UNIT PLAN #2:

SIXTH FORM GOVERNMENT SCHOOL/ POLYTECHNIC

LITERATURES IN ENGLISH UNIT 2
THURSDAY 14TH JANUARY, 2016
INSTRUCTOR: ANA CEDEO
HEAD OF DEPARTMENT: MRS. N. THOMAS
CAPE MODULE 1:
WILLIAM SHAKESPEARES: OTHELLOCLASS TIME- 1 HOUR, 15 min

TEACHING POINTS:
1

Use of Language: Language as Iagos main theatrical device, Othellos language

as it shows the shift in his nature, Language that references Othello, i.e. racist

language, acceptable norms of the time.

Setting in Shakespeare: the shift from Venice to Cyprus and the difference in the
mentality of the statesman vs the soldier setting, as well as the importance of the

3
4

bedroom scenes.
Shakespeares use of focusing, detailing, juxtaposition and dramatic techniques.
The art of dialogue as a convention in this scene; how Iago confuses and traps

5
6
7

Othello via suggestive language.

Othellos emotional response to Iagos words and the situation.
The introduction of conflict and Iago as antagonist.
Characterization of Othello and Iago as highlighted here; the twisting of

Desdemonas character due to Iagos manipulation.

8 The psychological approach: Freudianism and sexual jealousy
9 Dramatic presentation of complication and Peripetia
10 Dramatic features in this scene: Stage directions, Dramatic unities, (nonphysical)
disguise, dramatic conventions
11 Thematic issues presented in this play to link to Echo in the Bone.

12 Figurative Language, use of dramatics, Shakespeares intent, observation of Ethos.

AIM: To revise and demonstrate the dramatic features Shakespeare uses, as well as the process
of accurate thematic detailing, reproduce an understanding of theme, plot, setting, dialogue and
characterization in the play.
CONCEPT ANALYSES:
1
2

Othellos tragic flaw explored

The dramatic features of the scene.

The ability to review the themes and characters and other issues accurately.

The ability to spot characters point of view.

The use of language to support that view.

The language tools and dramatic conventions: Staging, positioning, dramatic unities,
soliloquies, disguise, characterization etc.

Thematic issues

Contextual issues such as the role of women at that historical time.

Psychological issues: Freudian outlook, Masculine perspective/ hubris/ etc.

ASSUMPTIONS/ PRE ENTRY PERFORMANCE:

1
2

Knowledge of the 5 stages of drama (as discussed by N. Frye)

Knowledge of the general theme of the play.

Knowledge of Characters in detail, as they unfold

Knowledge of descriptive language.

Knowledge of Shakespeares perspectives and writing style

CROSS CURRICLUAR # 1: PSYCHOLOGY: A basic knowledge of Freudian,

Jungian, and other relevant psychoanalytical theory such as Maslows hierarchy of
needs.

CROSS CURRICULAR #2: SOCIOLOGY: A basic knowledge of Sociological

theory of the role and views of women in the Elizabethan times, the role of the
Soldier, Racism, Sexism.

CROSS CURRICULAR #3: HFLE LINK: The issue of Marriage, Domestic

Violence, Roles of men and women.

TEACHER METHODS:
1. The use of Oral and Dramatic presentations to help students visualize Writers Intent.
2. To use QAR strategies to ensure students engage in detailed discussions on all of the
above
3. The use of KWL strategies to assist in writing on the text.
4. To use Graphic Organizers to help students structure their essays.
5. Teacher Modeling and SRSD
ANTICIPATED PROBLEMS:
1

The slow interpretive demonstration of Shakespeares language, since the English

language of that time and the meanings may be too detailed for some students to

grasp.
Their ability to conceptualize the playwrights point of view may be jeopardized by
misinterpretation.

Their lack of being able to accurately produce citation evidence found in critiques
notes and link to the text.

Their lack of reproducing other information in their own words.

Their lack of skills for forming the thesis statement when writing on the above.

MATERIALS:
1
2
3

The textbook
The white board plus markers for explaining teaching points.
The critiques notes.

The computer or telephones/ tablets with internet search engines for research
purposes.

The power-point presentation on staging, creative stage design and actor/character

placement for emphasis.

YouTube clips and a DVD on staging, set design and tragedy.

Use of pictures, question-and-answer exercises, external video clips on villainy,

psychology etc.

Floor space of the lecture room for acting and interpretative exercises.

Essay planning organizers and other writing tools such as vocabulary and linkage
lists.

PROCEDURE:
SET INDUCTION IDEAS
1

Explore the meanings of Tragic Flaw, Mal-intent, Machiavellian Villain, and

Hubris using videos, power points and pictures.

Question: How does Villainy become attractive to the audience? A look at the most

famous villains in Movie History, with a discussion on attractiveness.

Question: How do you know who to trust? (Lead in to the issue of misplaced trust

with Iago).
Teacher introduces the topic via video clip, via explaining what is going to be
covered.

Have a mini discussion about the previous acts and scenes.

Elicit the questions from the class to find out what exactly was confusing in the
previous scene.

Ensure they revise the main previous issues demonstrated by Shakespeare before
launching into the new act and scene.

STEP TWO- STUDENT CREATIVITY

The teacher then proposes a thesis/ discussion point to the class: We are to discuss
Othellos speeches, paying attention to ideas, imagery and movement of verse., and
they are divided into their different groups. They are to use graphic organizers to
come up with a thesis statement and discussion points.

They are sent to collect data from the critics online as well as from the text for written
evidence to support their answer to the above questions: to make students understand
the importance of research and citation skills.

10 Students discuss the questions above to find answers as to how the actors would
interpret the characterization of Villainy and misplaced trust. Students act out
interpretations.
11 Students continue lesson by introducing scenes issues via a question/answer session.
Students get to ascertain themes within the scene.
12 Students are also tasked to look at the critics notes for this specific scene, with teacher
as an assistant guide.
STEP THREE- READING PRACTICE AND ANALYSIS
13 ACTIVE READING AND ACTING MUST TAKE PLACE, ALONG WITH
DISCUSSIONS!
14 During active reading, students read silently until the they pause to discuss a teaching
point; students then join in on the reading, by taking character parts:
15 Example #1: Did Michael Cassio, when you wood my lady, know of your love?
(How does Iagos questioning methodology lead the audience to understand his
plotting nature?)
13 Example #2: Men should be what they seem; or those that be not, would they might
seem none A close examination of the use of Dramatic Irony, along with the
observation of language style and dramatic convention. Iagos choice of words
closely examined here. Shakespeares use of Language and Characterization observed
and discussed here.

14 Example #3: By heaven, Ill know thy thoughts Othellos anger and Jealousy at
Desdemona which is building and the way in which Iagos influence has twisted
Othellos outlook on Desdemona. Why and how does this happen? Outlook of
building tension, dramatic tension and an examination of the Tragic Flaw. Critics
comments on Othellos treatment of Desdemona as well as Iagos influence.
STEP FOUR- DISCUSSION
1
2
3

The Othello syndrome: O beware, my lord, of jealousy

Othellos sexual jealousy and his inability to see past Iagos lies.
The ways in which dramatic conventions impact on the audiences understanding and

awareness of character and other themes.

Idea of focusing/ spotlighting: Shakespeares focus on the two main characters here
and the significance of Othellos emotional changes at this time as well as Iagos

verbal machinations. Theatrical techniques discussed.

Language style discussed with regard to the earlier examples. Use of connotation
discussed in detail. Language as a Theatrical element discussed, as well as staging
techniques.

STEP FIVE- HOMEWORK

6

In what ways is our understanding of the relationship between Iago and Othello
modified or extended via this scene? How does this prepare us for Othellos ultimate

fall? Short answer questions to be done to prep for class discussions.

Preparation for continuance of reading as well as a close examination of other details

of Iagos and Othellos relationship.

The accusations against Desdemona and Cassio: How does Iago manage to so

convincingly sway Othello? Essays to be constructed.

Observation of language with Iagos mal-intent: Students are to amass examples of

Iagos language and the dramatic impact. Essays and journaling encouraged.
10 Observation of playwrights dramatic techniques and language style: students are to
write examples of the style and language. They are also to journal about this.
11 Close examination of critics comments of the Iagos influence: using the critiques to
write a counter argument re Iagos influence.