Othello Dichotomy Journals

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SWBAT demonstrate their ability to verbally negotiate significant portions of a text by working collaboratively to find dichotomies in Othello Act 1.

Big Idea

A complex task requires a complex tracking system.


10 minutes

We'll start class with our usual reading time. I will read on my own as my students read their own texts during this time so as to participate in the task with them.

Review of Moral Mapping Activity

10 minutes

So, as I mentioned in yesterday's reflection, yesterday's lesson did not work the way I wanted it to work. To make up for that, I will do a little redo discussion to make sure the students get what I want them to undestand from the two articles we read and to provide a little set up of the significance of location on the story. This will also, hopefully, provide a nice segue into the dichotomy activity we will be working on the rest of the day.

Overview of Dichotomy Journal Activity

10 minutes

At the end of Othello, my students will be writing a literary analysis paper. To help them prepare for this and to assist in their reading comprehension, I am going to ask them to keep a running tally of the dichotomies within the play. By the end of the play, they will have plenty of textual evidence (CCSS.ELA-Literacy.RL.9-10.2) to trace and analyze a theme. This should sound familiar--we did something a little less complex with Persepolis, which was meant to prepare them for this.

To make sure they understand what they are up against, I will go over the assignment and the sample journal entry with the whole class.

Small Group Search of Act 1 Dichotomies

20 minutes

Once we've gone over the assignment, I will have the students move into the Faulkner squares to review Act 1 and look for dichotomies. To keep the students on task, I will provide them with a graphic organizer to fill in as they work.

While they are doing this, I am going to wander the room to listen in on their discussions. This is a great time for me to see how they question each other, search the text and move conversation forward based on the themes they are looking for (CCSS.ELA-Literacy.SL.9-10.1c). It will also be a good chance for me to see how they are comprehending the text.

Wrap up and Next Steps

5 minutes

After a giving my students some time to work through the Act and complete their graphic organizers in their Faulkner squares, I will ask for any questions about the assignment and then ask the students to complete the assignment on the graphic organizer for homework over the weekend.