4_Activities_Othello (2)

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The Tragedy of Othello, The Moor of Venice

by

William Shakespeare

Developed by Molly Berger and Kathleen Dudden Rowlands

MODULE: STUDENT VERSION

Module Purpose

This module provides students with rich opportunities to consider the ways characters’

interactions in

Othello

are shaped by elements of the rhetorical situation, including the speaker,

occasion, purpose, and audience. The purpose of the module is for students to understand and

enjoy

Othello

through careful reading, through using writing as a tool for thinking, through

performance, and through discussion with classmates.

Questions at Issue

As readers and viewers, how does the language used by the characters in Othello at particular

moments in the action influence our understanding of the characters and their motivations?

Module Learning Goal:

At the conclusion of the module, students will be able to

• Monitor understanding of their reading and select strategies to comprehend the text

• Analyze characters and character motivations by examining specific passages • Analyze an author’s use of rhetorical situation to develop and explore characters and

character motivations

• Understand how characters use ethos, pathos, and logos to persuade others to behave in certain ways

• Write analytical essays that engage closely with the text

• Revise writing to improve clarity, form, and style

• Engage comfortably with Shakespeare’s rich and complex language

• Reflect on their development as readers, thinkers, and writers by analyzing how their ideas evolve over time.

Module Text

Shakespeare, William. The Tragedy of Othello, The Moor of Venice. Edited by Barbara A. Mowat, and Paul Werstine, updated ed., Folger Shakespeare Library, Simon & Schuster, 2017.

Module End Task:

In an essay students respond to one of the following prompts:

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• Choose two passages by the same speaker, one early in the play and one later, identify the rhetorical

situation (occasion, speaker, audience, purpose) and write an essay exploring how the speaker’s language changes and what those changes might suggest about changes in his or her situation. In your analysis, identify and refer to specific language choices and rhetorical strategies the speaker uses. Your audience for your essay will be your classmates.

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Reading Rhetorically

Preparing to Read

Activity 1: Creating Personal Learning Goals

1. Think about other plays you have read or seen performed (on stage or in film). As you experience Othello, what do you want to learn about human nature and why humans behave as they do in certain circumstances? Make a list on your paper.

2. On your paper, identify at least one reading, writing, language, and/or thinking skill that you’d like to develop as you work with this play. Leave space to add additional goals as you work through the play.

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Activity 2: Exploring Key Concepts – Understanding Shakespeare’s Language

The following videos provide five steps to understanding Shakespeare’s language: 1) follow the thought; 2) follow the action; 3) identify images; 4) decipher the meter; and 5) identify rhetorical and poetic devices that enrich Shakespeare’s language.

• Understanding Shakespeare’s Language: Part 1(Follow the Thought) shows a brief section from Romeo and Juliet at www.youtube.com/watch?v=tncNNdVTQI8 (7 minutes)

• Understanding Shakespeare’s Language: Part 2 (Follow the Action) at www.youtube.com/watch?v=I7q4gjG-ZPk (2 minutes)

• Understanding Shakespeare’s Language: Part 3 (Identify Images) at www.youtube.com/watch?v=eTdRl3OvvvQ (3.5 minutes)

• Understanding Shakespeare’s Language: Part 4 (Decipher the Meter) at www.youtube.com/watch?v=g7nUtoe18_Q (6 minutes)

• Understanding Shakespeare’s Language: Part 5 (Identify Rhetorical and Poetic Devices) at www.youtube.com/watch?v=11ucyRS0y3c (11 minutes)

Watch the videos your teacher assigns, making notes on your paper. Try to follow the

suggestions in Parts 1 (Follow the Thought) and 2 (Follow the Action) as you begin reading the play.

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Activity 3: Exploring Key Concepts – Chunking the Text for Understanding

Shakespeare’s language can be difficult to understand because the sentences are often lengthy and grammatically complex. In addition, because all the lines begin with capital letters, it can be difficult to decide where new ideas begin. One trick is to break long passages down into parts by using the punctuation.

Part 1: In the passage below (act 1, scene 1, lines 8-18 or 1.1.8-18) Iago is explaining to Roderigo the main reason he hates Othello. Read the passage through, circling all the

semicolons and other end punctuation. (Remember: semicolons and periods mark the end of a clause.) Then, with a partner, identify the main clauses of this speech. Try to rewrite Iago’s reasons in modern English. Be ready to share your understandings with another group.

IAGO Despise me

If I do not. Three great ones of the city,

In personal suit to make me his lieutenant,

Off-capped to him; and, by the faith of man,

I know my price, I am worth no worse a place.

But he, as loving his own pride and purposes,

Evades them with a bombast circumstance,

Horribly stuffed with epithets of war,

And in conclusion,

Nonsuits my mediators. For, “Certes,” says he,

“I have already chose my officer.”

Part 2: When you and your group have a good understanding of the first part of Iago’s speech, try the same process on the second segment where he tells Roderigo about the man Othello has chosen to be his lieutenant, Michael Cassio, (1.1.19-35) and his feelings about Cassio’s qualifications for the job. Begin by circling the end punctuation, which marks the end of a clause, and commas, which often indicate that an explanation will follow.

IAGO

And what was he?

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One Michael Cassio, a Florentine,

A fellow almost damned in a fair wife,

That never set a squadron in the field,

Nor the division of a battle knows

More than a spinster—unless the bookish theoric,

Wherein the togèd consuls can propose

As masterly as he. Mere prattle without practice

Is all his soldiership. But he, sir, had th’ election;

And I, of whom his eyes had seen the proof

At Rhodes, at Cyprus, and on other grounds

Christianed and heathen, must be beleed and

calmed

By debitor and creditor. This countercaster,

He, in good time, must his lieutenant be,

And I, God bless the mark, his Moorship’s ancient.

Begin by translating each clause into modern English. After you have analyzed the chunks of Iago’s description in your groups discuss what these lines tell you about Iago’s character. What do you think is important to him? How might that impact his relationships with Othello and Cassio? With Roderigo?

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Activity 4: Exploring Key Concepts – Considering the Rhetorical Situation

When we analyze dialogue between and among characters, we need to be aware of the rhetorical situation. Who is the speaker and what is he or she trying to accomplish (purpose)? Who is the audience? How might he or she respond to the speaker, and why is that response likely? What is the occasion for this verbal exchange? That is, what is going on now or what has gone on recently? What is the outcome of this exchange? That is, what does each character understand at the end?

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1. What is the rhetor’s (speaker’s or writer’s) message? What is the rhetor’s purpose? 2. Who is the audience? What does this audience care about in this moment?

3. What is the occasion? What is special or important about this occasion? What opportunity does the rhetor have for achieving persuasion?

4. What rhetorical strategies does the rhetor use to accomplish his/her/their purpose? Return to Activity 3 and your analysis of Iago’s explanation of his feelings toward Othello and Cassio. Reread the explanation and, with a partner, complete the following Rhetorical Situation Chart in your answer document.

What is he saying?

To whom? What does the audience care about at this

moment?

Why? / What reason?

What is happening? (This may affect

behavior.) What opportunity

does the rhetor have for achieving

persuasion?

The words or word phrases that are used

to convey meaning to provoke a response

from a listener or reader and to persuade during communication.

Speaker and

Message Audience Purpose Occasion

Rhetorical Strategies

Iago:

As you continue to read Othello, remembering to consider the rhetorical situation will often help you understand what different characters are trying to accomplish with their language. You may wish to use a Rhetorical Situation chart such as the one for this activity as you encounter difficult scenes later.

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Activity 5: Understanding Key Vocabulary

In your groups do a search for “words Shakespeare invented” or link to http://www.shakespeare-online.com/biography/wordsinvented.html. Choose 7-10 words that interest you, or that surprise you that they came from Shakespeare. (If needed, research their meanings.) Prepare to

participate in a class discussion.

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Text – Othello, Act 1, Scenes 1-3

Othello,

No Fear Shakespeare

PDF: pages 1-20

Video – Othello – Act 1 (0:00 – 36:58)

YouTube: Tragedy of Othello, The Moor of Venice (

1981, starring William Marshall)

https://youtu.be/OCdHpKXw_Tg

Activity 6: Previewing Questions and Thinking Critically

Before you watch Act 1, preview the questions in the chart below. Be ready to answer these questions as guided questions and/or be ready to participate in class discussions about these questions.

List of Focus / Reflection / Discussion Questions

Act 1, Scene 1

1. If Iago hates Othello as he claims, why does he continue to serve him? 2. How might you describe the relationship between Iago and Roderigo? 3. Why does Brabantio tell Roderigo that he is unwelcome?

Lines 74-160

4. What are Iago’s purposes in this scene? What’s he trying to do? Why?

5. What does Iago assume or understand about Brabantio’s beliefs, values, and fears? How do you know?

6. What, if anything, does Iago do to establish his own credibility as a speaker?

7. Consider these questions before you respond to the discussion questions: What role does Iago have Roderigo play in this scene? Why does he want Roderigo to take the lead here?

Discussion Questions:

Now consider yourself as the audience for Shakespeare’s play. How well do you understand Iago’s motives at this point in the play? How well do you understand Iago’s character? What questions do you have about Iago?

Act 1, Scene 2

8. Why does Othello believe Desdemona’s father won’t be able to punish him for secretly marrying his daughter?

9. Why is Brabantio so upset about his daughter’s marriage?

10. What does Othello reveal about himself and his character as he responds to Iago? 11. What is Othello’s attitude toward Iago?

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13. How might you explain the differences between the Iago of scene 1 and the Iago we see here?

14. How does Iago’s line, “By Janus, I think no” (38) contribute to your understanding of the exchange?

15. What emergency has caused the Duke to call a meeting of his Senators and Othello in the middle of the night?

16. How does Othello explain why Desdemona fell in love with him? 17. What is Brabantio’s reaction to Desdemona’s explanation? 18. What is Brabantio’s warning to Othello?

Act 1, Scene 3

Lines 61-96

Consider these questions before you respond to the discussion questions: Brabantio

Ø What was Brabantio’s relationship with Othello before he married Desdemona? How do we know?

Ø How does Brabantio characterize Othello’s appearance, and the strategies he must have used on Desdemona?

Othello

Ø What does Othello say about his own rhetorical skill? What does he mean when he says he will deliver “a round unvarnished tale”? What’s the effect of this approach?

Ø Who is the audience? What are their cares and concerns? How does the audience respond to Othello’s speech? What does this response suggest about Othello’s social status? About the Venetians’ views of racial

difference?

Discussion Questions:

Based on your analysis of the rhetorical situation, what more do you

understand about the character of Brabantio or Othello? About their

beliefs?

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Activity 7: Examining the Plot Development, Act 1, Scene 3

In order to clarify your understanding of the plot in act 1, scene 3 work with your group to complete the following chart.

1. Who? (Who is in the scene?)

Remember, this is the part when Desdemona is present.

2. Where? (Where are they?)

3. What? (What happens?)

4. So what? (Why is this important to the characters? To the actions of moving the plot forward?)

5. Now what? (What might happen next as a result of this?)

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Activity 8: Considering Rhetorical Situations in Act 1

What is he saying?

moment?

Why? / What reason?

persuasion?

Speaker and

Iago:

Othello:

Desdemona:

You may use these passages (and any other appropriate passages from the text) to help you with this activity. Othello

• Act 1, scene 3, lines 130-173 • Act 1, scene 3, lines 255-269 Desdemona

• Act 1, scene 3 lines 182-190 and 243-254 Iago

• Act 1, scene 3, lines 307-320 and 322-349

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Activity 9: Thinking Critically – What’s in a Name?

Discussion Questions: What’s in a name? Why does what we call a person matter?

Consider each time Othello’s name or some other means of referring to him is used. List the exact word or words from the play. Compare your ideas and you may discuss the accuracy of your interpretations.

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Activity 10: Reflecting on Your Reading Process – Act 1

It’s time to review, and possibly revise, the personal learning goals you listed in Activity 1.

Review your initial goals and write a reflection answering the following questions: “How effective are my reading and understanding processes up to now? Do I need to re-adjust? If so, how? What can I do better or differently to meet this goal as I work through the rest of the play?” Then add one or two additional reading, writing, or thinking goals to your list that you want to work on as you continue reading.

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Text – Othello, Act 2

Othello,

No Fear Shakespeare

PDF: pages 21-41

Othello – Act 2, Scenes 1-3

YouTube:

Tragedy of Othello, The Moor of Venice (

1981

, starring William Marshall)

https://youtu.be/OCdHpKXw_Tg

Ø Act 2, scene 1 (36:58 – 51:32)

Ø Act 2, scene 2

Ø Act 2, scene 3 (51:32 – 1:12:30)

Activity 11: Previewing Questions and Thinking Critically

List of Focus / Reflection / Discussion Questions

Act 2, Scene 1

1. What does Cassio’s response to the gentleman asking him if Othello is married tell us about Cassio and his feelings for Desdemona?

2. What does Iago’s description of his wife, and his discussion of women in general reveal about his character?

3. How does Shakespeare use Iago’s asides in this scene?

4. What does the conversation between Iago and Roderigo reveal about their relationship and their respective characters?

5. Why does Iago want Roderigo to believe that Desdemona loves Cassio?

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Lines 112-179

7. What does Iago feel about his wife? 8. What does he feel about Desdemona? 9. What does he feel about women in general?

10. Why might Iago gain by presenting himself in this way? Act 2, Scene 3

11. What do we learn about Cassio and his opinions about Desdemona during his conversation with Iago?

12. What do we learn about Iago’s plans for Cassio if he can get him drunk?

13. How does Montano respond to his belief that Cassio often drinks before he can sleep? 14. How does Othello respond to Iago’s description of how the fight began?

15. How does Cassio respond to Othello’s punishment of him? What concerns him the most?

16. What is Iago’s advice to Cassio?

17. Discussion Question: What has Shakespeare revealed about the main characters (Othello, Desdemona, Cassio, and Iago) by the end of act 2?

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Activity 12: Considering Rhetorical Situations in Act 2

What is he saying?

moment?

Why? / What reason?

persuasion?

Speaker and

Othello:

Iago:

Cassio:

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Othello

Cassio

• Act 2, scene 1, lines 79-92 Iago

• Act 2, scene 1, lines 201-297

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Activity 13: Reflecting on Your Reading Process – Act 2

It’s time to review, and possibly revise, the Personal Learning Goals you listed in Activity 1.

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Text – Othello, Act 3

Othello,

No Fear Shakespeare

PDF: pages 41-66

Othello – Act 3, Scenes 1-4

YouTube: Tragedy of Othello, The Moor of Venice (1981

, starring William Marshall)

https://youtu.be/OCdHpKXw_Tg

Ø Act 3, scene 1 (1:12:30 – 1:14:00)

Ø Act 3, scene 2 (1:14:00-1:14:20)

Ø Act 3, scene 3 (1:14:20-1:41:48)

Ø Act 3, scene 4 (1:41:48-1:51:10)

Activity 14: Previewing Questions and Thinking Critically

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List of Focus / Reflection / Discussion Questions

Act 3, Scene 1

1. How is Cassio’s characterization of Iago as “kind and honest” ironic?

Act 3, Scene 3

2. What is Cassio asking Desdemona to do for him?

3. How might you characterize Emilia’s relationship with Desdemona? How do you know? 4. How might you characterize Iago and Emilia’s relationship? How do you know?

5. How does Othello respond to Desdemona’s request regarding Cassio? What is his reasoning?

6. How often are the words “honest” and “honesty” used in this scene? What is the effect of that usage?

7. How does Othello’s feelings change toward Desdemona during the scene? What causes those changes?

8. Discussion Question: After you have read and annotated lines 319-377, spend 5 minutes exploring what you think will happen with, or because of, the handkerchief. Why does Emilia give Iago the lost handkerchief? Did this action surprise you? Why or why not? How might you characterize the relationship between Emilia and Iago? What do you think of Iago’s plans for the handkerchief? When you have finished exploring your thinking, discuss your thoughts with the class.

--- Othello (378-449)

• What changes do you see in Othello since we last saw him?

• What changes do we see in his language?

• What is he sorry that he now knows (or suspects)?

• What does he demand of Iago?

• Iago responds to Othello with questions or short phrases. What is the impact of that rhetorical strategy on Othello?

Iago (450-501)

• Iago’s language is often visual. What is the impact of his imagery on Othello?

• How does Othello respond to the language Iago uses to present Cassio’s dream?

• Why might Othello be especially upset that Cassio wiped his beard with the handkerchief?

• What has Iago accomplished by the end of the scene?

Act 3, Scene 4

9. Why is the lost handkerchief so important to Desdemona? To Othello? 10. Why does Emilia lie to Desdemona about the handkerchief?

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12. Why does Cassio give Bianca the handkerchief? 13. Discussion Questions:

Pay particular attention to the word, “handkerchief”, and consider the following questions:

• Who says the word “handkerchief first?

• Who says it the most?

• What is the probable effect of Othello’s repetition of “the handkerchief” (103-114) on Desdemona? On Emilia? On an audience?

• What do we learn about Othello’s state of mind in this exchange?

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Activity 15: Considering Rhetorical Situations in Act 3

What is he saying?

To whom? What does the audience care about in this

moment?

Why? / What reason?

persuasion?

Speaker and

Othello:

Desdemona:

Iago:

Cassio:

• Act 3, scene 4, lines 30-36 and 47-60 Desdemona

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Cassio

• Act 3, scene 3, lines 138-146 and 149-159 • Act 3, scene 3, lines 213-218

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Activity 16: Analyzing Stylistic Choices – Act 3, Scene 3

Your teacher has assigned you part of the extended exchange between Iago and Othello during which Iago continues to plant seeds of doubt in Othello’s mind regarding Cassio’s honesty (103-150), the importance of reputation and the dangers of jealousy (151-231) and Desdemona’s honesty, faithfulness, and Venetian cultural practices (231-296). In your groups, examine your assigned segment paying particular attention to Iago’s language, his rhetorical strategies, and the specific arguments he makes. Chart those and Othello’s reactions. Use line numbers to label specific quotations. Your chart might look like this:

Lines xxx-xxx: Topic__________________________

Iago’s language Othello’s reactions

Iago’s rhetorical strategies Othello’s reactions

Iago’s arguments Othello’s reactions

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Activity 17: Reflecting on Your Reading Process – Act 3

It’s time to review, and possibly revise, the Personal Learning Goals you listed in Activity 1.

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Text – Othello, Act 4

Othello,

No Fear Shakespeare

PDF: pages 66-89

Othello – Act 4, Scenes 1-3

YouTube: Tragedy of Othello, The Moor of Venice (

1981

, starring William Marshall)

https://youtu.be/OCdHpKXw_Tg

Ø Act 4, scene 1 (1:51:10 – 2:03:13)

Ø Act 4, scene 2 (2:03:13 – 2:19:56)

Ø Act 4, scene 3 (2:19:56 – 2:28:04)

Activity 18: Previewing Questions and Thinking Critically

List of Focus / Reflection / Discussion Questions

Act 4, Scene 1

1. How does Iago continue to influence Othello’s feelings toward Desdemona? 2. What does Iago promise to do to Cassio?

3. What orders does Othello receive from Venice? 4. What role does Bianca play in the scene? 5. Discussion Questions:

Iago with Othello (1-111)

• How does Iago’s language contribute to Othello’s increasing distrust of Desdemona? What words and phrases are particularly potent? How does the audience know how strong Othello’s reaction is? What does this tell us about Othello’s emotional state?

Iago with Cassio (119-189)

• How does Iago use his conversation with Cassio to further deceive Othello? Based on Othello’s responses, which segment(s) seem particularly effective? Iago with Othello (190-236)

• How do Othello’s descriptions of Desdemona vacillate? What does he identify as some of her admirable qualities? How does Iago use language to

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Lodovico with Othello and Desdemona (237-298)

• Identify places where Othello and Desdemona misunderstand one another. What causes those misunderstandings? Why does Othello hit Desdemona? What does Othello’s language suggest about his state of mind? What does he mean by “Goats and monkeys” (297)?

Iago with Lodovico (299-323)

• What is Iago’s purpose in this exchange with Lodovico? How does Iago use language to reinforce Lodovico’s understanding of Othello’s state of mind? Is Iago lying or telling the truth in his responses? How do we know?

Act 4, Scene 2

6. Why does Othello not believe Emilia when she says Desdemona is faithful? 7. How does Desdemona respond to Othello’s accusations?

8. How does Emilia explain Othello’s behavior?

Act 4, Scene 3

9. What more do we learn about Desdemona’s feelings for, and relationship with, Othello? 10. For what price does Emilia say she would be unfaithful to Iago? How does she justify it?

How does her view differ from Desdemona’s view?

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Questioning the Text

Activity 19: Thinking Critically – Act 4, Scene 1

Review act 4, scene 1, lines 107-290 to identify the effect(s) Iago’s language and actions have on Othello and his feelings toward Desdemona. Use the following chart to identify what Othello says or does and what that reveals about his feelings toward Desdemona. (You may need to add additional rows.) Be sure to identify line numbers. When you have finished discuss your thought on Othello’s state of mind and his feelings toward Desdemona.

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Activity 20: Considering Rhetorical Situations in Act 4

What is he saying?

moment?

Why? / What reason?

persuasion?

Speaker and

Iago:

Othello:

Desdemona:

• Act 4, scene 2, lines 49-66 Desdemona

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Questioning the Text

Activity 21: Reflecting on Your Reading Process – Review and Plan

Write a self-evaluation of your understanding of the play and the effectiveness of your reading strategies so far. You may wish to use the following questions to guide your thinking.

1. How well do I understand the play now that we have finished act 4?

2. How well am I able to follow the plot when I read independently? With a partner? With the class?

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Text – Othello, Act 5

Othello,

No Fear Shakespeare

PDF: pages 89 – 108

Othello – Act 5, Scenes 1-2

YouTube:

Tragedy of Othello, The Moor of Venice (

1981

, starring William Marshall)

https://youtu.be/OCdHpKXw_Tg

Ø Act 5, scene 1 (2:28:04 – 2:33:40)

Ø Act 5, scene 2 (2:33:40 – 3:00:00)

Activity 22: Previewing Questions and Thinking Critically

List of Focus / Reflection / Discussion Questions

Act 5, Scene 1

1. Why does Iago hope that Cassio and Roderigo will kill each other? 2. How is Cassio’s leg injured?

3. How is Roderigo killed?

4. What is Bianca’s role in this scene?

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Activity 23: Considering Rhetorical Situations in Act 5

What is he saying?

moment?

Why? / What reason?

persuasion?

Speaker and

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Othello:

(Act 5, scene 1, ll. 33-37)

Othello:

(Act 5, scene 2, ll. 354-372)

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Activity 24: Considering the Rhetorical Situation – Act 5, Scene 2

Your teacher has assigned you part of act 5, scene 2 to analyze. Use the appropriate chart below to examine the rhetorical situation for your section. Your group will be sharing its findings with the class.

Othello and Desdemona (1-105)

Speaker and

Rhetorical Strategies/Language

Choices

Othello Desdemona

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Emelia and Othello (106-203)

Speaker and

Choices

Othello Emelia

Emelia Othello

Emelia and Iago (204-282)

Speaker and

Choices

Emelia Iago

Iago Emelia

Although Emelia’s and Iago’s speech is primarily directed toward each other, additional listeners include Othello, Montano, and Gratiano. Briefly describe the effect(s) of this exchange on each of the others.

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Montano

Gratiano

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Preparing to Respond

Discovering What You Think

Activity 25: Gathering Relevant Ideas and Materials

Choose one of the following characters that you might be interested in writing about: Othello, Desdemona, Cassio, or Iago. Review your notes for that character in your activity responses and then spend 10-15 minutes writing about him or her. What do others in the play think of them? What are some descriptive adjectives others use to characterize them? What adjectives might you choose to describe them?

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Activity 26: Considering Your Task and Your Rhetorical Situation

In an essay respond to one of the following prompts:

• Choose one of the speeches listed below, identify the rhetorical situation (occasion, speaker, audience, purpose), and write an essay analyzing the speaker’s use of language appropriate to the rhetorical situation. In your analysis, identify and refer to specific language choices and rhetorical strategies the speaker makes to develop his or her appeal. Your audience for your essay will be your classmates.

• Choose two passages by the same speaker, one early in the play and one later, identify the rhetorical situation (occasion, speaker, audience, purpose), and write an essay exploring how the speaker’s language changes and what those changes might suggest about changes in his or her situation. In your analysis, identify and refer to specific language choices and rhetorical strategies the speaker uses. Your audience for your essay will be your classmates.

Othello

• Act 1, scene 3, lines 130-173 • Act 1, scene 3, lines 255-269

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Desdemona

• Act 1, scene 3 lines 182-190 and 243-254

• Act 3, scene 3, lines 44-50 and 60-74 • Act 4, scene 2, lines 153-169

Cassio

Iago

Once you have chosen the prompt you will respond to, circle all the verbs in the prompt. These tell you what you need to do in order to successfully complete the assignment. Then, in your Othello notes, briefly analyze your rhetorical situation. If your audience for your essay is your classmates, what is your purpose? You have all read the play and participated in many of the same activities during the module. What additional value(s) do you hope to offer them as you share your thinking? Then find one or two classmates who have competed this work and share what you have done with them. This work will help to ensure that you have a clear idea of what the assignment is asking of you.

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Activity 27: Developing a Position

Return to the passage(s) you have chosen to focus on in your essay. You may wish to begin by reviewing the graphic that you completed for each act, specifically considering your analysis of the rhetorical situation(s).

Be sure you have a solid understanding of all the vocabulary in the passage(s) as it was used in Shakespeare’s time. Next consider the specific language choices in the passage(s). What impact might that language have on the speaker’s audience? Why? If you are working with two passages, what similarities and what differences do you notice?

You may wish to explore your thinking in a quickwrite in your Othello notes. Try to start writing and keep writing steadily for at least 10 to 15 minutes, as often that process helps writers generate new ideas. When you have finished, reread what you have written, highlighting central or interesting ideas. You may wish to number them in the order you think you may wish to write about them.

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Writing Rhetorically

Composing a Draft

Activity 28: Making Choices about Learning Goals

Review your reading goals for this module. Reflect on these questions:

• How effective were your goals and strategies in helping you stay on track and ultimately understand the play?

• What worked well for you?

• What will you do differently the next time?

Discuss your thinking with your classmates and develop ideas about what makes an effective goal.

Next, you will write personal learning goals to guide your writing. Before you write them, consider the following questions:

• What part of writing a paper is typically easiest for you? Most challenging?

• What part of the prompt for this essay seems most challenging for you?

• Consider the timeline your teacher gives you to complete the paper. What time conflict will you need to work around to complete this assignment on time?

Complete this chart for each of your writing goals for this essay.

Writing Goal: Success Criteria:

Strategies to meet the goal: Evaluate your progress on this goal after you complete your rough draft.

Evaluate your

progress on this goal after completing the writing.

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Activity 29: Making Choices as You Write – Pitching Your Preliminary Plan

1. Write a draft statement that presents the main idea you plan to develop in your essay.

2. On your paper, make note of your rhetorical situation: audience, context, and purpose.

3. Draw, chart, or list the way you will develop your position. What are the key ideas in each chunk of your essay?

4. Under each main idea in step 3, briefly list evidence from the text(s) that support your thinking.

5. In a group of three “pitch” your paper to the group. “I am going to write about the passage(s)... The rhetorical situation is…and how Shakespeare uses… to develop it. I will begin by…. Then I will…. Finally, I will….

The listeners in the group should each ask one clarifying question, make one positive comment, and offer one idea for additional development.

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Activity 30: Making Choices as You Write – Composing Your Essay

It is now time to compose your essay.

Set a plan for writing considering your writing goals and what you know about yourself as a writer.

Consider the organizational structure you might choose. If you are focused on only one passage, it is likely that you might use part-to-whole analysis. If you are examining two

passages, you might wish to use comparison-contrast. (Look at the Compare-Contrast Essay template pdf that has been provided for you.)

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Revising Rhetorically

Activity 31: Gathering and Responding to Feedback

Often when we are closely involved with our writing, we think we have made our point clear because it is clear in our minds. However, sometimes when another person reads our work, we find she or he is confused or missed our point. Seeking feedback to your draft can help you see your writing with fresh eyes and revise for the clarity you want to make your point.

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Author: Assignment:

Audience:

Thesis statement or focus:

Claim: Support: Evidence:

After your partners complete the form, discuss what the reviewers wrote. Did they catch something you need to clarify, add, or revise? Determine how you will use their feedback to strengthen your essay.

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Editing

Activity 32: Editing Your Draft and Preparing Your Draft for Publication

Often when we get to the final steps in writing a paper, we just want to have it finished and turn it in. However, it is often at this point that many simple mistakes can be avoided. Errors such as repeated words or incorrect formatting can be caught and corrected at this time.

With your class brainstorm a list of editing pitfalls and strategies. Afterward, decide how you will avoid the pitfalls and which strategies will work for you. Then edit your paper and finalize it for publication according to your teacher’s instructions.

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Activity 33: Reflecting on Your Writing Process and Your Learning Goals

• Review your reading and writing goals and strategies. 1. What worked well for you? What was a struggle?

2. What will you do the same or differently the next time you have a challenging text to read?

3. What will you do the same or differently the next time you have an essay based on a literary text to write?

4. What did you learn about yourself as a learner in this module?

• One of the learning outcomes for this module is to understand and analyze how Shakespeare uses language as a tool to develop rhetorical situations. Consider what you learned about this in the module.

5. What was new?

6. What did you already know but apply to a new work? 7. How will you apply this to other literary texts that you read?