hope their parents accept the union? Keep the marriage secret?

Lesson 8

Lesson 10

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

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