Othello Act III (Day 2 of 2)

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SWBAT demonstrate their ability to discuss their analysis of theme by participating in class discourse about Othello Act 3.

Big Idea

Multiple interpretations can be correct--as long as you provide support. Challenging students to engage thoughtfully in oral discourse of theme.

What's Happening in Social Studies

For the past few weeks, my social studies partner has been leading the students through a mini-inquiry project that we collaborated on to create after the students did so well with the Machiavelli readings/school take over.

Today the students will be giving their presentations, which we will both be grading for very different things. With this integrated assignment, I will be able to provide them with informal feedback on their presentation skills (CCSS.ELA-Literacy.SL.9-10.4 and CCSS.ELA-Literacy.SL.9-10.6) before they are formally assessed in the next ELA unit.

Integration rocks! =)

Act 3 Whole Class Discussion

20 minutes

I had planned to give a quiz over Acts 1-3 today, but realized last night that the Social Studies presentations might need more time than one period AND we weren't able to finish our discussions of both scenes we listened to, so that will be the order of the day today with whatever time is left after the presentations.

We will start by listening to the recordings from yesterday's lesson and filling in more information on their graphic organizers. Once we finish the listening activity, I will pose questions to the whole class to discuss the ways that the performances influence our understanding of the characters (CCSS.ELA-Literacy.RL.9-10.3). For example, I will ask the students if their opinion of Iago changes when they hear his tone with Emilia. I will also ask them to think about Iago's motivations and how the different performances might lead to different interpretations of his purpose.

During this activity, I will be informally assessing their ability to propel the conversation forward using specific textual support (CCSS.ELA-Literacy.SL.9-10.1c). I'm hoping that by listening to their peers observations, some of my struggling readers will be able to gather some ideas about the past few days of independent reading.

SSR and Silent Work Time

30 minutes

To make sure that we have enough time to get through all presentations today, we are going to move SSR to the end of class. In a bit of a departure from the norm, I am actually going to combine this with silent work time on their dichotomy journals as well.

The students will need to synthesize their thinking about the ideas shared in the discussion. Some may complete this faster than others, so I will recommend that they finish their written work first and then use the remaining time to read.

While they are working, I will be handing back their graded dichotomy journals from Act 1 so they have feedback to work with. I will also check in on students who have questions or need assistance with passages or ideas.

Just as a reminder, these dichotomy journals, which I will collect for Acts 1, 2 and 4, serve a couple of purposes. The first is as a comprehension check for their reading. The second is to push their thinking to the level of analysis so they are ready to tackle the literary analysis essay at the end of the play.

Wrap up and Next Steps

5 minutes

With whatever time is remaining, I will collect their written work and check in on how they are feeling in regards to the play so far. I will remind them that their quiz will be on Monday and ask them to review Act 3 over the weekend in preparation.