NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 16
Lesson 16
9.1.3
Introduction
This lesson is the second in a two-lesson arc that addresses Juliet’s conversation with Friar Laurence,
during which Juliet threatens suicide and the Friar proposes the plan that shapes the events of the rest
of the play. The arc will address Act 4.1, lines 44–126. This lesson will focus on a close reading of lines
89–126 and guide students to comprehend the tragic events that are to come through an
understanding of the Friar’s plan.
Students will first break down the steps in the Friar’s plan and then revisit a portion of Romeo’s
conversation with the Friar from Act 3.3. Students will use the Annotation and Comparison Tool to
compare and contrast the conversations Romeo and Juliet have separately with the Friar. The class will
culminate with a brief writing assignment. For homework, students will continue to read their
Accountable Independent Reading texts.
Note: This is the last lesson before students begin to study Romeo and Juliet’s death scene at the end
of the play; understanding character motivation and development before moving on is crucial.
Standards
Assessed Standard(s)
RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
Addressed Standard(s)
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
ELAIntegrate and evaluate content presented in diverse media and formats, including
Literacy.CCRA.R.7 visually and quantitatively, as well as in words.
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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1
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 16
Assessment
Assessment(s)
Quick Write: How do Romeo and Juliet’s conversations with the Friar compare and contrast? What can
you infer about Romeo and Juliet’s character development? Use evidence from the text and your
annotation tool to support your answer.
High Performance Response(s)

Romeo does not want to listen to the Friar’s advice (“talk no more”); Juliet is asking for the Friar’s
advice (“tell me how I may prevent it”). Romeo spends many lines talking about Juliet and dwelling
on his banishment; Juliet expresses a desire to have a conversation about how to solve the
problem. Romeo is being more dramatic and romantic; Juliet is more desperate—she wants to kill
herself—but is still practical in her desire for advice.
Some students may extend this comparison to include a connection to the comparison they made
during the balcony scene.

Similar to the balcony scene Romeo and Juliet are having the same kinds of feelings (love for each
other and desperation about their situation) but responding in very different ways. Romeo is again
highly figurative and romantic in his response; everything is dramatic. Juliet is again more practical
and thinking about the literal situation and trying to come up with a solution (be that her death or
something else).
Vocabulary
Vocabulary to provide directly (will not include extended instruction)

distilling liquor (n.) – drug, potion

borne (v.) – to be carried, taken

vault (n.) – tomb
Vocabulary to teach (may include direct word work and/or text-dependent questions)

bridegroom (n.) – groom
Lesson Agenda/Overview
Student-Facing Agenda
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% of Lesson
Standards: RL.9-10.1, RL.9-10.3, RL.9-10.4, ELA-Literacy.CCRA.R.7
Text: Romeo and Juliet, Act 4.1, lines 44–126
Introduction of Lesson Agenda
Homework Accountability
Opening Activity and Masterful Reading
Text-Dependent Questions and Activities
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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2
5%
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10%
40%
NYS Common Core ELA & Literacy Curriculum
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DRAFT
Annotation and Comparison Tool
Quick Write
Closing
Grade 9 • Module 1 • Unit 3 • Lesson 16
25%
10%
5%
Materials
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Free Audio Resource: https://itunes.apple.com/us/itunes-u/romeo-and-juliet/id384528334
Alternative Audio: http://www.audiogo.com/us/romeo-and-juliet-bbc-radio-shakespeare-williamshakespeare-gid-21505
Annotation and Comparison Tool
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 16
Learning Sequence
Percentage Teacher Actions
of Lesson
5%
Students look at the agenda.
Homework Accountability
Lead a brief (3–5 minute) share out on the
previous lesson’s AIR homework
assignment. Select several students (or
student pairs) to explain how they applied
their focus standard to their AIR text.
10%
Instructional Notes (extensions,
supports, common
misunderstandings)
Introduction of Lesson Agenda
Begin by reviewing the agenda and sharing
the standards for this lesson: RL.9-10.1, RL.910.3, RL.9-10.4, ELA-Literacy.CCRA.R.7
5%
Student Actions
Students (or student pairs) share out on
how they applied their focus standard to
their AIR text from the previous lesson’s
homework.
Opening Activity and Masterful Reading
Pose this question to students: What
reason(s) does Juliet have for wanting to
commit suicide?
Invite students to share their thoughts and
ideas regarding the opening question.
Encourage students to build off of each
other’s answers.
Have students listen to a masterful reading
of Act 4.1, lines 44–126.
Student responses may include one or all
of the following plot points:
Romeo killed her cousin, Romeo was
banished, and her parents want to force
her to marry Paris.
As the majority of the lines in this
lesson’s close reading are spoken by
the Friar, it is important for students
to be reminded of Juliet’s state of
mind; Juliet’s motivation is essential
to understanding this scene as a
whole.
Students follow along, reading silently.
Free Audio Resource:
https://itunes.apple.com/us/itunesu/romeo-and-juliet/id384528334
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
© 2013 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
4
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 16
DRAFT
Alternative Audio:
http://www.audiogo.com/us/romeoand-juliet-bbc-radio-shakespearewilliam-shakespeare-gid-21505
40%
Text-Dependent Questions and Activities
Inform students that they will be picking up
where they left off in Lesson 15. Have
students return to the groups of four they
established in Lesson 15. Each group should
once again elect one student to act as a
scribe to record their observations.
Inform students that they will be focusing on
lines 89–126 for their close reading and then
considering the scene as a whole.
Pose the following TDQs for each group of
lines. Allow time for students to discuss
questions before sharing with the class.
Student responses may include the
following:
Students may benefit from having
these questions preprinted, and then
recording their answers on the
printed copies. This may also be a
1. She is supposed to immediately “go
Instruct student groups to read aloud lines
useful tool for students to review
home, be merry,” and tell her parents
89–121.
later to support understanding of the
she will marry Paris. The next night
final events of the play.
Using the following questions, students will
she is not to let anyone into her room
now break down the steps in Friar Laurence’s
when she goes to bed (“look that
*If students struggle, offer the
plan.
thou lie alone”) and then drink the
definition of distilling liquor.
potion (“this distilling liquor drink
1. What is Juliet supposed to do
Additional scaffolding questions for
thou off”).
immediately? What is Juliet supposed to
lines 89–121:
do tomorrow night?*

File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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5
What happens when the effects
of the drugs wear off?
Juliet will wake up from “a
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 1 • Unit 3 • Lesson 16
DRAFT
pleasant sleep.”

What familiar words can you find
in the word bridegroom? Offer a
definition.
Students identify the words bride
and groom.

Who is the bridegroom?
Paris, the man Juliet is supposed
to marry.

What will the bridegroom think
has happened to Juliet after he
comes to her room?
He will think she is dead.

Who will be there when Juliet
wakes up?
The Friar and Romeo.
2. What words and phrases in lines 95–104
can you find to illustrate the effect the
drug will have on Juliet? Circle these
words in your text. According to the Friar
in line 105, how long will the effects last?
2. Students circle the following details:
“No warmth, no breath,” “The roses
in thy lips and cheeks shall fade,”
“stiff and stark and cold,” “appear
like death,” “borrow’d likeness of
shrunk death.” Juliet will only appear
to be dead for 42 hours.
If students struggle, offer the
definition of distilling liquor.
3. Where will Juliet be borne after she is
found in this state?
3.
If students struggle, prompt them to
contrast the more familiar word born
with borne.
Juliet will be taken to the Capulet
tomb, “that same ancient vault
where all the kindred of the Capulets
lie” (lines 111-112).
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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NYS Common Core ELA & Literacy Curriculum
25%
DRAFT
4. What, according to Friar Laurence, could
prevent the plan from taking place?
4. “Womanish fear” or doubt on Juliet’s
part.
5. How does Juliet respond? What can you
infer about Juliet’s character from her
response?
5. Juliet promises she has no fear (“tell
not me of fear”). Student answers
may vary but should include that
Juliet’s grief has made her fearless;
her love for Romeo has made her
fearless.
Instruct student groups to read aloud lines
122–126.
6. What is the final step in the Friar’s plan?
6. He will send a letter to Romeo to tell
him the plan.
7. How has Juliet’s attitude changed over
the course of this scene? Consider both
this lesson’s close reading, and the close
reading from the last lesson.
7. Juliet responds in a brief and calm
manner. She says “love give me
strength” and calls the Friar her “dear
father.” She is agreeing to the plan
and seems to have accepted the
“desperate hope” as her own hope
for being with Romeo.
Annotation and Comparison Tool
Transition students from discussion work to
a group comparison activity in which an
annotation tool is used.
Group work using annotation tool.
Hand out copies of the Annotation and
Comparison Tool.
Have student groups read aloud each
passage and annotate connections,
similarities, and differences they notice in
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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7
Grade 9 • Module 1 • Unit 3 • Lesson 16
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 16
word choice and content. Encourage
students to discuss inferences they are
making as a group, but remind them that
they will be responsible for generating their
Quick Write responses independently.
10%
Quick Write
Prompt: How do Romeo and Juliet’s
conversations with the Friar compare? What
can you infer about Romeo's and Juliet’s
character development?
Students complete a Quick Write. See
High Performance Response at the
beginning of this lesson.
Collect Quick Write and the Annotation and
Comparison Tool to assess student
comprehension.
5%
Closing
For homework, instruct students to continue
their Accountable Independent Reading
through the lens of their focus standard and
prepare for a 3-5 minute discussion of their
text based on that standard.
Students continue to read their
Accountable Independent Reading text
for homework.
Homework
Students should continue to read their Accountable Independent Reading through the lens of their focus standard and prepare for a 3-5 minute
discussion of their text based on that standard.
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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8
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 1 • Unit 3 • Lesson 16
Annotation and Comparison Tool
What can you infer about Romeo and Juliet by comparing their conversations with the Friar?
Compare and contrast these two passages.
Use this tool to annotate connections between similar word choices and passages, highlight
differences, and find evidence that reveals aspects of Romeo and Juliet’s character development.
Romeo – Act 3.3, lines 33–51
Juliet – Act 4.1, lines 50–67
…More validity,
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…To mangle me with that word ‘banished’?
Tell me not, Friar, that thou hearest of this,
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55
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60
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65
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…If what thou speak’st speak not of remedy.
35
40
45
50
File: 9.1.3 Lesson 16 Date: 8/31/13 Classroom Use: Starting 9/2013
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
9