Reflection: Routines and Procedures Analyzing the Aftermath: Juliet Questions her Husband's Character - Section 2: Reading Act 3, Scene 2

 

This is the first scene we read after taking the test on the first half of Romeo and Juliet. I noticed a new life to our reading today, meaning that students were taking notes, even without direction instruction to do so, and they were more apt to ask questions when confused. I think that the test was an eye opener. A few students did not do well. When we debriefed the test, I made it clear that we had discussed every quote on the test beforehand and had approached the short answer questions in a variety of ways; in other words, I had handed them the answers, so nothing should have been a surprise. I was happy to see that these students took copious notes today, especially since they know there is another test at the end of the play. For students who did well on the test, I think that the test deepened their understanding of the play. They were able to draw conclusions about Juliet and her love for Romeo, based not just on the language in this scene, but on what they have already read. For instance, these students were the ones who noticed the stream of oxymorons and could explain how they effectively convey Juliet's emotions.

 

I don't give a lot of tests-- I actually only give 4 tests all year to freshmen-- but I think a halfway test for Romeo and Juliet is important. It helps me address issues before it's too late and it refocuses students.

  Aftermath of our Test
  Routines and Procedures: Aftermath of our Test
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Analyzing the Aftermath: Juliet Questions her Husband's Character

Unit 16: Romeo and Juliet Act 3: Analysis of Character Development and Film to Text Comparisions
Lesson 5 of 10

Objective: SWBAT analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme by focusing on Juliet's changes in Act 3, scene 2 of Romeo and Juliet.

Big Idea: Romeo killed Tybalt. Should Juliet forgive him?

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