English 9A - Sweet Sorrow, Papers of English Language

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Student Name: English 9A Credit 3

DIRECTIONS: Preview the learning events. Next, fill in the boxes to help you better understand the work you are about to do. Finally, set a goal for yourself that you will focus on as you complete this credit (ex: I will focus on questioning while I annotate).

Observations

What do you notice after previewing the learning events? Reflect on themes, activities, and any other observations you made.

Questions

What questions do you have for your teacher? Is there anything you do not understand or need clarification on?

Support

What resources or support can your teacher provide you to succeed in this credit?

Personal Learning Goal

Teacher-Selected Learning Goal

Credit Opener: Sweet Sorrow

PAGES 1- 3 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL

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Performance Task Preview: Narrative Writing

Prompt Product Though the language is over 400 years old, William Shakespeare wrote an engaging play, The Tragedy of Romeo and Juliet. His use of universal themes, dialogue, and literary devices has created a narrative which still resonates with today’s audience and readers.

Create a narrative (either as a scripted one-act play or standard writing) in which you develop a short story related to the credit’s theme, “Sweet Sorrow.”

Write a narrative which addresses the theme, “Sweet Sorrow.” Your narrative must include:

• A title
• A well-developed conflict and resolution
• Dialogue
• Details that contribute to a definite mood or tone.
• Examples of literary devices as demonstrated in Romeo and Juliet;
• Connect to and identify the explicit or implicit credit theme, “Sweet Sorrow”
• • See Lesson 4 for complete description of requirements.

PAGES 1- 3 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL

The Performance Task will provide you with an opportunity to demonstrate your learning at the end of each credit. This page provides a preview of that Performance Task. The prompt is restated in Lesson 4.

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Lesson 1: Building Background Knowledge

DIRECTIONS: Read the graphic below which outlines the main plot of Romeo and Juliet and answer the question that follows.

1. What might the phrase “sweet sorrow” mean? How can something be sweet yet sad? Consider the image above as you respond.

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Learning Goals: I can determine the figurative meaning of words and phrases as used in the text. I can apply knowledge of language to understand how it functions in different contexts. I can use context as a clue to the meaning of a word or phrase. I can demonstrate understanding of figurative language and nuances in word meanings.

Theme: Sweet Sorrow

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Dramatic Conventions Paraphrase Soliloquy

• A speech given by a character alone
• Exposes a character’s thoughts and feelings to the audience

Soliloquy

Aside

• A character’s remark that others on stage do not hear
• Reveals the character’s private thoughts

Aside

Dramatic Irony

• When the audience knows more than the character
• Helps build suspense

Dramatic Irony

1. Infer: why might Shakespeare have used allusions , word play, and puns in his plays? Consider the audience and how the material is presented.

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Allusion and Word Play- An allusion is a reference to a literary or historical person or event that the audience is expected to know. Shakespeare’s audience was familiar with Greek and Roman mythology and the Bible, so his plays include many references to these works.

Shakespeare also includes many puns , humor resulting from words with similar sounds and different meanings. For example, a depressed Romeo utters a pun using the word light when he offers to carry a torch: “Being but heavy, I will bear the light.”

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DIRECTIONS: In the left column, you will see Shakespeare’s original quotations. Match each one with its paraphrase (keeps original meaning, but in your own words) in the right column. You can check your answers at the bottom of the page before you proceed to the next activity.

1. ____ “You are a flame of beauty.”
2. ____ “I, like a child, will go by your directions.”
3. ____ “Your words like music please me.”
4. ____ “You have a face where all good seems to dwell.”

a. Your voice is as beautiful as a song. b. There is nothing bad about your face. c. You’re hot. d. Just tell me what to do, and I’ll do it.

DIRECTIONS : Now, you will take the activity a step further by translating each additional quotation below into your own words. An example is provided for you.

Original Quote Paraphrase (Translation in own words) “I wear you in my heart.” You have a permanent place in my heart.

“I’ll bathe my lips in thy kisses.”

“My arms shall be your sanctuary.”

DIRECTIONS: Answer the following question.

What are some differences between Shakespearean English and modern English? What are some similarities?

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Answer Key:

4. b 3. a 2. d 1. c

Shakespeare’s Language

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Lesson 2: Anchor Text

DIRECTIONS : Read the setting and character map below.

Learning Goals: I can analyze how complex characters develop over the course of a text. I can determine the figurative meaning of words and phrases as used in the text. I can analyze how an author structures a text to create such effects as tension or surprise. I can analyze a point of view in literature from outside the United States. I can analyze a key scene in two different artistic mediums. I can draw evidence from literary texts to support analysis, reflection, and research. I can apply knowledge of language to understand how it functions in different contexts. I can demonstrate understanding of figurative language and nuances in word meanings.

The Tragedy of Romeo and Juliet, Acts I-II

In the next section, you will begin to read The Tragedy of Romeo and Juliet. If you find yourself struggling with the language, refer back to Lesson 1 resources. Please note: page numbers refer to your Collections textbook. You may use any version of the play, however, by following the Act, Scene, and line numbers in the assignment.

THE TIME : The 14th^ century THE PLACE : Verona and Mantua in northern Italy

Lord and Lady

• Romeo’s parents
• Hates the Capulets Romeo
• Son of Lord & Lady
• Around 16 years old
• Quick to fall in love Benvolio
• Romeo’s cousin
• Does not like violence Mercutio
• Romeo’s friend
• Hothead

Friar Laurence

• Friend to both families - Monk
• Expert with potions Prince of Verona
• Wants peace
• Wishes the rivalry would end

Lord and Lady

• Juliet’s parents
• Hate the Montagues Juliet
• Daughter of Lord & Lady
• Around 13 years old
• Naive and sheltered Tybalt
• Juliet’s cousin
• Vain and hotheaded Nurse
• Juliet’s caregiver
• Knows all of Juliet’s secrets

Montagues

Neutral

Capulets

vs.

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DIRECTIONS: Read the Prologue (p. 183 of the textbook); then answer the questions below.

1. What do you learn about the families through the Prologue?

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2. How will knowing that Romeo and Juliet’s fate before the story actually begins affect your reading of the play?

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DIRECTIONS: Answer the following questions as you read. Keep in mind the tips for reading Shakespeare that you reviewed in Lesson 1.

1. What is the purpose of the conversation between the servingmen at the opening of the scene? (Use the notes in the margins of the textbook to help you).

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This is the scene in which Romeo and Juliet encounter each other for the first time. Romeo and his friends have crashed a party at the Capulet’s home and he does not realize, at first, that Juliet is the daughter of his family’s enemy.

The Tragedy of Romeo and Juliet: Collections Text (p. 181 - 282 )

Act 1, Scene 5: Collections Text (p. 200 - 205 )

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7. What does this religious imagery show about their feelings toward each other?

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8. In lines 111-117 on p. 204, Romeo discovers that Juliet is a Capulet. What else does the audience know, that Romeo does not, about how these circumstances will affect Romeo and Juliet’s relationship? Consider the events that have occurred in previous scenes of the play.

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9. How does Juliet’s language in lines 136-139 relate to the theme “Sweet Sorrow”? What are the “sweet” aspects of Juliet’s situation? Which circumstances cause her sorrow?

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10. What are your first impressions of Romeo and Juliet? What actions or words reveal their personalities?

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DIRECTIONS: In your web browser, go to youtube.com and search for “Act 2 Scene 2 Romeo and Juliet Royal Shakespeare Company.” You may also type the link below into a web browser if you cannot find the video:

http://bitly.ws/94qg

*(Note: Sometimes videos are removed from YouTube… if you cannot find this specific video, you can Google “Romeo and Juliet balcony scene” to get the general idea of what you will be reading.)

DIRECTIONS: Use the oval below to make any comments, drawings, or questions you may have about the scene.

Act II, Prologue-Scene 2: Collections Text (p. 207-214)

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5. What causes Romeo’s soliloquy in lines 1-25 on p. 209? To what does he compare Juliet in this speech and what does this reveal about his thoughts?

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6. What warning does Juliet give to Romeo in lines 54-65 on p. 210? How does this reminder affect the audience?

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7. Do you think Romeo is serious when he says that his “life were better ended by their hate / than death prolonged wanting of [Juliet’s] love,” (p. 211) or is he using hyperbole? Explain your reasoning.

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8. What about Juliet? Do you think she feels the same way? Explain using evidence from her speech on p. 211. (You may also consider her speech on p. 210 which Romeo overheard).

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DIRECTIONS: Answer the following questions.

9. Romeo and Juliet’s exchange on p. 212 is an example of an extended metaphor. Describe the extended metaphor and what is being compared:

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- Is the comparison an accurate **metaphor** for their love? Why or why not? 

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10. What prompts Romeo to go see Friar Laurence (p. 212-214)? Do you think this is a good plan? Why or why not?

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In Act II scenes 3 and 4, Mercutio and Benvolio realize that Romeo has ditched them and figure it is because he’s in love (however they think he is still in love with his ex). Benvolio reveals that Tybalt, Juliet’s cousin, has challenged Romeo to a duel and doubts that Romeo can defeat him. Juliet’s nurse then appears and Romeo pulls her aside to tell her that he has arranged for a wedding. Juliet must meet him at Friar Laurence’s room in the church that afternoon for a secret ceremony. The Nurse returns home to tell Juliet of the news and arranges a way to sneak Romeo into her bedroom that night to consummate their marriage.

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DIRECTIONS: Refer to lines 21-37 on p. 226 of your textbook for the following items. Examples are provided for you.

R

o m e o

Text evidence that reveals he is a hopeless romantic

• “Juliet…sweeten with thy breath/This neighbor air, and let rich music’s tongue unfold the imagined happiness that both/Receive in either by this dear encounter” What this reveals about his motivations
• Romeo’s speech is over-the-top with romance which shows that he is motivated only by his deep feelings for Juliet and not logic or rationality

J u l i e t

Text evidence that reveals she is a sensible What this reveals about her motivations

F

r i a r

Text evidence that reveals he is caring

What this reveals about his motivations

5. Based on your work in the table above, make predictions about some of the actions these characters may take as the play continues.

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One way to help you identify characters’ traits (the qualities that make them unique) and motivations (reasons for their behavior) is through closely examining the words they use when speaking. Complete the close-reading activity to the left to help you determine traits and motivations for Romeo, Juliet, and Friar Laurence.

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Lesson 3: Anchor Text

DIRECTIONS: As you read Act III of Romeo and Juliet (beginning on p. 228), notice how events begin to shift in a more dangerous direction.

1. Benvolio and Mercutio are Romeo’s closest companions, yet they have different character traits and motivations. Use evidence from lines 1-28 on p. 228 to compare and contrast the two characters.

Character traits and motivation

Benvolio Mercutio

Evidence: Evidence:

Learning Goals: I can analyze how complex characters develop over the course of a text. I can determine the figurative meaning of words and phrases as used in the text. I can analyze how an author structures a text to create such effects as tension or surprise. I can analyze a point of view in literature from outside the United States. I can analyze a key scene in two different artistic mediums. I can draw evidence from literary texts to support analysis, reflection, and research. I can apply knowledge of language to understand how it functions in different contexts. I can demonstrate understanding of figurative language and nuances in word meanings.

The Tragedy of Romeo and Juliet, Acts III-V

The next scene is action-packed, so this would be a good point to watch the play if you have not already. There are so many versions available; simply go to youtube.com and search “Romeo and Tybalt fight scene” and choose one that appeals to you.