Reflection: Relevance Characterizing Romeo in Act 2 through Analyzing Language and Tension - Section 3: Journal


This section of the lesson could not have gone better. I encourage any teacher to incorporate a form of personal journal response before reading the balcony scene. It changed the way we read the scene, even before we read the scene. Let me explain: from the moment I have the instructions for the journal response, the tone of the class changed; they were invested. They wrote purposefully for 10 minutes. A few students even wanted to share their work, including one who rarely shares aloud. They wrote to someone specific-- members of One Direction, upperclassmen--and their words echoed Romeo's description of Juliet on the balcony. They complimented "that one person's" beautiful eyes that "hit me like a cement truck," perfect hair, bright smiles, funny personalities.

Because they had written these personal pieces, they were able to sympathize with Romeo, as she stared, mesmerized by his love. In years past, the first reaction of my students was often to make fun of Romeo for being too obsessed with Juliet, but today, they didn't make fun of him. Instead, they seemed to understand what he was feeling. I hope that we can make the same connections with Juliet's confessions about Romeo.

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Characterizing Romeo in Act 2 through Analyzing Language and Tension

Unit 15: Romeo and Juliet Act 2: Analysis of Character and Tension
Lesson 1 of 8

Objective: SWBAT analyze how complex characters develop over the course of a text by tracing the imagery in Romeo's language. SWBAT write an informational essay response by analyzing the tension as they read.

Big Idea: Is Romeo dramatic or in love?

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