The Tragedy of Othello, the Moor of Venice
1 Hook/Attention Getter
-Students will be provided and view the clip from Mean Girls.
-Students will be asked to discuss as a whole class the answers they have for the importance of reputation.
-Watch the clip from the movie Mean Girls.
-Create a list of the different cliques that are mentioned.
-Discuss the importance of reputation in today's society.
2 Direct Instruction
-Students will be guided through the Google Slides with the background information.
3 Guided Practice
-Students will be instructed to fill-in the blanks of the guided notes while they are listening to the teacher direct-instruction.
-Using the guided notes provided, please fill-in the blanks with the appropriate answers.
4 Independent Practice
-Students will be given a copy of the pre-reading questions.
-Please answer the questions from the pre-reading questionnaire.
Students will be provided a link to a video clip, as well as an assignment to complete based on the watching of that clip.
-Watch the video clip that is a short, overall introduction to the play.
-How important is the use of imagery in this video clip? Write a paragraph about this.
Key Standards Supported
|RL.9-10: Key Ideas and Details|
|RL.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RL.9-10.2||Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.|
|RL.9-10.3||Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.|
|Craft and Structure|
|RL.9-10.4||Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).|
|RL.9-10.5||Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.|
|RL.9-10.6||Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.|
|Integration of Knowledge and Ideas|
|RL.9-10.7||Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).|
|RL.9-10.8||(Not applicable to literature)|
|RL.9-10.9||Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).|
|Range of Reading and Level of Text Complexity|
|RL.9-10.10||By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.|