TWO-MINUTE WARM UP:

ON YOUR INDEX CARD, WRITE DOWN:

1. WHAT DO YOU SEE IN THE IMAGES/WHAT DO YOU THINK IS GOING ON?

2. WHAT QUESTIONS WOULD YOU NEED TO HAVE ANSWERED BEFORE YOU COULD BEGIN TO INTERPRET THE IMAGES?

Image Image
#1 #2

NOTE: WHEN YOU SEE ME RAISE MY HAND, PLEASE BE READY TO GIVE ME YOUR FULL ATTENTION  THANKS!

Today:
• Warm Up
• Mini-lesson: Connecting Real-Life to Fiction (R&J intro)
• Close: Exit Slip/Post-it Close
WHAT IF I TOLD YOU THAT THESE PEOPLE ARE REAL-LIFE STAR-CROSSED LOVERS…. BUT THEY WERE HUNTED, BEAT, AND EVEN
KILLED BECAUSE THEY WERE REBELLING FOR LOVE…

Image Image
#1 #2
THE STORY OF TWO ORDINARY YOUNG AS AN 18-YEAR-OLD AND AN ADULT, SHE HAD
PEOPLE, BOSKO BRKIC, AN EASTERN THE LEGAL RIGHT TO WED. BUT AS HAPPENS WITH
ORTHODOX SERB, AND ADMIRA ISMIC, A SO MANY AFGHAN GIRLS, HER FAMILY HAD
DENIED HER THE RIGHT TO CHOOSE WHO TO
MUSLIM, WHO MET AT A NEW YEAR'S EVE
MARRY. SHE RECEIVED DEATH THREATS FOR
PARTY IN THE MID-1980'S, FELL IN LOVE,
DARING TO DEFY HER FATHER. WHEN AN
TRIED TO PURSUE THE MOST CONVENTIONAL
AFGHAN GIRL DOES SOMETHING CULTURALLY
OF DREAMS, AND DIED TOGETHER ON A FORBIDDEN, IT’S CONSIDERED ACCEPTABLE—
HELLISH BRIDGE IN SARAJEVO. EXPECTED EVEN—FOR HER MALE RELATIVES TO
KILL HER TO WIPE CLEAN THE SHAME BROUGHT TO
THE FAMILY. IT’S CALLED AN HONOR KILLING
https://upfront.scholastic.com/issues/2017-18/090417/afghanistan-s-romeo-
• and-juliet.html#810L

Love + Tragedy
These were real-life stories, but…..
Why do you think authors/screenwriters tell stories of
tragedy?
Of course real-life Think Tank Questions
death is an event that
WHAT FICTIONAL CHARACTER’S DEATH WAS DIFFICULT
is hard to recover FOR YOU TO EXPERIENCE?
from…. ------
WHO ARE FICTIONAL STAR-CROSSED LOVERS THAT
But…There are also YOU CAN THINK OF IN LITERATURE, MOVIES?
certain fictional ------
I WANT YOU TO THINK ABOUT WHY AUTHORS WOULD
characters’ deaths that WRITE TRAGIC LOVE STORIES…? WHAT WOULD BE THE
PURPOSE/LESSON LEARNED?
you will never recover
from. Ever. CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text. After today’s lesson, I will be able to answer these questions regarding the
theme/ central idea of Romeo & Juliet: I want you to think about why authors
would write tragic love stories…? What would be the purpose/lesson? Should we
see the tragedies as a triumph in some way?

CCSS.ELA-Literacy.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with
scaffolding as needed at the high end of the range. Throughout this unit, I will
read and comprehend the drama Romeo & Juliet.
•
TRAVELS TO IRELAND TO BRING BACK THE FAIR IRISH PRINCESS,
ISOLDE, FOR HIS UNCLE KING MARK TO MARRY. BUT ON THE WAY
BACK FROM IRELAND, TRISTAN AND ISOLDE ACCIDENTALLY INGEST A
LOVE POTION THAT CAUSES THEM TO BECOME MADLY ENAMORED
WITH ONE ANOTHER
•

TRAGIC LOVE
BETWEEN TONY (A MEMBER OF THE
WHITE GANG, THE JETS) AND MARIA
(SISTER TO THE LEADER OF THE PUERTO
RICAN GANG, THE SHARKS).
SEPARATED BY BOTH CULTURAL AND
RACIAL DIFFERENCES, TONY AND
MARIA ARE DEFINITELY STAR-CROSSED
• ROSE DEWITT
BUKATER MUST CONTEND WITH THE BARRIER OF ECONOMIC
DIFFERENCES
•
ENTER STAGE RIGHT– THE KING OF ROMANTIC
TRAGEDY– WILLIAM SHAKESPEARE’S
ROMEO & JULIET

R&J Prologue (audio/visual)

HTTPS://WWW.YOUTUBE.COM/WATCH?V=BEV56HP4T3W
Who?

Where?

Problem?

What happens because of

problem?

What is the result of their

death?

Again– why would William Shakespeare

write this? What is the purpose? What
message was he trying to send? Why
would he tell his audience what was
going to happen at the end of the play,
in the beginning?

How does this relate to the real-life star-

crossed lovers?
Who? 2 families/households
(Montagues/Capulets

Where? Verona, Italy

Problem? Old family grudge creates

issues/rebellion for star-crossed
lovers

What happens because of

problem? miscommunication/
They commit suicide

What is the result of their

death? Their death ends
the families’
fighting/grudge

Again– why would William

Shakespeare write this? What
is the purpose? What
message was he trying to
send?

How does this relate to the

real-life star-crossed lovers?
Many times, a story is
not about its ending,
but rather the changes
a character must go
through to get there.
There's also something
about being told the
ending that makes us
beg for it to be a lie. As
we get wrapped up in
the whirlwind of the
young lovers' romance,
we want so badly for
them to overcome their
fate, but it is
inescapable.
Shakespeare says it
right there: The children
must die to put an end
to the feud. He's telling I want you to think about why authors
us what we're about to would write tragic love stories…? What
see, but we've got no
would be the purpose? Should we see
idea how it's going to
go down. It's much like the tragedies as a triumph in some
a teaser or a trailer. A way?
preview of things to
come.
 TWO-MINUTES EXIT SLIP:
SILENTLY THINK ABOUT IF YOU AGREE OR DISAGREE WITH THE FOLLOWING
STATEMENTS & THINK OF REASONS WHY YOU AGREE OR DISAGREE

NEXT,
PICK ONE STATEMENT, AND ON YOUR POST-IT DO THE FOLLOWING:
-WRITE DOWN WHETHER YOU AGREE OR DISAGREE WITH THE STATEMENT,
-EXPLAIN WHY YOU AGREE OR DISAGREE…
-USE EXAMPLES FROM YOUR OWN LIFE, FROM THE STORIES OF THE REAL-LIFE
STAR-CROSSED LOVERS, AND BASED ON WHAT YOU KNOW SO FAR ABOUT
ROMEO & JULIET TO DEFEND YOUR POSITION
-ADD YOUR POST-IT NOTE TO YOUR GROUP’S BOARD