Reflection: Developing a Conceptual Understanding Living in Fear: Evaluating Juliet's Fears in Act 4, Scene 3 - Section 2: Juliet's Fears

 

You can see from the video clip just how slow learning can be; it takes time to build a conceptual understanding. The first step is an understanding of plot, which is why I direct students to take notes, but continue to talk about what we read while they set themselves up. I hope that in repeating myself, I am reinforcing ideas that might not sink in the first time around. This slow process gives them needed time to formulate questions and to move the plot out of the realm of mere plot and into a more relevant reality. By the end of the scene, students were imagining themselves facing the same dilemma as Juliet. One student even said that if Juliet survived this, she would need "psychological attention" because just the fear of being trapped in a tomb with dead bodies or beating oneself to death with a relative's bones is enough to make someone crazy. She's got a point!

  Trying to Transform Plot into Reality
  Developing a Conceptual Understanding: Trying to Transform Plot into Reality
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Living in Fear: Evaluating Juliet's Fears in Act 4, Scene 3

Unit 17: Romeo and Juliet Act 4: Reading, Performing, and Writing
Lesson 3 of 5

Objective: SWBAT cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences by reading Act 4, scene 3 and evaluating Juliet's fears.

Big Idea: Juliet faces her fears when she takes Friar Lawrence's potion. How would you feel in her position?

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