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Lesson 17 Act III Scene 2 Conflict

Lesson 17 Act III Scene 2 Conflict. Purpose To recognize (internal and external) conflict in drama To analyze an author’s use of figurative language. Bell Ringer – Think-Pair-Share. What is the difference between an internal and external conflict?

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Lesson 17 Act III Scene 2 Conflict

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  1. Lesson 17Act III Scene 2Conflict Purpose To recognize (internal and external) conflict in drama To analyze an author’s use of figurative language

  2. Bell Ringer – Think-Pair-Share • What is the difference between an internal and external conflict? • Turn to your shoulder partners, and discuss the internal and external conflicts high school students face on a daily basis. • What are academic conflicts? Social conflicts? Athletic conflicts?

  3. Scene 2! • Time for Act III Scene 2…

  4. Oxymoron • When Juliet first receives the news about Tybalt’s fate, she reacts with a wide range of feelings .The figurative language she uses to describe Romeo in Act III, Scene 2, shows her confusion. Identify the oxymorons that Juliet uses to describe Romeo. • An oxymoron is an expression that combines contradictory ideas into a single, unusual expression; for example, “fold fire” or “sweet sorrow.”

  5. Emotional Roller Coaster Coming of age stories involve young characters who are just learning how to deal with the intense emotions and experiences of young adulthood. At times the characters seem to be on an emotional roller coaster. In Act II, Romeo and Juliet both experience a broad range of emotions. For example, one minute Juliet is anxiously awaiting a message from her love, and the next she is grieving the death of her cousin. In a specific group, you will create a list of significant events that have impacted Romeo or Juliet.

  6. Emotional Roller Coaster • You will be split into group 1 or 2. In your group, you will brainstorm key incidents in the story that reveal Juliet or Romeo’s emotions. Put those moments on the bottom of pages 293 or 295. • You will use the instructions on page 293, and plot the character’s emotions on the graph provided. • After finishing plotting the character’s emotions, you will go back with your home group and share what you each put.

  7. Exit Ticket – Conflict Writing • Look back at the graphs you have drawn. What do the character’s ranges of emotion reveal about them and their situations? Discuss how the internal and external conflicts they have faced impact their behaviors.

  8. Honors PreAP Writing • In contrast to its common usage in reference to a particular field of mathematic, the word calculus simply means “an organized system of evaluation, categorization, or other judgment.” • At the end of scene i, Prince Escalus interrogates the bystanders to the deadly fray regarding various persons’ guilt. Regardless of the Prince’s decision in the text, please construct a “calculus of culpability,” which you should use to rank characters’ levels of blameworthiness for Mercutio’s death. You should judge Romeo, Tyblat, and Mercutio himself, of course, but also consider other, more peripheral, persons to blame.

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