UNIT OVERVIEW

Mother Knows Best – Or Does She?

Romeo & Juliet Act III Scene V
For Ninth Grade Literature
By Becka Frost

Enduring Understanding
 Students will understand that being both a parent, and a child is difficult in its own regard and
that one should be understanding and tolerant of each other as lessons are learned along the
way.
Essential Questions
1. Do parents always know what’s best for their children?
2. At what point do parents have to let their children make their own mistakes?
Standards
 CCSS.ELA-LITERACY.W.9-10.1.E
o Provide a concluding statement or section that follows from and supports the argument
presented.
 CCSS.ELA-Literacy.RI.8.1
o Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
Rationale for Text Set
1. Romeo and Juliet, Act III Scene V by William Shakespeare (required). 1623.
a. During this scene, Lord Capulet essentially tells Juliet that she must marry Paris or get
thrown out on the street. This scene could be very effective to talk through with
students because this age group is in a place where they might be struggling with
parental control.
2. Parenting Styles: What They Are and Why They Matter by Kendra Cherry. April 13, 2017.
a. Research has found that there is a link between parenting styles and “the effects these
styles have on children.” Of the four parenting styles, authoritarian, authoritative,
permissive and involved, authoritative parenting was the type that produced the most
“happy, capable, and successful” children. In conclusion, this article found that
parenting influences the child’s behavior. This article uses more elevated language
which may present challenges for some students, but allows for differentiated
instruction.
3. What Is Helicopter Parenting? By Kate Bayless. 2013.
a. This article is similar to parenting styles, focusing on the style that makes children feel
like their parents are overcontrolling and overprotective. Some parents raise children
this way because of feelings of anxiety or overcompensation. In turn, children can end
up anxious with low self-esteem. This article is effective in this text set because it helps
students to see the impact that parents can have on their children, and hopefully
connect this to Lord Capulet’s motives.
4. Adolescence and the Influence of Parents by Carl E. Pickhardt. October 18, 2010.
a. This language and content of this article is the most elevated. It reiterates the
importance that children are always watching and learning from their parents. This
 article also goes into detail regarding the child’s separation from childhood to
adolescence and the way that effects the parent-child relationship. From this article,
students can see that separation from parents is a natural thing, as Juliet was trying to
do. But there’s also a binding link between parents and children.
5. Why Children Need Discipline by Supernanny. 2017.
a. This article reiterates the importance of discipling children because it teaches them self-
control and self-mastery. This text can help students to see the value of family rules and
discipline which can help them see why Capulet was discipling Juliet.

Supplementary Texts
1. Movie clip of “Mother Knows Best” from “Tangled.”
2. For Parents, Happiness Is A Very High Bar by Jennifer Senior. TedTalk. 2014.
3. UCLA: Kids today more stressed out, partying less than their parents did. News video. 2015.

Culminating Assignment
Inner Monologue
1. Your goal is to write an inner-monologue of the thoughts of either Lord Capulet or Juliet. These
thoughts can be what they were thinking before, during, or after Act III Scene V. You may
choose to write it from the perspective of either Capulet or Juliet. I encourage to take a
perspective that you would not normally do or that makes you uncomfortable.
2. To help get you thinking, brainstorm the following questions:
a. Do parents always know what’s best for their children?
b. At what point do parents have to let their children make their own mistakes?
c. Both Lord Capulet and Juliet thought they were right. Why? Were they?
d. What evidence do you see that both father and daughter were trying to do the best
they could with what they had?
3. Note: Your monologue must be at least ½ page long.
4. Here is a brief example to get you going:
e. CAPULET: Juliet, all that I have is for you. Everything I have done and accomplished is to
provide you with a better life. You may think you love Romeo, but Paris is the one you
should marry. He is the best man who would make any girl happy. And you’re being
extremely ungrateful. Have I not provided a good life for you? Have I not met your
every need? Now, in return, I expect you to obey me. As long as you live in my house,
you abide by my rules. Softening. Juliet, I am older and wiser than you. I have had
more life experience and I know that Paris is a good man. You must marry him. Should
you choose not to, I will be forced to disown you. For it is most humiliating to be
disobeyed by one’s child. Don’t make me do that Juliet, but I will throw you out in the
street should you choose to disobey me.

Rubric
The monologue acknowledges the other point of view. ___/20
The monologue shows evidence of deep thinking on the subject. ___/20
The voice is clear and engaging. ___/10
The monologue is free of any grammatical or formative errors. ___/5
The monologue is at least ½ page. ___/5

Assessment Method
 Students will participate in a class debate where they write their own stance on whether they
support Lord Capulet or Juliet with supporting points from nonfiction articles in order to:
o Provide a concluding statement or section that follows from and supports the argument
presented. And,
o Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.

DAILY LESSON PLANS – Summary

Lesson #1: Defend a Side
Key Objective: I can take a stance.
Students begin by exploring their opinions through an activity called, “Spectrum of Difference.”
Students then view Act III Scene V and discuss what stood out to them. In groups, students create a list
of which character (i.e., Lord Capulet or Juliet) they agree with. Students take home a short article to
read for homework.

Lesson #2: Article Jigsaw

Key Objective: I can effectively and concisely explain the main points in an article.
In groups, students go over the main points of their article. Then they jigsaw their article by
sharing with different groups what they read. Students prep for the upcoming debate over which
character is right/they agree with.

Lesson #3: Debate

Key Objective: I can participate in a debate in order to further articulate my communication skills.
Students role-play a debate between Capulet and Juliet. Each student turns in their concluding
statements with supportive points.

Lesson #4: Real Life Application

Key Objective: I can create a Venn Diagram to compare the difficulties that come with being a parent
and a child.
Students view two videos (i.e., one from a parent perspective and one from a child perspective).
Students create a Venn Diagram comparing the difficulties/similarities that come with being a parent, as
well as being a child. Students being working on their perspective inner monologues.

Lesson #5: Monologues

Key Objective: I can effectively convey my opinion through the lens of another’s perspective.
Students participate in the “Spectrum of Difference” game and discuss if their opinions changed.
Students finish their inner monologues from the point of view of either Capulet of Juliet. Students share
with their groups what they liked/what was effective. Students share their monologues with the class.
Students create a word wall to demonstrate their understanding that both parents and children have it
hard.
DAILY LESSON PLANS – Detailed
LESSON #1 – Defend A Side
Key Objective: I can take a stance.
Hook
5. Spectrum of Difference – 10 minutes
a. Students stand on an imaginary line. One side is agree and the other side is disagree.
Students stand anywhere on the imaginary line that represents where their opinions fall
for the following questions:
i. Parents only want what’s best for their children.
ii. Parents have to let their children learn from their own mistakes.
iii. Parents have the right to make decisions for their children.
iv. Parents have the responsibility to teach their children right from wrong.
v. More often than not, children pick up the same opinions as their parents.
Process
6. Act III Scene V – 30 minutes
a. Students view the following video clip of Act III Scene V from Romeo and Juliet by the
Royal Shakespeare Company:
i. https://www.youtube.com/watch?v=7vHjpUN7RDQ
b. Individually, students write down their initial thoughts after viewing this scene.
i. Questions to consider:
1. What stood out to you?
2. Did anything make you angry? Upset? Sympathetic?
3. Whose side are you on during this scene? Lord Capulet? Or Juliet?
4. Who presents a better argument?
5. Is Lord Capulet’s ultimatum reasonable?
a. NOTE: Students write for 10 minutes.
c. Students are split into groups of 3-4 students.
i. There should be an even number of groups.
1. Each group gets assigned either, “Team Capulet,” or “Team Juliet.”
a. These groups are their main groups for the remainder of the
unit.
ii. Each group writes down a bulleted list of why they think their person is right.
1. Students see the following examples:
a. Juliet is right.
i. She is an individual person and has a right to make her
own decisions.
ii. Her parents won’t be alive forever to tell her what to
do.
b. Lord Capulet is right.
i. Juliet lives in his house and should abide by the rules.
ii. Juliet is only 13 years old and isn’t as wise as her
parents.
2. Students write their own bulleted list while working and discussing as a
group.
 7. Debate Instructions – 5 minutes
1. NOTE: Explain to students that soon there will be a debate between
Lord Capulet and his daughter. During the remainder of time, they
should come up with different points to support their own claim.
a. A debate is “a formal discussion on a particular topic in a public
meeting or legislative assembly, in which opposing arguments
are put forward.” Synonyms include: discussion, dispute,
examination.
2. NOTE: Additionally, students can anticipate what the other party may or
may not say in their rebuttal.
a. A rebuttal is “a refutation or contradiction.” Synonyms include:
countering, contradiction.
8. Homework
a. Back in their main groups, students are assigned one of the following articles to read as
homework:
b. Students should prepare 3-5 interesting points.
i. Group 1: Types of Parenting: https://www.verywell.com/parenting-styles-
2795072
ii. Group 2: Helicopter Parenting: http://www.parents.com/parenting/better-
parenting/what-is-helicopter-parenting/
iii. Group 3: Influence of Parents:
https://www.psychologytoday.com/blog/surviving-your-childs-
adolescence/201010/adolescence-and-the-influence-parents
iv. Group 4: Children Need Discipline http://www.supernanny.co.uk/Advice/-
/Parenting-Skills/-/Discipline-and-Reward/Why-children-need-discipline.aspx
9. Method of Assessment: Students turn in their group’s bulleted points to demonstrate their
ability to take a stance.

LESSON #2 – Article Jigsaw

Key Objective: I can effectively and concisely explain the main points in an article.
Hook
10. Mother Knows Best – 5 minutes
a. Students view the video clip from Tangled entitled “Mother Knows Best.”
i. https://www.youtube.com/watch?v=fi8kYcl2Y38
ii. Several students volunteer their initial reaction to watching the video clip.
Process
11. Nonfiction Articles – 10 minutes
a. Students return to their groups
b. Students discuss/take notes on the main points of their article they read as homework.
i. Group 1: Types of Parenting: https://www.verywell.com/parenting-styles-
2795072
ii. Group 2: Helicopter Parenting: http://www.parents.com/parenting/better-
parenting/what-is-helicopter-parenting/
 iii. Group 3: Influence of Parents:
https://www.psychologytoday.com/blog/surviving-your-childs-
adolescence/201010/adolescence-and-the-influence-parents
iv. Group 4: Children Need Discipline http://www.supernanny.co.uk/Advice/-
/Parenting-Skills/-/Discipline-and-Reward/Why-children-need-discipline.aspx
12. Jigsaw – 15 minutes
a. Each group splits up into new groups so there is one number from each original group in
the new group.
b. Each student shares the facts of their article.
i. NOTE: No opinions yet, just the facts.
13. Debate Prep – 20 minutes
a. Now that students have been exposed to several articles and viewpoints, students talk
in their groups about any ideas or responses that the various articles prompted that
they might use during the debate.
i. Students write down their opening and closing statements of index cards.
1. Each student must provide a concluding statement or section that
follows from and supports the argument presented in their main
debate, whether they role-play the debate or not.
a. Remind students that several of their supporting points should
come from their article readings.
ii. Students then write down their individual responses to the following prompts:
1. I learned that it can be difficult to be a parent because….
2. I learned that it can be difficult to be a child because….
14. Method of Assessment: Students work in groups to discuss the main points in their article as
well as articulating it to students from other groups.

LESSON #3 – Debate
Key Objective: I can participate in a debate in order to further articulate my communication skills.
Hook
15. Setting the Scene – 10 minutes
a. Students enter the classroom with the National Anthem playing in the background.
i. NOTE: If at all possible, the teacher should be dressed in a professional suit with
a nametag that says, “Moderator.”
Process
16. Debate Prep
a. Students review their notes with their debate groups and make any final touches on
their individual statements for 10 minutes.
b. Students review the following rules for debate:
i. Only one person may talk at a time when called upon by the moderator.
ii. Each person should have a statement of who they agree with and several points
backing up their stance.
iii. At least 3 points should come from one or more of the articles read yesterday.
17. Role Play Debate – 40 minutes
 a. One person from each group role plays, (i.e., becomes) the character that their team
wrote about.
i. E.g., Johnny becomes Lord Capulet, and Jill becomes Juliet.
b. In the style of a civil debate, one “Lord Capulet” and one “Juliet” from each team steps
to the front of the class.
i. Lord Capulet and Juliet present their case as to why they are right.
1. Repeat until each team has had one representative debate their case.
a. Each pair gets 3 minutes of debate time.
i. Each student should turn in their concluding statement
and supporting points at the end of the day.
c. The moderator asks questions such as:
i. Should Juliet do as her father says and marry Paris?
ii. Was Lord Capulet’s ultimatum taken a little too far?
iii. Do parents always know what’s best for their children?
iv. At what point should parents let their children make their own mistakes?
v. Do parents have the right to make decisions for their children?
1. Invite 1-2 questions from the audience.
18. Method of Assessment: Students participate in a role-playing debate to demonstrate their
communication skills.

LESSON #4 – Real Life Application

Key Objective: I can create a Venn Diagram to compare the difficulties that come with being a parent
and a child.
Process
19. Debriefing the Debate – 10 minutes
a. Students write down one-two sentences describing their reactions from the debate
yesterday.
i. Has your stance changed?
ii. What did you notice?
iii. Was there a point argued that was exceptionally effective?
b. Students volunteer answers to the following questions:
i. By the end of the debate, who did you side with?
ii. Is the parent all wrong and the child all right?
iii. Is the child all right and the parent all wrong?
c. Discuss with students that Lord Capulet was doing the best he could with what he had
and thought was right. As was Juliet.
20. Ted Talk – 15 minutes
a. Show students the first five minutes of the Ted Talk by Jennifer Senior, “For parents,
happiness is a very high bar.”
https://www.ted.com/talks/jennifer_senior_for_parents_happiness_is_a_very_high_ba
r
i. Show students the following video clip: “UCLA: Kids today more stressed out,
partying less than their parents did.” https://www.cbsnews.com/news/parents-
partied-harder-than-todays-high-schoolers-says-ucla/
 ii. Students create a Venn Diagram comparing the two video clips with information
as to why it is hard being a parent and why it is hard being a kid.
1. Discuss with students that both parents and children do the best they
can with what they have.
b. Acknowledge that this hard for the students because they’ve never been parents.
c. Discuss the following:
i. What would have happened if Capulet and Juliet stopped getting upset for a
minute and talk it out?
ii. What do you think was actually going on in their heads during that
conversation?
iii. What would have happened had they actually listened to one another?
21. Monologue Time – 25 minutes
a. Students being to write an inner-monologue of the thoughts that either Lord Capulet or
Juliet had during their conversation.
i. Students may choose to write it from the perspective that comes after, before,
or during the scene.
ii. Encourage students to take a perspective that they normally would not take.
b. Students use the remainder of time to work in their monologues. They must be at least
½ page long.
c. Project the following questions on the board to help spark students’ thinking:
i. Do parents always know what’s best for their children?
ii. At what point do parents have to let their children make their own mistakes?
iii. Both Lord Capulet and Juliet thought they were right. Why?
iv. What evidence do you see that both father and daughter were trying to do the
best they could with what they had?
22. Method of Assessment: Students turn in their Venn Diagrams to show their ability to compare
and contrast the difficulties of being a parent and a child.

LESSON #5 – Final Monologue

Key Objective: I can effectively convey my opinion through the lens of another’s perspective.
Process
23. Revisit the Spectrum of Difference – 20 minutes
a. Students stand on an imaginary line. One side is agree and the other side is disagree.
Students stand anywhere on the imaginary line that represents where their opinions fall
for the following questions:
i. Parents only want what’s best for their children.
ii. Parents have to let their children learn from their own mistakes.
iii. Parents have the right to make decisions for their children.
iv. Parents have the responsibility to teach their children right from wrong.
v. More often than not, children pick up the same opinions as their parents.
vi. Children learn who they are from their parents.
b. Students answer the following questions:
i. Did your perspective change since the beginning of the week?
ii. Did you gain a new opinion throughout this week?
 24. Finish Monologues – 20 minutes
a. Students finish their monologues.
b. Students get back into their main groups and share their monologues with their group
members.
i. After each monologue, students discuss what they liked about the
monologue/what worked well.
c. One student from each group volunteers to read their monologue to the class.
Reflection
25. Word Wall – 10 minutes
a. At the front of the room, each student writes one word for how they can be a better
child on a giant poster board.
i. Students write one word for how they could be a good parent someday on a
second poster board.
b. Discuss the differences/similarities with the students.
26. Method of Assessment: Students write and share a monologue from the perspective of Lord
Capulet or Juliet to demonstrate their ability convey their opinion through the lens of another’s
perspective.