Objective: SWBAT review for their test on "Othello."
Do-Now: Create THREE challenge questions based on "Othello" and the literary terms we learned along with "Othello." Try to make your questions as difficult to answer as possible!
Today: 1) Literary Terms and Figurative Language Slide Show
2) Othello Jeopardy! CLICK HERE
3) Challenge Questions: Class will attempt to answer your challenge questions from your Do-Now.
Exit Slip: List any questions you still have about "Othello" or the literary terms. What else do you feel you need to know to be prepared for the test tomorrow?
Homework: "Othello" Test TOMORROW. "Othello" Project Due MONDAY, November 5.
Wednesday, October 31, 2012
Friday, October 26, 2012
Wednesday, October 31
Objective: SWBAT complete a practice test to review for
Thursday’s test on “Othello.”
Do-Now: What are your reactions to the film "O?" Did you enjoy it? Why or why not? Do you believe it stayed true to the play "Othello?" Why or why not? Did you enjoy "O" more or less than "Othello?" Explain.
Today: 1) Complete the practice test for "Othello." This test will count for classwork credit, but will not be given a letter grade. You should use this test to see what you know and what you need to study for Thursday.
2) Class will go over the practice test.
Exit Slip: Now that you have completed the practice test, what do you feel are your weaknesses? What do you still not understand about the play? What do you need help with? What do you need re-explained to you?
Homework: "Othello" Test will now be on FRIDAY, November 2. "Othello" Project is still due on MONDAY, November 5.
Do-Now: What are your reactions to the film "O?" Did you enjoy it? Why or why not? Do you believe it stayed true to the play "Othello?" Why or why not? Did you enjoy "O" more or less than "Othello?" Explain.
Today: 1) Complete the practice test for "Othello." This test will count for classwork credit, but will not be given a letter grade. You should use this test to see what you know and what you need to study for Thursday.
2) Class will go over the practice test.
Exit Slip: Now that you have completed the practice test, what do you feel are your weaknesses? What do you still not understand about the play? What do you need help with? What do you need re-explained to you?
Homework: "Othello" Test will now be on FRIDAY, November 2. "Othello" Project is still due on MONDAY, November 5.
Thursday, October 25, 2012
Friday, October 26
Objective: SWBAT compose a movie review for an adaptation of "Othello."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review expectations for movie review. What similarities/differences have you seen between the movie "O" and "Othello?"
2) Students will finish watching "O" and taking notes for their movie reviews.
3) Finish Character Charts for "Othello"
Homework: "Othello" Test on Thursday, November 1. "Othello" Project Due Monday, November 5.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review expectations for movie review. What similarities/differences have you seen between the movie "O" and "Othello?"
2) Students will finish watching "O" and taking notes for their movie reviews.
3) Finish Character Charts for "Othello"
Homework: "Othello" Test on Thursday, November 1. "Othello" Project Due Monday, November 5.
Wednesday, October 24, 2012
Thursday, October 26
Objective: SWBAT compose a movie review for an adaptation of "Othello."
Do-Now: Describe the resolution and denouement of "Othello." Do you believe everyone got what he/she deserved in the end? Explain. What lesson might Shakespeare want us to learn from his tragedy? Explain.
Today: 1) Review the plot of "Othello." Class will plot "Othello" on a plot pyramid.
2) What is an adaptation?
3) Teacher will go over "O" Movie Review Guidelines.
4) Class will read a sample movie review for "O."
5) Class will begin to watch "O" while taking notes for the movie review.
Exit Slip: Describe the similarities/differences you have noticed so far between "O" and "Othello." How has "O" been adapted to fit the interests of a modern audience?
Homework: "Othello" Test on Thursday, November 1. "Othello" Project due Monday, November 5.
Do-Now: Describe the resolution and denouement of "Othello." Do you believe everyone got what he/she deserved in the end? Explain. What lesson might Shakespeare want us to learn from his tragedy? Explain.
Today: 1) Review the plot of "Othello." Class will plot "Othello" on a plot pyramid.
2) What is an adaptation?
3) Teacher will go over "O" Movie Review Guidelines.
4) Class will read a sample movie review for "O."
5) Class will begin to watch "O" while taking notes for the movie review.
Exit Slip: Describe the similarities/differences you have noticed so far between "O" and "Othello." How has "O" been adapted to fit the interests of a modern audience?
Homework: "Othello" Test on Thursday, November 1. "Othello" Project due Monday, November 5.
Tuesday, October 23, 2012
Wednesday, October 25
Objective: SWBAT
evaluate Othello’s reasons for killing Desdemona. SWBAT evaluate the resolution and denouement of "Othello."
Do-Now: What "evidence" has Iago given Othello throughout the play to prove Desdemona is cheating? Do you believe Othello will give Desdemona a chance to defend herself before he kills her? Why or why not? Explain.
Today: 1) Review suspense. How was suspense created in Act 5, Scene 1?
2) Class will read Othello's soliloquy at the beginning of Act 5, Scene 2. What are his reasons for killing Desdemona? Are these reasons valid?
3) In groups, finish reading Act 5, Scene 2. What is the play's resolution? What is the play's denouement? Does everyone get what he/she deserves in the end? To read Act 5, Scene 2 of "Othello" online CLICK HERE.
4) Class will watch the end of "Othello."
Exit Slip: Describe the play's resolution and denouement. Did everyone get what he/she deserved in the end? Why or why not? Explain.
Homework: "Othello" Project Due Monday, November 5. "Othello" Test on Thursday, November 1.
Do-Now: What "evidence" has Iago given Othello throughout the play to prove Desdemona is cheating? Do you believe Othello will give Desdemona a chance to defend herself before he kills her? Why or why not? Explain.
Today: 1) Review suspense. How was suspense created in Act 5, Scene 1?
2) Class will read Othello's soliloquy at the beginning of Act 5, Scene 2. What are his reasons for killing Desdemona? Are these reasons valid?
3) In groups, finish reading Act 5, Scene 2. What is the play's resolution? What is the play's denouement? Does everyone get what he/she deserves in the end? To read Act 5, Scene 2 of "Othello" online CLICK HERE.
4) Class will watch the end of "Othello."
Exit Slip: Describe the play's resolution and denouement. Did everyone get what he/she deserved in the end? Why or why not? Explain.
Homework: "Othello" Project Due Monday, November 5. "Othello" Test on Thursday, November 1.
Monday, October 22, 2012
Tuesday, October 23
Objective: SWBAT
describe how suspense is created in the final Act of Othello.
Do-Now: Describe Iago’s plan for getting rid of Cassio. What might possibly go wrong with this plan? Do you believe Iago will be able to see this plan through successfully? Explain why or why not using evidence from the play.
Today: 1) Review suspense: How is suspense created in movies? Class will watch clips from the movie "Jaws" and discuss how suspense is created in the film.
2) Note-taking: Verbal Irony: When a character says one things and means the opposite.
3) Class will read Act 5, Scene 1. What has gone wrong with Iago's plan? How is Iago able to mislead everyone into believing what he wants? To read Act 5, Scene 1 online CLICK HERE
4) Class will watch Act 5, Scene 1 from "Othello."
5) Character Chart: Now that we have read most of the play, fill out the character chart for the remaining major characters. You already have Iago, now you need to add Othello, Desdemona, Emilia, Roderigo and Cassio.
Exit Slip: Describe how suspense is created in Act 5, Scene 1.
Homework: "Othello" Project Due Monday, November 5.
Do-Now: Describe Iago’s plan for getting rid of Cassio. What might possibly go wrong with this plan? Do you believe Iago will be able to see this plan through successfully? Explain why or why not using evidence from the play.
Today: 1) Review suspense: How is suspense created in movies? Class will watch clips from the movie "Jaws" and discuss how suspense is created in the film.
2) Note-taking: Verbal Irony: When a character says one things and means the opposite.
3) Class will read Act 5, Scene 1. What has gone wrong with Iago's plan? How is Iago able to mislead everyone into believing what he wants? To read Act 5, Scene 1 online CLICK HERE
4) Class will watch Act 5, Scene 1 from "Othello."
5) Character Chart: Now that we have read most of the play, fill out the character chart for the remaining major characters. You already have Iago, now you need to add Othello, Desdemona, Emilia, Roderigo and Cassio.
Exit Slip: Describe how suspense is created in Act 5, Scene 1.
Homework: "Othello" Project Due Monday, November 5.
Friday, October 19, 2012
Monday, October 22
Objective: SWBAT
describe how a song can be used as foreshadowing in a play.
Do-Now: Have you ever been accused of something you didn’t do? What were you accused of? How did it make you feel to be accused? What did you do/say in an attempt to free yourself from blame? Did the person who blamed you ever realize the truth?
Today: 1) Share-out figurative language examples from homework
2) Introduce "Othello" Project
3) Review foreshadowing. How can a song be used as foreshadowing?
4) Class will read Act 4, Scene 3. How can Desdemona's song be viewed as foreshadowing? To read Act 4, Scene 3 online CLICK HERE
5) Class will re-read Emilia's monologue at the end of the scene. What does she say about the reasons women cheat on their husbands? Is there any truth to what she says?
Exit Slip: Recall Desdemona's "Willow" song. What was the song about? Why was the song significant to Desdemona? How does this song foreshadow her death? Explain.
Homework: Begin working on your "Othello" Project: Due Monday, November 5.
Do-Now: Have you ever been accused of something you didn’t do? What were you accused of? How did it make you feel to be accused? What did you do/say in an attempt to free yourself from blame? Did the person who blamed you ever realize the truth?
Today: 1) Share-out figurative language examples from homework
2) Introduce "Othello" Project
3) Review foreshadowing. How can a song be used as foreshadowing?
4) Class will read Act 4, Scene 3. How can Desdemona's song be viewed as foreshadowing? To read Act 4, Scene 3 online CLICK HERE
5) Class will re-read Emilia's monologue at the end of the scene. What does she say about the reasons women cheat on their husbands? Is there any truth to what she says?
Exit Slip: Recall Desdemona's "Willow" song. What was the song about? Why was the song significant to Desdemona? How does this song foreshadow her death? Explain.
Homework: Begin working on your "Othello" Project: Due Monday, November 5.
Thursday, October 18, 2012
Friday, October 19
Objective: SWBAT
evaluate the effectiveness of figurative language in Othello.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review Act 4, Scene 1
2) Review Figurative Language:
simile: comparing two unlike things using "like" or "as"
metaphor: comparing two unlike things without using "like" or "as"
personification: giving human qualities to an inanimate object, animal, or idea
hyperbole: an extreme exaggeration
3) Class will begin reading Act 4, Scene 2 examining the figurative language used by Othello as he insults Desdemona. To read Act 4, Scene 2 online CLICK HERE.
4) In groups, finish reading Act 4, Scene 2.
5) Class will watch a clip from the film version of "Othello."
Exit Slip: Describe Iago's new plan that he reveals to Roderigo at the end of Act 4, Scene 2.
Homework: Creating Figurative Language: Othello insults Desdemona using various examples of figurative language. Create your own examples of figurative language to describe famous celebrities. You should write at least FIVE sentences about FIVE different celebrities. You may use simile, metaphor, personification, or hyperbole. You can choose to say nice things about the celebrities or you can choose to insult them. On Monday, you will be sharing some of these with the class.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review Act 4, Scene 1
2) Review Figurative Language:
simile: comparing two unlike things using "like" or "as"
metaphor: comparing two unlike things without using "like" or "as"
personification: giving human qualities to an inanimate object, animal, or idea
hyperbole: an extreme exaggeration
3) Class will begin reading Act 4, Scene 2 examining the figurative language used by Othello as he insults Desdemona. To read Act 4, Scene 2 online CLICK HERE.
4) In groups, finish reading Act 4, Scene 2.
5) Class will watch a clip from the film version of "Othello."
Exit Slip: Describe Iago's new plan that he reveals to Roderigo at the end of Act 4, Scene 2.
Homework: Creating Figurative Language: Othello insults Desdemona using various examples of figurative language. Create your own examples of figurative language to describe famous celebrities. You should write at least FIVE sentences about FIVE different celebrities. You may use simile, metaphor, personification, or hyperbole. You can choose to say nice things about the celebrities or you can choose to insult them. On Monday, you will be sharing some of these with the class.
Wednesday, October 17, 2012
Thursday, October 18
Objective: SWBAT
evaluate the effectiveness of Iago’s trick to prove to Othello that Desdemona
is cheating on him. SWBAT describe how this scene represents dramatic irony.
Do-Now: If your husband/wife were cheating on you, would you want to know about it or would you rather not find out? Is it better to know and be made miserable by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) Note-taking: dramatic irony: when the reader knows something a character doesn't know.
Have we seen any dramatic irony in "Othello" so far?
2) In groups, finish reading Act 3, Scene 4. How does the conversation among Desdemona, Emilia, Cassio, and Iago represent dramatic irony? How did Cassio get the handkerchief? Who did he give it to? To read Act 3, Scene 4 online CLICK HERE.
3) Class will begin reading Act 4, Scene 1. What does Othello think he is seeing? What is he really seeing? How does this represent dramatic irony? To read Act 4, Scene 1 online CLICK HERE.
4) Class will watch a video clip from "Othello."
Exit Slip: Why is Othello so willing to believe Desdemona is cheating on him? What does this reveal about his character? Why doesn’t Othello just ask Desdemona if she is having an affair? EXPLAIN.
Do-Now: If your husband/wife were cheating on you, would you want to know about it or would you rather not find out? Is it better to know and be made miserable by knowing or to be ignorant and made happy by not knowing? Explain.
Today: 1) Note-taking: dramatic irony: when the reader knows something a character doesn't know.
Have we seen any dramatic irony in "Othello" so far?
2) In groups, finish reading Act 3, Scene 4. How does the conversation among Desdemona, Emilia, Cassio, and Iago represent dramatic irony? How did Cassio get the handkerchief? Who did he give it to? To read Act 3, Scene 4 online CLICK HERE.
3) Class will begin reading Act 4, Scene 1. What does Othello think he is seeing? What is he really seeing? How does this represent dramatic irony? To read Act 4, Scene 1 online CLICK HERE.
4) Class will watch a video clip from "Othello."
Exit Slip: Why is Othello so willing to believe Desdemona is cheating on him? What does this reveal about his character? Why doesn’t Othello just ask Desdemona if she is having an affair? EXPLAIN.
Tuesday, October 16, 2012
Wednesday, October 17
Objective: SWBAT defend/prosecute Desdemona using the evidence they have collected from Acts 1-3 of "Othello."
Do-Now: What do you feel is your group's strongest piece of evidence for/against Desdemona. Why do you believe this piece of evidence proves she is innocent/guilty? Explain.
1) Debate: Is Desdemona innocent or guilty? Groups will have a chance to share their evidence with the class and discuss whether the evidence proves Desdemona is a loyal wife or a liar.
2) Note-taking: Pun = a play on words
Example: "No one is too poor to pay attention."
"A horse is a very stable animal."
"A hard-boiled egg for breakfast is hard to beat."
"Which president is least guilty? Lincoln. He is in a cent."
3) Class will begin to read Act 3, Scene 4. How does the clown use puns at the beginning of this scene? How does Othello react when Desdemona cannot find her handkerchief? To read Act 3, Scene 4 online CLICK HERE.
Do-Now: What do you feel is your group's strongest piece of evidence for/against Desdemona. Why do you believe this piece of evidence proves she is innocent/guilty? Explain.
1) Debate: Is Desdemona innocent or guilty? Groups will have a chance to share their evidence with the class and discuss whether the evidence proves Desdemona is a loyal wife or a liar.
2) Note-taking: Pun = a play on words
Example: "No one is too poor to pay attention."
"A horse is a very stable animal."
"A hard-boiled egg for breakfast is hard to beat."
"Which president is least guilty? Lincoln. He is in a cent."
3) Class will begin to read Act 3, Scene 4. How does the clown use puns at the beginning of this scene? How does Othello react when Desdemona cannot find her handkerchief? To read Act 3, Scene 4 online CLICK HERE.
Monday, October 15, 2012
Tuesday, October 16
Objective: SWBAT find evidence in "Othello" to either prove or disprove Desdemona is having an affair with Cassio.
Do-Now: What evidence would you need to believe someone was cheating on you? What would you have to hear? What would you have to see? Would you trust what others were telling you about your significant other? Explain.
Today: 1) Review Act 3, Scene 3. What does Iago tell Othello to convince him Desdemona is having an affair with Cassio?
2) Continue working on Defending/Prosecuting Desdemona: Now that you have collected pieces of evidence from Act 3, Scene 3, you may look at the other scenes we have read. Where in Act 1 or 2 can you find evidence to defend/prosecute Desdemona? Remember, if you are defending her you are finding evidence to prove she is a loyal, loving, trustworthy wife. If you are prosecuting her, you are finding evidence to prove she is a having an affair with Cassio and can't be trusted. For each piece of evidence, make sure to copy down the page #, the quote, and an explanation of how the quote either proves or disproves Desdemona is cheating with Cassio. Remember, the evidence can be quotes from Desdemona herself or quotes where other characters refer to Desdemona. Your group will submit ONE paper by the end of class today. Each valid piece of evidence will receive 2 points and each valid piece of evidence which no other group found will receive 5 points. The group with the most points gets a prize on FRIDAY!!!
Do-Now: What evidence would you need to believe someone was cheating on you? What would you have to hear? What would you have to see? Would you trust what others were telling you about your significant other? Explain.
Today: 1) Review Act 3, Scene 3. What does Iago tell Othello to convince him Desdemona is having an affair with Cassio?
2) Continue working on Defending/Prosecuting Desdemona: Now that you have collected pieces of evidence from Act 3, Scene 3, you may look at the other scenes we have read. Where in Act 1 or 2 can you find evidence to defend/prosecute Desdemona? Remember, if you are defending her you are finding evidence to prove she is a loyal, loving, trustworthy wife. If you are prosecuting her, you are finding evidence to prove she is a having an affair with Cassio and can't be trusted. For each piece of evidence, make sure to copy down the page #, the quote, and an explanation of how the quote either proves or disproves Desdemona is cheating with Cassio. Remember, the evidence can be quotes from Desdemona herself or quotes where other characters refer to Desdemona. Your group will submit ONE paper by the end of class today. Each valid piece of evidence will receive 2 points and each valid piece of evidence which no other group found will receive 5 points. The group with the most points gets a prize on FRIDAY!!!
Sunday, October 14, 2012
Monday, October 15
Objective: SWBAT
analyze how Iago is able to use the actions of other characters as well as his
own lies in order to convince Othello that Desdemona is having an affair with
Cassio.
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you hear.” Do you agree with this quote? Why or why not? How can you relate it to your own life? Explain.
Today: 1) Go over "Fences" Test
2) Review Act 2 of Othello. What is Iago’s plan for convincing Othello that Desdemona is having an affair with Cassio?
3) In pairs, read Act 3, Scenes 1 and 2. What is the significance of these short scenes?
4) In groups, students will read Act 3, Scene 3. How is Iago using other characters’ actions in combination with his own lies in order to convince Othello of Desdemona’s affair? Students will make a list of Iago’s “evidence” against Desdemona. Read Act 3, Scene 3 of "Othello" CLICK HERE.
5) Defending/Prosecuting Desdemona: Iago seems to have Othello convinced that Desdemona is having an affair with Cassio. In your groups, you will be assigned to find evidence that either proves or disproves that Desdemona may be having an affair with Cassio or is otherwise disloyal to Othello. You must find specific lines that are spoken by Desdemona or refer to Desdemona, copy these lines and their pages numbers, and explain how each line proves that Desdemona is a faithful or unfaithful wife.
Exit Slip: What "evidence" has Iago given to Othello so far to "prove" that Desdemona is cheating with Cassio. Explain.
Do-Now: Respond to the following quote: “Believe half of what you see and none of what you hear.” Do you agree with this quote? Why or why not? How can you relate it to your own life? Explain.
Today: 1) Go over "Fences" Test
2) Review Act 2 of Othello. What is Iago’s plan for convincing Othello that Desdemona is having an affair with Cassio?
3) In pairs, read Act 3, Scenes 1 and 2. What is the significance of these short scenes?
4) In groups, students will read Act 3, Scene 3. How is Iago using other characters’ actions in combination with his own lies in order to convince Othello of Desdemona’s affair? Students will make a list of Iago’s “evidence” against Desdemona. Read Act 3, Scene 3 of "Othello" CLICK HERE.
5) Defending/Prosecuting Desdemona: Iago seems to have Othello convinced that Desdemona is having an affair with Cassio. In your groups, you will be assigned to find evidence that either proves or disproves that Desdemona may be having an affair with Cassio or is otherwise disloyal to Othello. You must find specific lines that are spoken by Desdemona or refer to Desdemona, copy these lines and their pages numbers, and explain how each line proves that Desdemona is a faithful or unfaithful wife.
Exit Slip: What "evidence" has Iago given to Othello so far to "prove" that Desdemona is cheating with Cassio. Explain.
Thursday, October 11, 2012
Friday, October 12
Objective: SWBAT describe how Iago is using Cassio in his plan to ruin Othello.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review soliloquy: What have we learned from Iago's first TWO soliloquies?
2) Class will read Act 2, Scene 2.
3) In groups, students will read Act 2, Scene 3 and complete a TIMELINE for the events in the scene. To read Act 2, Scene 3 online CLICK HERE.
4) Did the Punishment Fit the Crime?" : Compose a TEN sentence reflection discussing the punishment Cassio received from Othello. Was the punishment fair? Did Cassio deserve to lose his job even though it was his first offense? Was Othello too harsh with Cassio’s punishment? What may have motivated Othello to be so strict with Cassio? Compare Cassio's crime and punishment to similar crimes/punishments we see today in your argument. You may also include a suggestion for how YOU would have dealt with Cassio if you has been Othello.
Exit Slip: What does Iago reveal about his plans in his two soliloquies at the end of Act 2, Scene 3? Explain.
Homework: Finish "Did the Punishment Fit the Crime?" "Fences" Project Due MONDAY!!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review soliloquy: What have we learned from Iago's first TWO soliloquies?
2) Class will read Act 2, Scene 2.
3) In groups, students will read Act 2, Scene 3 and complete a TIMELINE for the events in the scene. To read Act 2, Scene 3 online CLICK HERE.
4) Did the Punishment Fit the Crime?" : Compose a TEN sentence reflection discussing the punishment Cassio received from Othello. Was the punishment fair? Did Cassio deserve to lose his job even though it was his first offense? Was Othello too harsh with Cassio’s punishment? What may have motivated Othello to be so strict with Cassio? Compare Cassio's crime and punishment to similar crimes/punishments we see today in your argument. You may also include a suggestion for how YOU would have dealt with Cassio if you has been Othello.
Exit Slip: What does Iago reveal about his plans in his two soliloquies at the end of Act 2, Scene 3? Explain.
Homework: Finish "Did the Punishment Fit the Crime?" "Fences" Project Due MONDAY!!!!
Wednesday, October 10, 2012
Thursday, October 11
Objective: SWBAT
analyze Iago’s misogynistic views on women. SWBAT analyze Iago's second soliloquy.
Do-Now: What are Iago's motivations (both internal and external) for wanting to ruin Othello's life? Explain. How does Iago plan on using Cassio and Desdemona? Explain.
Today: 1) Individually, read pp. 61-69. What is occurring during the first part of this scene? To read Act 2, Scene 1 on "Othello" online CLICK HERE
2) What is a misogynist? Class will read pp. 71-79 examining Iago's misogynistic views on women. Is there any truth to what he says? Examine Iago's ASIDE on the bottom of pg. 75.
3) In pairs, read pp. 79-85. Focus on Iago's monologue to Roderigo and Iago's soliloquy at the end of the scene.
4) Turning the Tables: Now that Iago has bashed women in the play, it is time for some men-bashing. What stereotypes are associated with men? Write an additional scene for the play in which Emilia and Desdemona have a chance to defend themselves from Iago by criticizing men the way Iago criticized women. Your scene should be at least TWO pages long and should include only the four characters involved in the original scene: Iago, Cassio, Desdemona, and Emilia. Your scene should be written in play format (as always) and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Exit Slip: What does Iago reveal to the audience in his soliloquy at the end of Act 2, scene 1? EXPLAIN.
Homework: "Fences" Project DUE MONDAY!!! Finish "Turning the Tables."
Do-Now: What are Iago's motivations (both internal and external) for wanting to ruin Othello's life? Explain. How does Iago plan on using Cassio and Desdemona? Explain.
Today: 1) Individually, read pp. 61-69. What is occurring during the first part of this scene? To read Act 2, Scene 1 on "Othello" online CLICK HERE
2) What is a misogynist? Class will read pp. 71-79 examining Iago's misogynistic views on women. Is there any truth to what he says? Examine Iago's ASIDE on the bottom of pg. 75.
3) In pairs, read pp. 79-85. Focus on Iago's monologue to Roderigo and Iago's soliloquy at the end of the scene.
4) Turning the Tables: Now that Iago has bashed women in the play, it is time for some men-bashing. What stereotypes are associated with men? Write an additional scene for the play in which Emilia and Desdemona have a chance to defend themselves from Iago by criticizing men the way Iago criticized women. Your scene should be at least TWO pages long and should include only the four characters involved in the original scene: Iago, Cassio, Desdemona, and Emilia. Your scene should be written in play format (as always) and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Exit Slip: What does Iago reveal to the audience in his soliloquy at the end of Act 2, scene 1? EXPLAIN.
Homework: "Fences" Project DUE MONDAY!!! Finish "Turning the Tables."
Tuesday, October 9, 2012
Wednesday, October 10
Objective: SWBAT
analyze a character’s motivations for his/her actions.
Do Now: Describe how Iago is being two-faced during the first two scenes of Act 1. What does this show you about Iago? Why do you believe Iago is acting this way? Explain.
Today: 1) Review internal vs. external motivation
2) Introduce soliloquy, monologue and aside:
SOLILOQUY - A speech delivered by a character who is alone on stage. Usually, the character is talking to him/herself. Soliloquies are used to let the audience know what is going on inside the character's mind.
MONOLOGUE - A long speech delivered by a character to another character or characters on stage.
ASIDE - A short remark made by a character while other characters are on stage. This remark is not meant to be heard by the other characters on stage, only be the audience.
3) Class will read Act 1, Scene 3. To read Act 1, Scene 3 online CLICK HERE.
4) Monologue/Soliloquy Re-Write: Choose one of the following: Othello's monologue on pp. 39-41, Iago's monologue on pp. 53-55 or Iago's soliloquy on pp. 57-59. Re-write this monologue/soliloquy as a song/poem/rap expressing the same ideas in a modern way. Your re-write should be at least TEN lines and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Homework: Finish Monologue/Soliloquy Re-write. "Fences" Project Due Monday, October 15.
Do Now: Describe how Iago is being two-faced during the first two scenes of Act 1. What does this show you about Iago? Why do you believe Iago is acting this way? Explain.
Today: 1) Review internal vs. external motivation
2) Introduce soliloquy, monologue and aside:
SOLILOQUY - A speech delivered by a character who is alone on stage. Usually, the character is talking to him/herself. Soliloquies are used to let the audience know what is going on inside the character's mind.
MONOLOGUE - A long speech delivered by a character to another character or characters on stage.
ASIDE - A short remark made by a character while other characters are on stage. This remark is not meant to be heard by the other characters on stage, only be the audience.
3) Class will read Act 1, Scene 3. To read Act 1, Scene 3 online CLICK HERE.
4) Monologue/Soliloquy Re-Write: Choose one of the following: Othello's monologue on pp. 39-41, Iago's monologue on pp. 53-55 or Iago's soliloquy on pp. 57-59. Re-write this monologue/soliloquy as a song/poem/rap expressing the same ideas in a modern way. Your re-write should be at least TEN lines and is worth 20 points: 10 for length, 5 for creativity, 5 for content.
Homework: Finish Monologue/Soliloquy Re-write. "Fences" Project Due Monday, October 15.
Friday, October 5, 2012
Tuesday, October 9
Objective: SWBAT
characterize Iago based on his actions, dialogue and influence on other
characters.
Do-Now: A famous saying claims, "Revenge is a dish best served cold." What do you think this means? Do you agree with it? Why or why not? How can this saying be applied to events we see today (either in the news or in movies?)
Today: 1) Review direct vs. indirect characterization
2) Class will read Act 1, Scene 1 of “Othello.” How can you characterize Iago based on this scene? Create a new characterization chart for "Othello" and use it to characterize Iago. To read Act 1, Scene 1 online CLICK HERE.
3) In groups, students will read Act 1, Scene 2 of Othello. To read Act 1, Scene 2 online CLICK HERE.
Homework: Discussing the Issue: Brabantio is upset not only because his daughter married behind his back, but because she married a black man. If this play were set in today’s world, do you feel Brabantio would have reacted the same way? Is interracial marriage still an issue today? Explain why or why not. In your argument, you may include examples from the news or pop culture. Your response should be a MINIMUM of 10 sentences. ***REMEMBER: "Fences" Project Due MONDAY***
Do-Now: A famous saying claims, "Revenge is a dish best served cold." What do you think this means? Do you agree with it? Why or why not? How can this saying be applied to events we see today (either in the news or in movies?)
Today: 1) Review direct vs. indirect characterization
2) Class will read Act 1, Scene 1 of “Othello.” How can you characterize Iago based on this scene? Create a new characterization chart for "Othello" and use it to characterize Iago. To read Act 1, Scene 1 online CLICK HERE.
3) In groups, students will read Act 1, Scene 2 of Othello. To read Act 1, Scene 2 online CLICK HERE.
Homework: Discussing the Issue: Brabantio is upset not only because his daughter married behind his back, but because she married a black man. If this play were set in today’s world, do you feel Brabantio would have reacted the same way? Is interracial marriage still an issue today? Explain why or why not. In your argument, you may include examples from the news or pop culture. Your response should be a MINIMUM of 10 sentences. ***REMEMBER: "Fences" Project Due MONDAY***
Thursday, October 4, 2012
Friday, October 5
Objective: SWBAT complete a test on "Fences."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) You have TEN minutes to review for your test. Before the test begins, you must clear your desk of all books, notebooks, papers, and study materials. MAKE SURE YOU HAVE A PEN OR PENCIL BEFORE THE TEST STARTS!!!
2) "Fences" Test
3) Extra-Credit: Casting Call: Pretend you are in charge of selecting the actors/actresses who will play each of the characters in a film version of "Fences" : Troy, Rose, Bono, Lyons, Gabriel, Cory, and Raynell. Your job is to explain to the director of the film which actor/actress you believe should play each of the characters and why. Write a proposal for your cast. This proposal should include the following : 1) A description of each character (including both physical characteristics and personality traits), the name of the actor/actress you believe should be cast for each character, and a 2-3 sentence explanation of WHY you believe each actor/actress should be chosen to play each character. You must cast ALL SEVEN characters to receive full credit. This assignment is worth 20 EXTRA CREDIT points towards your grade and is due Tuesday, October 9. This assignment is OPTIONAL, however, EVERYONE is encouraged to complete it.
Homework: "Fences" Project Due Monday, October 15; Extra-Credit: Casting Call due Tuesday, October 9.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) You have TEN minutes to review for your test. Before the test begins, you must clear your desk of all books, notebooks, papers, and study materials. MAKE SURE YOU HAVE A PEN OR PENCIL BEFORE THE TEST STARTS!!!
2) "Fences" Test
3) Extra-Credit: Casting Call: Pretend you are in charge of selecting the actors/actresses who will play each of the characters in a film version of "Fences" : Troy, Rose, Bono, Lyons, Gabriel, Cory, and Raynell. Your job is to explain to the director of the film which actor/actress you believe should play each of the characters and why. Write a proposal for your cast. This proposal should include the following : 1) A description of each character (including both physical characteristics and personality traits), the name of the actor/actress you believe should be cast for each character, and a 2-3 sentence explanation of WHY you believe each actor/actress should be chosen to play each character. You must cast ALL SEVEN characters to receive full credit. This assignment is worth 20 EXTRA CREDIT points towards your grade and is due Tuesday, October 9. This assignment is OPTIONAL, however, EVERYONE is encouraged to complete it.
Homework: "Fences" Project Due Monday, October 15; Extra-Credit: Casting Call due Tuesday, October 9.
Wednesday, October 3, 2012
Thursday, October 4
Objective: SWBAT answer at least 80% of the review
questions for “Fences” correctly.
Do-Now: Make a list of questions you have about "Fences." This could include questions about things you read which you didn't understand or things which occurred earlier in the play which you don't remember.
Today: 1) Review Act 2, Scene 5. How does this scene represent the play's resolution and denouement?
2) Go over Study Questions for Act 1 and Act 2.
3) Review Game: JEOPARDY
Homework: Test on "Fences" TOMORROW!!! "Fences" Project Due Monday, October 15.
Do-Now: Make a list of questions you have about "Fences." This could include questions about things you read which you didn't understand or things which occurred earlier in the play which you don't remember.
Today: 1) Review Act 2, Scene 5. How does this scene represent the play's resolution and denouement?
2) Go over Study Questions for Act 1 and Act 2.
3) Review Game: JEOPARDY
Homework: Test on "Fences" TOMORROW!!! "Fences" Project Due Monday, October 15.
Tuesday, October 2, 2012
Wednesday, October 3
Objective: SWBAT describe how the conflicts in “Fences” are
resolved in the final scene of the play.
SWBAT compose an alternate ending for the play.
Do-Now: The final scene of the play is going to take place after seven years have passed. During these seven years, what do you think may have happened to each of the characters? (For example : Did Rose finally leave Troy? Did Troy and Cory reconcile? Did Lyons finally get a REAL job? Did Troy change his mind about Gabriel and get him released from the hospital?) Give your predictions.
Today: 1) Review "resolution" and "denouement."
2) In groups, read Act 2, Scene 5 pp. 90-101.
3) Alternate Ending: Compose an alternative ending for "Fences." This ending should act to REPLACE Act 2, Scene 5. You may change ANYTHING you want that has not already occurred prior to the end of Act 2, Scene 4. You may start your alternate ending at any point in time after Act 2, Scene 4. You DO NOT have to start your ending seven years later as it appears in the book. Your ending, though different from the one in the play, should still act to resolve all of the characters' problems and should include a denoument. Your ending should be AT LEAST TWO pages and should be written in play format. You MAY use characters that did not appear in the play earlier. Your ending is worth 20 points: 10 pts. for length, 5 pts. for accuracy of dialogue (each character speaks like him/herself), and 5 pts. for resolution/denoument.
Exit Slip: Describe how the final scene in "Fences" represents the play's resolution and denouement. (How are the characters' problems resolved? What event represents the happy/sad ending?)
Homework: Test on "Fences" this FRIDAY! "Fences" Project Due Monday, October 15.
Do-Now: The final scene of the play is going to take place after seven years have passed. During these seven years, what do you think may have happened to each of the characters? (For example : Did Rose finally leave Troy? Did Troy and Cory reconcile? Did Lyons finally get a REAL job? Did Troy change his mind about Gabriel and get him released from the hospital?) Give your predictions.
Today: 1) Review "resolution" and "denouement."
2) In groups, read Act 2, Scene 5 pp. 90-101.
3) Alternate Ending: Compose an alternative ending for "Fences." This ending should act to REPLACE Act 2, Scene 5. You may change ANYTHING you want that has not already occurred prior to the end of Act 2, Scene 4. You may start your alternate ending at any point in time after Act 2, Scene 4. You DO NOT have to start your ending seven years later as it appears in the book. Your ending, though different from the one in the play, should still act to resolve all of the characters' problems and should include a denoument. Your ending should be AT LEAST TWO pages and should be written in play format. You MAY use characters that did not appear in the play earlier. Your ending is worth 20 points: 10 pts. for length, 5 pts. for accuracy of dialogue (each character speaks like him/herself), and 5 pts. for resolution/denoument.
Exit Slip: Describe how the final scene in "Fences" represents the play's resolution and denouement. (How are the characters' problems resolved? What event represents the happy/sad ending?)
Homework: Test on "Fences" this FRIDAY! "Fences" Project Due Monday, October 15.
Monday, October 1, 2012
Tuesday, October 2
Objective: SWBAT describe how Troy’s relationship with his
family has changed since the birth of his daughter. SWBAT identify and describe another climax in
Act 2 of “Fences.”
Do-Now: Do you support Rose's decision to be a mother to Troy's baby? That is, do you believe she did the right thing? Why or why not? If you were Rose, what would you have done? Why? How do you think the family dynamic in the Maxon household will change as a result of Rose's decision to start taking care of the baby and stop taking care of Troy?
Today: 1) Review "climax." Which events could be considered climaxes in "Fences?"
2) Class will read Act 2, Scene 4. How could these events in this scene be considered climactic?
3) Cory's Goodbye Letter: Cory is now going to leave home and won't be returning for SEVEN years. Pretend you are Cory and compose a goodbye letter addressed to your family. This letter is meant to be read by your mother (Rose), your father (Troy), and your sister (Raynell) once she has grown up. Tell each character what you want them to know before you leave. This letter can contain a reason for why you left, an apology to certain characters, and/or your wishes for each of them in the future. Remember, Raynell is only two months old when you leave, therefore, she will NOT remember you. What might you want to tell her about yourself? Your letter should be about 15-20 sentences long and will be worth 20 points: 10 pts. for length, 5 pts. for originality, and 5 pts. for content.
Exit Slip: Troy has been slowly pushing Cory away throughout the course of the play. In today's scene, Troy finally got rid of Cory, once and for all. How could this event be considered as one of the play's climaxes? Explain. Why do you believe Troy calls on Death to come get him at the end of this scene? Why does he feel he has nothing more to live for? Explain.
Homework: Test on "Fences" this FRIDAY. "Fences" Project due Monday, October 15.
Do-Now: Do you support Rose's decision to be a mother to Troy's baby? That is, do you believe she did the right thing? Why or why not? If you were Rose, what would you have done? Why? How do you think the family dynamic in the Maxon household will change as a result of Rose's decision to start taking care of the baby and stop taking care of Troy?
Today: 1) Review "climax." Which events could be considered climaxes in "Fences?"
2) Class will read Act 2, Scene 4. How could these events in this scene be considered climactic?
3) Cory's Goodbye Letter: Cory is now going to leave home and won't be returning for SEVEN years. Pretend you are Cory and compose a goodbye letter addressed to your family. This letter is meant to be read by your mother (Rose), your father (Troy), and your sister (Raynell) once she has grown up. Tell each character what you want them to know before you leave. This letter can contain a reason for why you left, an apology to certain characters, and/or your wishes for each of them in the future. Remember, Raynell is only two months old when you leave, therefore, she will NOT remember you. What might you want to tell her about yourself? Your letter should be about 15-20 sentences long and will be worth 20 points: 10 pts. for length, 5 pts. for originality, and 5 pts. for content.
Exit Slip: Troy has been slowly pushing Cory away throughout the course of the play. In today's scene, Troy finally got rid of Cory, once and for all. How could this event be considered as one of the play's climaxes? Explain. Why do you believe Troy calls on Death to come get him at the end of this scene? Why does he feel he has nothing more to live for? Explain.
Homework: Test on "Fences" this FRIDAY. "Fences" Project due Monday, October 15.
Subscribe to:
Comments (Atom)