Reflection: Relevance Reflecting on Romeo's Response in Act 3, Scene 3 - Section 3: Journal Writing


Many students sympathized with Romeo, much to my surprise. I think that the story about my former student helped them see Romeo, not just as a dramatic boy, but as someone like themselves, someone who understands how hard, and at times unfair, life can be. Even a couple of boys in the class (there are only a few boys in this class, anyway) admitted that Romeo had a right to be upset.


The beginning of the conversation was truly sympathetic; it was only when one usually quiet girl spoke that the tone changed. She raised her hand and simply said, "I get that he's upset, but I think that suicide is too much." She was one of the few who took the whole sense into account and her simple statement stopped others in their track. They overlooked this part of the text, focusing more on how hard it is to come close to what you want and then fall short, not on his full reaction to it. At that point, we had a well-rounded conversation about the whole dilemma.

  Identifying with Romeo
  Relevance: Identifying with Romeo
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Reflecting on Romeo's Response in Act 3, Scene 3

Unit 16: Romeo and Juliet Act 3: Analysis of Character Development and Film to Text Comparisions
Lesson 6 of 10

Objective: SWABT analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme by reflecting on Romeo's reaction to being banished.

Big Idea: Romeo: emotional trainwreck or merely lovesick?

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