Unit 3 Lesson 1 Introduction to Shakespeare Ronald Donn Neville HS 2015-2016
UNIT 3 Lesson 3: Othello Act II
All lessons adapted from the Louisiana ELA Guidebook and are aligned with Common Core Standards.
PlotHow is the plot affected by the environment? / Characters
What are the characters’ motivations? What motive do they have in common? / Conflict
Jealousy takes many forms in this play. How do we see those forms? How do jealousy and pride feed off one another? / Imagery
How does the imagery used in the play mark significant motifs and themes? / Notable Language
Where does the language of dialogue/monologue/
Soliloquy mark the development of the characters?
Learning Target: Students will learn essential elements of Shakespeare’s language and the parts of a Five Act Play, and complete Actively Learn reading task for Act II of Othello. Students will learn the proper way to cite a play as well. Students will engage in Socratic dialogue in which they will prepare for writing by focusing on a discussion of the following:
PROGRESSION: Socractic Discussions, Othello Act II
Days 1-4: Assign discussion teams for Othello Elements. Students should review criteria and begin chart. Each time should focus their discussion on key scenes.
BELLRINGERS: “How To Read Literature Like a Professor” notes…
A). Chapter 12, symbolism: Discuss symbols that express meaning in connection with the REVENGE PLOT, the CHARACTERS, and CONFLICT.
B) Chapter 13, political angles: From the list given in the notes, which political angles are present in the play?
C) Chapter 14, Christ figures: Based on the notes, is Othello a Christ figure? Is there some OTHER figure that could be a Christ figure in the play? Explain.
LESSON: Act II, Scenes 1 & 2 Socratic Discussions
Materials & Supporting Texts:
-Key Scene
-Socratic Discussion Charts
-TT Notebooks/Texts
1. IND: Students review chart and ask questions.
-PLOT Team: Key elements identify in EACH SCENE. How does the environment affect the significant elements from the plot summary: a) The storm b) Cassio’s gossip c) Iago’s teasing of Emilia and Desdemona d) Cassio’s demotion
Brief summary of 2.1:
Montano (current Venetian leader of Cyprus) discusses the storm that has destroyed the Turkish/Ottoman fleet. He fears that Othello has been lost at sea. There's a lot of description of the storm. Cassio gossips a bit, telling Montano about Othello's marriage and praising Othello's skills as a warrior and leader.
A ship turns up, which is carrying Iago and Desdemona, still no word of Othello. Cassio greets Emilia (Iago's wife) with a kiss that seems a bit too sincere, and is very friendly with Desdemona. Iago teases Emilia and Desdemona; his jokes at their expense will be useful to any of you working with the question about women's roles in the play.
Othello finally shows up to everyone's great relief and sweeps D off to their quarters.
Finally, Iago tells Roderigo (who has arrived at Cyprus in disguise, having travelled on the same ship with Iago and Desdemona) not to worry about Desdemona being married because the marriage is unnatural and she'll soon be looking for new companionship (again, useful for a paper on attitudes towards women).
They plan to do some mischief to get Cassio in trouble later in the evening.
The scene ends with Iago scheming over his plan to discredit Cassio, and get his revenge on Othello.
-CHARACTERS TEAM: Scene 1. Discuss the motives behind Desdemona’s challenge to Iago.
-CONFLICT, IMAGERY, NOTABLE LANGUAGE Teams: Scene 3. Discuss the exchanges between Cassio and Iago after he has lost his promotion. Connect to research topics, offering an explanation of how this scene is important to the developments of those topics.
2. TT: Using Socratic Dialogue in a “Fishbowl” discussion, discussions should answer the questions through 5-minute discussions. As the talk team discusses,
-1 student should take notes.
-EACH OTHER TEAM must ask a pertinent followup question.
(RL.9-10.1, RL.9-10.2, RL.9-10.3, SL.9-10.1a-d, SL.9-10.4, SL.9-10.6)
Days 1-4 Home:
A) Test Prep: Students may come to tutoring to make up test prep assignments.
1) Retake “Icarus” Test Prep
2) Take “Song” Test Prep
B) Take bibliography notes on sources.
C) Complete Act III of Othello
Enrichment: “Cultural Context of Othello”: https://prezi.com/hg7oxiui99wl/copy-of-understanding-the-cultural-context-of-othello/
Othello Annotated Bibliography & Note Cards.
Now that you have read and annotated your secondary sources, we can go on to the next two steps.
1. You should create an annotated bibliography wherein you assess your sources and discuss their relevance to your topic. You have been given a model annotated bibliography to use as a guide to MLA formatting. Pages 100-109 of your “Big Book” contain guidelines to formatting both in-text parenthetical citations as well as bibliographic entries such as appear on an annotated bibliography or Works Cited page.
2.
Students should begin compiling notes from the secondary sources to use in
1. Review annotations on sources. Students should have selected source and used Actively Learn to leave notes.
2. Show printing features of AL.
3. Use notecard templates, have them turn in their note sheets.
4. Show sample notecards.
SOCRACTIC DISCUSSION: Othello, the Moor of Venice
Each week as we discuss an act of the play, one team is responsible leading the discussion on one of these specific elements of the drama. For each act, teams will rotate responsibility for discussing:
1. Plot—summary the major actions of each scene
2. Characters—how they develop/change during the act. You can discuss each characters’ major traits and how others see them on this slide
3. Conflict/s—what tension/s are established in the act and how do these conflicts develop?
4. Imagery—note and discuss the thematic importance of dominant imagery (such as the animal imagery and garden imagery in Act One)
5. Notable language—this play is full of noteworthy language use indicating irony, outrage, fear, passion, anger, etc. Sometimes the language is quite simple; at other times it is extraordinarily complex. Identify specific passages where the language really stands out (is quotable) and discuss not only what is being said but the manner in which the character expresses his or her thoughts.
Discussion Protocol:
1. “Inner Circle” Team spends 5 minutes communicating their observations, while others take notes. At least three observations per team for each act. Students should listen for anything that may help them with their papers, using the chart to take notes.
2. “Outer Circle” asks questions concerning the element presented, engaging in a discussion that answers the central question, which is related to the paper topics.
3. Brief “open ended Q & A” will finish the discussion. Teams may bring visuals or use technology to share information related to the discussion.
GRADING:
30 points for each team, weekly. To get the 30 points:
A. Each team member must speak. This is a GROUP grade.
B. In discussion, teams must present SOME technology-based media to assist with their discussion. This can be prepared PPT or simply a related web page.
OTHELLO RELATIONSHIPS MIND MAP
IN-CLASS DISCUSSION TEMPLATE/Cornell notes
Plot—summary of the major actions of each sceneCharacters—how they develop/change during the act. You can discuss each characters’ major traits and how others see them on this slide
Conflict/s—what tension/s are established in the act and how do these conflicts develop?
Imagery—note and discuss the thematic importance of dominant imagery (such as the animal imagery and garden imagery in Act One)
Notable Language—this play is full of noteworthy language use indicating irony, outrage, fear, passion, anger, etc. Sometimes the language is quite simple; at other times it is extraordinarily complex. Identify specific passages where the language really stands out (is quotable) and discuss not only what is being said but the manner in which the character expresses his or her thoughts.
TMAT: Teacher made Materials 504s Present in Classes
21: 21st Century Tools
LDOE: Louisiana Department of Education Guidebook Task
WC: Whole Class discussion or lecture
TT: Talk Team or Paired Task
Ind: Independent Task