At the beginning of class, we will review our work from the last class. We will take out this worksheet, which we started last class, and which we will use as we read the rest of Act 2, scene 2. We will also review Romeo's soliloquy, wherein he reveals all his thoughts about Juliet, as he secretly watches her on her balcony. This review will help us get started today, since we are reading the next section of the balcony scene (Juliet's speech) and preparing for a short essay. Reviewing our work reminds us of our purpose.
Last class, we briefly journaled about what we think about when we see the person that we really like. Before we return the text, we will return to that journal entry from last class. I will ask:
What if that person heard you or saw what you wrote? How would you react? (W.9-10.10)
I ask this question before we return to the reading because it should prepare for Juliet's soliloquy. She reveals her inner-most thoughts concerning Romeo because she thinks that she is alone. She does not realize that Romeo is listening the entire time. After we read this section, of the text, I will ask if their response matches Juliet's reaction to hearing Romeo answer her hypothetical questions (SL.9-10.1). I hope that their personal reflection will help the students be more sympathetic to Juliet's embarrassment.
We started Act 2, scene 2 last class, but only read through Romeo's opening soliloquy. We will continue reading through the scene this class, specifically focusing on how Shakespeare creates tension in the scene (RL.9-10.5). Here is a sample. One student will read for Romeo and another for Juliet. As we read, we will pause and focus on:
Public v. Private
Light v. Dark
Love v. Hate
Each of these motifs helps create the tension, which students will discover as we discuss. As we read, we will talk about the juxtapositions and establish the most appropriate place on the chart. Take a look at a final result.
In the remaining class time, we will prep for the essay. Throughout the reading, students have had ample opportunities to complete the worksheet, adding details and textual evidence that will help them answer the question. Students will write the open response for homework, but we will use this time to write thorough and specific thesis statements, so that they feel prepared to write independently (W.9-10.2b). Take a look at a final product.
Students will write the open response for homework. They have two nights to complete it.