Tag Archives: othello

1/25/2017

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Today, we finished the play by reading Act 5.2. Afterwards, we watched the Othello Rap and then played a Kahoot review. The review questions were from SparkNotes – you can take the quiz here if you want to review it on your own. The questions are a little more specific than I’m going to ask on the test – I like to ask questions that are skill based rather than basic recall.

Our test is on February 9th, so I’ll be doing short reviews most days so that you don’t forget details before then.

Tomorrow, we will be meeting in the auditorium for the play preview. This is where we will be sitting: down front in the middle rows J, H, and G!

1/18/2017

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We started out by reviewing the cloze questions from yesterday. I missed a LOT of people in Panther Den today – where were you all???

We took a short quiz over Act 2 – for the most part, you guys know the story and are doing great. If you are getting below 80’s on those quizzes, make sure you are doing what you need to do in order to learn the story and material. If you do the cloze activities (or copy the words down from the review), you should be able to pass the quizzes. You’ll also have material to review for the exam (on February 9th).

We also read 3.1 and 3.2 today (up to page 53). We will finish 3.2 and 3.3 tomorrow.

1/13/2017

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Image result for martin luther king quote injusticeI hope that you guys take a few minutes this weekend to remember why we have off.

Today, we read Act 2.2 and 2.3.

Afterwards, we created an outline of Iago’s brain. Think about Iago (or Othello) and decide which facts might play a small part in his thinking and what thoughts occupy much of his time. For example, a Roman centurion might really be concerned about his family back home, but in the interest of flip-flopping facts for humor, I might choose to make him really focused on a small concern and have him be more worried about his uncomfortable shoes.

We created a brain cartoon (you can use clip art or just draw a picture like the example). When you create your pie chart of the brain, make sure you make on of the slices bigger than the others. This is the punch line of your joke, and making it funny might involve picking a fact that isn’t really true or a funny truth you have uncovered. Whatever you choose, your cartoon should include key bits of legitimate information to ground the joke in reality.

Turn a paper copy is the old school drop box, and if you did it digitally, turn it in the drop box in Blackboard.

 

1/12/2017

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Thank you to those students who legitimately did the cloze reading guide for Act 1. I spent a lot of time reading what you guys wrote and leaving feedback/notes, so I really appreciate it when you do what I ask. 🙂

Today, we went over the correct/tested answers on the reading guide. This is why they have to be on t day I assign them – it’s not fair if you don’t do anything the day they are due and just copy the answers down and get full credit.

After that, we took the quiz over Act 1. You can use your reading guide.

Then, we read Act 2.1. We will finish Act 2 tomorrow. See you guys then!

1/9/2017

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Today we started reading Othello. The play starts out in Venice, Italy. We are reading the modern text in No Fear, but I will point out some of the original text on the left hand side occasionally.

Image result for othello mapWe read 1.1 and 1.2. A few words we have talked about:

Some words/concepts that we talked about while reading:

ensign

instigate

consummated

elope

natural/unnatural relationships

monologue

soliloquy

2/12/2015 – B

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We started class out by doing the Othello anticipation guide.

Then, we watched a couple of videos about Italian stereotypes and discussed those. Louis was a little unhappy with the guy in video 1, but other than that, we agreed with most (if not all) of what he was saying.

Then, you chose an article about Jersey Shore and did the Jersey Shore Analysis.

Jersey ShoreWe talked about why Othello chose Italy as the setting for his play Othello:

settingThen, the last thing you did was discuss Italian stereotypes and what we can do to end prejudice.

11/20/2014

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Today, we finished Othello when we read Act 5.

We talked a lot about Desdemona and her inaction, what she could have done, and what she SHOULD have done.

We talked about Othello and why he committed suicide the way he did – was it to send his soul to Hell faster, or was it to escape living with the guilt of what he did?

Act 5 went by VERY quickly – we had LOTS of time to work on haikus and I even played the movie Othello. We’ll finish it tomorrow.

This is one of the images that we looked at today –  a canopy bed:

So tomorrow, the haikus will be due AND we’ll do the character chart. These two things will add up to a major grade – 150 points!

Hooray! We only have one more day to wake up early before the Thanksgiving break!

11/14/2014

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We read Act 4 today. It went by pretty quickly, so you should have time to get caught up with all of your haikus, especially if you use the Syllable Counter that I have in Blackboard. You can enter in sentences – just be careful with the names of characters. One students used “Desde” as a nickname for Desdemona, and since Desde isn’t a real word, the webpage didn’t recognize it and said it was only ONE syllable rather than two.

Today while reading, we talked about how gestures can be misinterpreted. Remember Riley took a student in hall way to talk about her vegetable noodle peeler? You guys need to get your minds OUT OF THE GUTTER!

carrot

We also talked about how HARSH and HATEFUL Othello’s words to Desdemona were – we agreed that there are some words that you just can’t forgive. If a boyfriend were to compare me to maggots in rotting meat, I’d break up with him. If he said he wished I’d never been born, I’d assume he was breaking up with me. What’s worse to say to someone: “I hate you” or “I wish you’d never been born”?

Get those haikus done! We’ll finish Othello tomorrow!