How to Read Shakespeare Like A Pro (Day 2 of 3)
Lesson 2 of 12
Objective: SWBAT demonstrate their knowledge of how language works by reading, comprehending and analyzing Iago's soliloquy in Act 1 scene 3 of Othello.
Today is the homecoming assembly, which means my 3rd hour class might be cut short. If that is the case, we will give the students extra reading time on Monday. My hope is that the assembly will run in a timely manner and we can start class with our typical 10 minutes.
As a side note, our class periods are also shorter today because of the assembly, so we will only have students for 45 minutes.
We have a few slides to finish from yesterday's notes. Before I get to those, though, we will review what we talked about yesterday.
I think it's important for the students to hear things more than once so it sinks in, so I will ask them to share the main ideas from our discussion before moving on to new content.
Once we've finished the notes, I will hand out Iago's final speech from Act 1, scene iii and ask students to read silently to themselves using the strategies we've been talking about the past few days.
Once I've given them a chance to read on their own, I will have them share out what they think the speech is saying. I will then ask them to comment on Iago's rhetorical strategy and purpose. I am hoping that they will identify the angry tone, the possible motivation for his deception and his intended plan.
As we discuss, I am going to ask the students to point out specific passages that prove their interpretations (CCSS.ELA-Literacy.RL.9-10.1) so that they are making claims that are directly linked to the text. I will be asking them to individually do a close reading of one final speech next week, so preparing them to pull textual support to back up their interpretations is important practice for this process.
Wrap up and Next Steps
Whatever time is remaining, I will ask them to take out the passage we started class with yesterday and ask them to complete the questions provided. I will have them work on this individually and will assign any remaining questions as homework.
Before I send them off to work on their own, I will ask them if they have any questions about process or the text itself and will ask them to give me a 1-5 hand signal for how confident they are feeling about reading Shakespeare.