OTHELLO

1. OTHELLO By: William Shakespeare A tragedy set in a private world that focuses on the passions and personal lives of the main characters, filled with jealousy, rage, and villainy.

2. Literary Terms • Let’s review literary terms. • Look over the list you have been given. What words are familiar, which ones have you seen before? Which are brand new and foreign to you? • FYI… you will be assessed on these as the play progresses, so prepared to identify them!

3. Shakespeare Time Line (HO 1) • Born to a wealthy business man, 1564 • Left school to help take care of family • Married Anne Hathaway and had three children • Joined Chamberlain’s Men, a performing arts group in 1594 • Theaters closed in London due to plague and resulting deaths • Became part owner of Globe theater

4. GLOBE THEATER1599 - establishedSet up - the wealthy sat upstairs in seats, the poor stood at eye level with the stage, with no ammenities1613 - burned down(Shakespeare retired that year, died 3 years later – 1616)**Has since been reestablished as a tourist attraction where they still perform shows to this day (movie we will view)**

5. WHAT WOULD YOU DO? • Read and complete handout 2 – “What Would you do?” • You can write the questions and answers in your notebook – OR – staple paper into your notebook and answer on the sheet. • YOU MUST HAVE IT IN YOUR T.O.C. • Be sure answers are in full sentences!!! • Discuss…

6. INSULTS!!! • PART 1: • With your shoulder partner, read over the “Shakespearian Insults” provided to you. • Translate the statement into modern day words, without being vulgar or inappropriate (do I really have to say that?).

7. INSULTS!!! • PART 2: • Working with your shoulder partner from yesterday, take the list of adjective – adjective – noun words, and create your own “Shakespearian Insult”. Be sure to translate it! • We will have an insult “battle” to see who can withstand the words of William, and be the most creative!!!

8. VOCAB1. Define the word from the dictionary (indicate PART OF SPEECH)2. WITHOUT using a dictionary/thesaurus, list one synonym (word that means the same) and one antonym (word that means the opposite).3. Write a complete sentence, using context clues, to demonstrate you understand the word’s meaning. Abhor Insolent Conjuration Mandate Duplicity Sated Grange Sequestration Iniquity

9. THE WEB • Look at handout 3 – Iago’s Web • On the back, write a paragraph explaining what you think the visual suggests. • I realize you do not know the play or the characters yet, this is a pre-reading activity to get you started. There is no wrong answer. Just write!!! • Be sure to have this in your ISN and labeled in your T.O.C.

10. Let’s Begin! • Act 1, Scene 1 sets the mood for the entire play that lies ahead. • Characters – Iago & Roderigo – both jealous. Why? • Referenced – Othello, Desdemona, Cassio • Awakens – Barbantio, Desdemona’s father • Insults Othello – how and why?

11. Three Angry Men • Meet with your 9 o’clock for this activity and all of Act 1! • After reading Act 1, Scene 1, where Iago’s anger, jealousy, and double dealings become apparent through his conversation with Roderigo and Barbantio, ANSWER (in full sentences) the questions on HO 4. • Each person should have answers written in his/her notebook and the assignment should be in T.O.C. We’ll discuss as a class after…

12. Some Literary Terms • ASIDE – when a character talks to the audience, with other characters on the stage • MONOLOGUE – when one character speaks at length, to at least one other character • SOLILOQUY – when no other characters are on stage and a character talks only to the audience

13. REMINDER!!! SUMAMTIVE TOMORROW ACT 1 – READING COMPREHENSION (this will be multiple choice) ACT 1 – VOCABULARY WORD STUDY (this will require a def, a syn, an ant, and a sentence)

14. Act 1 Wrap-Up • 1. Return to groups from yesterday – name a writer, a speaker (2 for some), and a leader • 2. Bell Ringer – choose/make a list of 6 traits that describe each character on your word portrait (each student should list them on his/her own handout – use as many vocabulary words as possible) • 3. “Paint a verbal portrait” – “writer” is to list one of your words on the portraits in the gallery, but do not repeat one already listed by another group • 4. This is our character review – add to your chart if you haven’t already. Any clarification needed on their relationships to other characters? • 5. Analysis sheet – summary, plot development (with text support), literary terms • 6. Green sheet questions – 2 or 3 per group. REMEMBER – this is a collaborative formative grade so have your “speaker” ready.

15. Action and Reaction • SCENE 2: • Iago shows “love” for Othello by warning him of Brabantio’s impending arrival • Othello declares his love for Desdemona rather than retreat from the Barbantio and his entourage • SCENE 3: • Military men discuss strategies and conflicting war reports as Barbantio addresses his “trouble” with Othello to the Senate • Othello defends their love, and Desdemona supports his claims • Iago and Roderigo – full circle back to beginning

16. ACTIVITY • QUESTION - What are your impressions of Iago? Othello? Desdemona? • Handout 5 – answer with 9 o’clock in ISN. Enter in T.O.C. • Discuss as class!

17. Act 1 Wrap-Up • MINI QUIZ – ACT 1 • VOCAB WORD STUDY • Trade – n – Grade!!! • WEB – who is tangled in Iago’s web thus far? Add their names to handout 3.

18. MONDAY FREE WRITE • “A blessed thing it is for any man or woman to have a friend, one human soul whom we can trust utterly, who knows the best and worst of us and for us, and who loves us in spite of all our faults”. - Charles Kingsley • What does this quote bring to mind? Write for 5-10 minutes to explore those thoughts.

19. VENICE TO CYPRUS • How much time do you anticipate it took to travel this distance in the 1500’s? • Why does that matter in terms of the plot? • What do you expect happened in Othello’s absence, back in Venice?

20. Arriving in Cyprus • After reading Act 2, Scene 1 answer the questions on the handout. MAKE SURE YOU DENOTE TEXT SUPPORT TO ELABORATE ON YOUR ANSWER. (This can also assist in completing the white analysis sheet!) • As with the last act, I will count your performance on this as a formative and we will review as a class.

21. Student Led Discussion • One student will volunteer as our moderator (or lead) • He/she will be responsible for asking the questions on the sheet to the groups (1 per group) • Since the pairs will be assessed based upon their answer(s), the lead will be assessed based on his/her ability to take the question a bit deeper, asking for text support and elaboration from the responder

22. Cassio’s Disgrace • What events lead to Cassio’s demise? • How does Iago and Roderigo plan for such a fate? • What is in the end result of Cassio’s behavior? • What is the significance of Iago’s soliloquy?

23. REPUTATIONHandout 9 • Consider the causes and influences over our reputation. • What role does reputation play in Othello? • Who has the most damaged reputation? • Who has the cleanest reputation? • How highly do you value reputation? • WORK IN GROUPS TO ADDRESS

24. ACT 3: The Green Eyed Monster • Scene I: • Cassio fails to please Othello • Iago continues to play Cassio • Scene II: • Business as usual for Othello • Scene III: • Iago’s plan coming together • Cassio looks guilty, but is desperate • Iagos eggs on Othello about Cassio’s integrity

25. ACTIVITY • Let’s contemplate what “might have happened” if only the characters had not been under the direct influence of Iago, and if they had made different choices – or – if certain scenarios played out differently. • Formative grades assessed for your ingenuity!!!

26. Act 3, Cont’d: The Handkerchief • Scene IV: • Desdemona realizes her prized possession from Othello is missing • Double entendres (sexual references) about her hands due to raging jealousy • Desdemona proposes a distraction – Cassio • Meet Bianca, Cassio’s actual lover • Handkerchief is discovered

27. Activity • HANDOUT 12: Reading Reflection Questions • HANDOUT 13: Powerful People in Othello • SUMMATIVE ASSESSMENT – ACTS 2-3

28. Othello VOCAB GROUPS WILL BE ASSIGNED ONE WORD TO COMPLETE A WORD STUDY ON (definition, synonym, antonym, sentence) – AND WILL ALSO BE REQUIRED TO CREATE A VISUAL FOR THE WORD. BE NEAT AND CREATIVE!!! • Choler • Dilatory • Discern • Discourse • Frailty • Hindrance • Impediment • Importune • Prate

29. ACT 4: Othello’s Deterioration • Othello suffers an epileptic seizure • Lodovico brings news from the Duke • Desdemona enlists Lodovico to speak to Othello on Cassio’s behalf • Desdemona still naïve, does not believe that Othello’s anger is towards her • News that Cassio is governor of Cyprus and Othello ordered back to Venice delights Des. • Othello slaps Des, believing she lusts for Cas • Iago convinces Lod Othello has gone mad

30. ACTIVITY, Scene 1 • HANDOUT 14: A deteriorating situation • Working in groups, answer the questions for discussion. We will review as a class and earn a formative grade that reflects our understanding.

31. Act 4, Continued – Scene 2-3 • Tangled Communication • Desdemona asks Iago to intercede with she and Othello • This request, coupled with her statement of innocence, is tragically ironic • Her conversation with Emilia emphasizes her innocence and inexperience

32. ACT 4 ACTIVITY 2 • Desdemona vs. Emilia • Venn Diagram to emphasize the differences • What makes them so opposite?

33. ACT 5: THE CONCLUSION • Scene I: • Roderigo attempts to attack and kill Cassio • Irony – Roderigo is slain; Cassio only wounded • Scene II: • Othello’s early speech reminds us of his early majesty in the play • We believe Othello loves Desdemona but cannot live without her • Emilia finally speaks up, but all is lost

34. FINAL ACTIVITY • Part A: • What happens at the beginning of the scene? The significance? • What happens to Emilia and why? • Part B: • Othello’s final speech: how is he different form Iago? What subject does he turn to in the end?

35. FINAL SUMMATIVES • After all the reading and all the worksheets/ graphic organizers to enhance our understanding, students will demonstrate their proficiency with the following: • A final multiple choice summative • A group performance of an assigned scene • ANALYSIS sheets, with textual support and literary terms