UNIT 3 Lesson 2: Othello Act I

Unit 3 Lesson 1 Introduction to ShakespeareRonald Donn Neville HS 2015-2016

UNIT 3 Lesson 2: Othello Act I

All lessons adapted from the Louisiana ELA Guidebook and are aligned with Common Core Standards.

Plot
How 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 I

Day 1: Assign discussion teams for Othello Elements. Students should review criteria and begin chart.
BELL: HTRLLAP Chapter 8: Situational Archetypes (Which one is presented in Act I?). Focus on fall of Icarus (show picture).
LESSON:

Materials & Supporting Texts:

-Key Scene
-Socratic Discussion Charts
-TT Notebooks/Texts

1. IND: Students review chart and ask questions.
2. TT” Using texts, students begin planning their presentations to lead discussion.
(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)

Home:
A) Test Prep, “Button w/Introduction Task” (various RL Standards Practice)
B) Review articles of choice.
Day 2: Socractic Discussion, Elements of Shakespearean Drama

BELL: Review Chapter 8 Again: Where is metonymy used in Act I for the sake of expressing ideas about character?
CCSS: SL 9-10.1, SL 9-10.6, W 9-10.9, W.9-10.10

LESSON:

1. IND: Students sign up for one of four assigned research topics.
2. TT” Using texts, students lead discussion with a focus toward the topic of their choice.
(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)

Home:
A) Test Prep, “Icarus w/Short Answer”
B) Review articles of choice.

Day 3-4: Socractic Discussion, Elements of Shakespearean Drama
Materials:
-Discussion Charts
-Notebooks
-Text of Othello

BELL: HTRLLAP Chapter 9: Greek Mythology. MUST IDENTIFY:
A. How does Othello exemplify the fall of Icarus?
Bell:
B. How does “Archetypal Situation #5” fit the situation between Iago and Othello?
C. Which type of conflict seems MOST PREVALENT in Othello?
CCSS: SL 9-10.1, SL 9-10.6, W 9-10.9, W.9-10.10

LESSON:

TT: Using texts, students lead discussion with a focus toward the topic of their choice.
(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)

Day 5:
BELL: “Cultural Context of Othello”:

LESSON:

WC: Discuss FEAR and DISAPPOINTMENT as the central motives behind the characters’ jealousy. Students given opportunity to fill in gaps of knowledge.

1. Teacher reads critical glosses
2. Students discuss personal history with psychology of disappointment.

CCSS: SL 9-10.1, SL 9-10.6, W.9-10.10, RL.9-10.4, RL.9-10.5, RL.9-10.10

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.

PLAY / Plot
How 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?
Act I
Act, Scene, Line
cited like this:
I.ii.44
Questions My Paper Should Answer
PLAY / Plot
How 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?
Act II
Act, Scene, Line
cited like this:
I.ii.44
Questions My Paper Should Answer
PLAY / Plot
How 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?
Act III
Act, Scene, Line
cited like this:
I.ii.44

Questions My Paper Should Answer
PLAY / Plot
How 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?
Act IV
Act, Scene, Line
cited like this:
I.ii.44
Questions My Paper Should Answer
PLAY / Plot
How 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?
Act V
Act, Scene, Line
cited like this:
I.ii.44

Glossary Quiz

Test Prep

Socratic discussions

Review Articles

Decide on TOPIC

Review writing errors

OTHELLO: KEY SPEECHES & Scenes
NOTE: This is NOT a comprehension list of readings. This is merely a guide for our focused discussions in class. Students must complete AL readings of the entire play, approximately ONE Act per week.

ACT I (The Prologue: Jealousy Rears Its Head)
Key Plot Points:
______
______
______
______
______
Act I, Scene 1:

Iago's "O, sir, content you" monologue” **Page______

Act I, Scene 3:

-Othello's "Her father loved me; oft invited me" monologue **Page______
-Iago's "Thus do I ever make my fool my purse" soliloquy**Page______

ACT II:(The Conflict: The Scheme)
Key Plot Points:
______
______
______
______
______

Act II, Scene 1:

-Iago and Desdemona's Contest of Wits ("Come on, come on" through "To suckle fools and chronicle small beer')**Page______
-Iago's "That Cassio loves her, I do well believe it" monologue**Page______

Act II, Scene 3:

-Othello's "Now, by heaven" speech**Page______

-Iago's "And what's he then that says I play the villain?" soliloquy**Page______

ACT III: (Rising Action and Climax: A Marriage Made in Hell)
Key Plot Points:
______
______
______
______
______

Act III Scene 3:

-Iago "courts" Othello & The Green-Eyed Monster is Born: "Ha! I like not that" through "I am very sorry that you are not well" **Page______
-Othello's "This fellow's of exceeding honesty" soliloquy**Page______

-Othello's "I had been happy, if the general camp" speech through end of scene**Page______

Act III Scene 4:

Key Plot Points, Transition to Falling Action, Foreshadowing**Page______

ACT IV: (The Falling Action: The Monster Grows)
Key Plot Points:
______
______
______
______
______

Act IV Scene 1:

-Key Plot Points, Foreshadowing, Othello's Language: **Page______
-"O devil, devil" through end of scene**Page______

Act IV Scene 2: Othello's "Had it please heaven" monologue**Page______

Act IV Scene 3: Emilia and Desdemona: The Willow Song Scene**Page______

-"I know a lady in Venice" through end of scene**Page______

ACT V: (Denouement: The Monster is Born)

Key Plot Points:
______
______
______
______
______

Act V Scene 2:

-"Have you prayed tonight, Desdemona?" through "What noise is this? Not dead? Not yet quite dead?"**Page______
-Iago's "Demand me nothing" speech ***Page______

-Othello's "Soft you; a word or two before you go" monologue**Page______

Harry Potter and the Prisoner of Azkaban (2004)

– Who would have thought that Shakespeare could be found in the world of Harry Potter? But nonetheless, the choir at Hogwarts sings part of the spell of the Three Witches from Macbeth:
“DOUBLE, DOUBLE, TOIL AND TROUBLE
FIRE BURN AND CAULDRON BUBBLE
DOUBLE, DOUBLE, TOIL AND TROUBLE
SOMETHING WICKED THIS WAY COMES. (ALSO A RAY BRADBURY SHORT STORY)
EYE OF NEWT AND TOE OF FROG,
WOOL OF BAT AND TONGUE OF DOG,
ADDER’S FORK AND BLIND-WORM’S STING,
LIZARD’S LEG AND HOWLET’S WING.”
– MACBETH, ACT IV, SCENE I

OTHELLO RELATIONSHIPS MIND MAP

IN-CLASS DISCUSSION TEMPLATE/Cornell notes

Plot—summary of the major actions of each scene
Characters—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 Materials504s 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