Reflection: Relevance Analyzing How Language Reveals Emotion and Character in Act 3, Scene 5 - Section 3: Lark or Nightingale? Analysis of the Fragility of Time


I barely know the difference between a lark and a nightingale (and any knowledge I do have derives from the fact that I've read this play year after year), so I don't expect that my students know the difference, or even the words. Yet, this scene isn't foreign, or at least shouldn't be.

I watched today as the concepts started to feel familiar and relevant. Their faces changed. Everyone knows what it feels like to want something desperately or they fear the loss of something meaningful. I didn't ask what it was each student was thinking about when I asked these questions; I didn't feel like I needed to. I knew they understood how Juliet was feeling when they began the conversation about how Romeo is feeling. When I repeated his line, "I am content, so thou wilt have it so," they knew why Romeo changed his mind and agreed to a lie. 

  Larks and Nightingales
  Relevance: Larks and Nightingales
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Analyzing How Language Reveals Emotion and Character in Act 3, Scene 5

Unit 16: Romeo and Juliet Act 3: Analysis of Character Development and Film to Text Comparisions
Lesson 9 of 10

Objective: SWBAT analyze how complex characters develop over the course of a text and interact with each other by studying Romeo and Juliet's language during their last interaction.

Big Idea: Are you willing to lie to yourself if it means being happier, even for a little while?

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