The Analysis of Othello

1. The Analysis of Othello William Shakespeare

2. Bell-ringer: date your bell-ringer 10/25

3. Announcements and Agenda • 1. Please bring your playbook to class everyday! • 2. Quiz on Act I and Elizabethan historical notes will be on Friday November 1st • Agenda • 1. Discussion of stereotypes in Othello • 2. Begin Act 1/Scene 1

4. Review of historical and cultural connections • The role of women in the Elizabethan times: • 1. a dowry was paid to the husband when marriage took place • 2. Women had no rights: houses wives/ in charge of children. • 3. If money was in the family, women were assigned an educational tutor • 4. Women obeyed/were loyal to their fathers until married; then they obeyed/had loyalty to their husbands.

5. Discussion of Stereotypes • Copy and answer the following questions: • 1. According to the article what is ‘the other?’ • 2. What are some possible explanations as to why the Elizabethans called North Africans ‘the others?’ • 3. How does Shakespeare go against the notion that one sect of Otherness is that of race? • 4. What is another meaning for Moor? • 5. Define the origin of the word ‘moor?’ • 6. How did the convention of Christianity contribute to the negative perception of the moor?

6. The role of the Moors in Elizabethan Times • Moors = North African Muslims. • Most Moors were moved to England by force. • Moors = The Others. • Due to lack of knowledge of the Moors, Europeans such as the English reacted with • 1. fear • 2. defense • The moors were often depicted as outcasts, separated from other characters in stories. • The moors were used to explain the unexplained = magic/devilish acts.

8. Bell-ringer: the role of the moors in Shakespeare. 10/28 • Copy and answer the following questions in relation to the article read in class on Friday: • 1. Why do you think Elizabethans reacted in fear and with defense towards the moors? • 2. How does Shakespeare ‘go against the norm’ concerning the stereotypical view of the moor during the 1500-1600s? How does this make him a memorable writer?

9. Announcements & Agenda • 1. Quiz on Elizabethan notes and Act I will be on Thursday October 31st • 2. Sharing of Theatre essays on Thursday! • 3. Reading of Scene 1 & 2 plus comprehension questions 1-7 for tomorrow. • Agenda: • Life of Pi!

10. Bell-ringer: Sentence Structure Write each of the following sentences in your notebook.  Label each as being either correctly formed (C), comma-splice (CS), run-on (R), or fragment (F).  Then, rewrite each incorrect sentence in a correct form. You may invent words, as necessary, to complete the sentences. •      1.   Although John received a gold medal in the 220-meter run. •      2.  However, John lost the next event. •      3.  John is a great athlete and he is continually improving. •      4.  When the bell rings you may go to your next class. •      5.  I made a great grade on the Anglo-Saxon test, I studied. •      6. The grammar quiz will not be difficult it will seem easy, if you study.

11. Act I: Scene I & II • Cornell notes • 1. What is the relationship between Roderigo and Iago? • 2. At the conclusion of Act I/Scene I, how is both Roderigo and Brabantio victims to Iago’s manipulation? • 3. How is the lack of knowledge and ignorance of the moors evident in the play so far?

12. Discussion of Act I/Scene I 2. Who is Brabantio, and why does Iago and Roderigo awaken him in the middle of the night? 3.Why does Iago leave Roderigo at Brabantio's house? 4.What is Roderigo’s previous relationship with Brabantio and Desdemona? 5.What is Brabantio's reaction to Othello's marriage to Desdemona? 6. Why does the Duke send for Othello? 7. What danger is Cyprus facing?

13. BR: Soliloquies and Asides: what is the difference? 10/31 • Activate your prior knowledge the following dramatic techniques: • Soliloquy: • Aside: • How do these dramatic techniques help to develop characters, such as Iago?

14. Announcements & Agenda: 10/31 • 1. Quiz has been moved to tomorrow, Friday November 1st. • Quiz focuses on notes on Elizabethan Drama, The Globe and Act I. • 2. Sharing of Essays will be tomorrow Agenda: • Review of Act I/Scene 2 & 3 • Conclude Scene 3 & Analysis Machiavellian article.

15. Review of Tuesday’s Reading • Copy the following questions into your Cornell notes: • 1. Brabantio states “Thou hast practiced on her with foul charms/Abused her delicate youth with drugs or minerals”…how does this reinforce the negative stereotype of the moor? • 2. How does Othello react to Brabantio’s accusations? What facts lend to his defense, favorably? (see lines 93-95 S3)

16. Analysis of Characterization Lines 140-183 paint a portrait of Othello. As we read the passage, identify the main idea of each set of lines and provide 1-2 quotes that support your main idea. Work in groups of 2 for 5 minutes. Following we will discuss…

17. And the decision is made… • 4. Desdemona gives her response in lines 195-204: How does her response reflect the role of women during the Elizabethan times? • 5. What is the Duke’s response? • “To mourn a mischief that is past and gone/is the next way to draw mischief on”

18. The political aspect… The war in a nutshell: • Venetians believe Turks will invade Cyprus • Conflicting reports state Turks are heading to Rhodes • This is a diversion… 6. What is the dilemma presented between Othello and Desdemona on pages 30-31? Who does Othello assign to take charge of Desdemona?

19. Analyzing significant quotes • 1. ‘Tis in ourselves that we are thus or thus. Our bodies are gardens, to the which our wills are gardners’ (lines 339) • What literary device does this quote reflect?

20. Bell-ringer: 11/1 • Copy the following questions into your Cornell notes (the first one you should already have, so simply answer using your reading) • 1. “If I would time expend with such a snipe/ But for my sport and profit” (lines 395) • How does Iago really feel about Rod? • 2. What is Iago’s plan at the end of Act I? What do you predict will happen?

21. Announcements & Agenda • 1. Homework: read the Machiavellian article and complete the activity provided. Agenda: • Concluding Act I • 2. Quiz and readings

22. Bell-ringer: analyzing quotes 11/6 (6th only) • Copy the following quote & questions into your CN: “Cassio’s a proper man. Let me see now: To get his place, and to plume up my will/In double knavery—How, how?—Let’s see—” (lines 402) • What is Iago’s scheme at the end of Act I? • What could this foreshadow?

23. Bell-ringer Activity: 11/7 • Explain how the character of Iago parallels the concepts and ideas of Machiavelli. 5 sentences minimum. (CN)

24. Announcements & Agenda • 1. Homework: • Comprehension questions Act 1 • Machiavellian Worksheet w/article. • 2. From today, look for the acronym ‘CN.’ When you see it, copy what follows into your Cornell notes.

25. Who is Machiavelli and how can we connect him to our character, Iago? (CN) • Born in Florence, lived life for politics and patriotism. (CN) • Wrote a book entitled, The Prince: a political approach/idea to maintaining power/control through fear. (CN) • Unpopular man.(CN)

26. The Machiavellian Concept • The following quotations were taken from the Stanford Encyclopedia of Philosophy. Key Machiavellian Quotes (CN) “Machiavelli expects princes of the highest virtù to be capable, as the situation requires, of behaving in a completely evil fashion.” • “Moral values have no place in the sorts of decisions that political leaders must make”

27. Quotation taken from University of Virginia Library • “Machiavellism has historically come to mean that effectiveness alone counts in politics; political actions should not be restricted by considerations of morality,of good or evil” -To sum it up: achieve your goal and objective by any means necessary: maintain power with fear, at a distance emotionally.

28. Activity One: Paired Discussion • 1. Select a partner and discuss the following in five minutes: • A. Your reactions to the article…how does Machiavelli’s thought process mirror that of Iago’s? • B. Your selected quotes: explain to one another why you selected that quote… • C. Together, select one of your best examples from your chart and be prepared to share on the board.

29. Machavellian Articles • To give you some direction, I have provided three quotes below. Write the quotes in your left box on your worksheet and match the ideas of the quotes to the ideas of Machiavelli’s philosophies. • 1. ‘Tis in ourselves that we are thus or thus…(lines 339) • 2. “If I would time expend with such a snipe/ But for my sport and profit” (lines 395) • 3. “Cassio’s a proper man. Let me see now: To get his place, and to plume up my will/In double knavery—How, how?—Let’s see—” (lines 402)

30. Quote from Iago Quote from Iago • Our bodies are gardens, • to the which our wills • are gardners’ (lines 339) Quote from Article Quote from Article Connecting Philosophy to Literature Quote from Article Quote from Article Quote from Iago Quote from Iago

31. Connotation versus Denotation Use a dictionary to answer questions 1 & 2. • Copy the following questions into your CN 1. What is a denotation? 2. What is a connotation? • Connotations can have negative and positive associations. 3. Infer the connotations of each of the following words: • Childish Skinny • Youthful Slender

32. Analyzing Connotations in Othello/Act II (CN) 3. Line 29 describes Othello as ‘the warlike moor.’ Explain the connotative associations surrounding the word ‘warlike’

33. Activity Two Con’t: Analyzing Othello Act II • 4. What is Montano’s relationship with Othello? (CN) • 5. Explain how Cassio feels about Desdemona (CN) (use a quote in your explanation from lines 65-95). BONUS: Identify a vocabulary word that can describe Cassio…

34. Analyzing Gender in Othello As a class, we will read the excerpt titled “Iago on Women” • 1. highlight significant points in the article that emphasize on Iago’s sexism. • 2. draw a line from those ideas and connect them with quotes from pages 38-39 .

35. Homework for 11/12 • This assignment will be due at the end of the play…HOWEVER, I will be checking on Friday that you have done the following: • 1. Draw a spider web • 2. Place Iago in the __________(you may draw him as a spider) • 3. Place any characters in the web: • 4. After you have written the characters into the web write: • A brief summary of why they are being ‘spun into Iago’s web’ • A quote to support your summary.

36. BR: Connotation versus Denotation. 11/12 (6th) • Complete the following connotations and denotations for these words: • 1. Superman • A. Denotation: • B. Connotation: (list a min of 4 words) 2. Snake A. Denotation: B. Connotation: (min of 4) 3. Hollywood A. Denotation: B. Connotation: (min of 4)

37. Announcements & Activities: 11/12 (6th) • 1. Quiz on Act II Wednesday 20th 2013 • 2. Spider Web homework activity CHECK tomorrow (this will be an on-going activity) • 3. Comprehension Questions Act II due Thursday 21st • Agenda: • 1. Continuing analysis of Scene I/Act II

38. BR: Connotations vs. Denotations 11/13 (6th only) • Identify connotations to the following words/phrases: do these words have negative or positive connotations? • 1. stink 7. energetic • 2. aroma 8. wild • 3. squander money • 4. spend money • 5. reckless • 6. daring

39. Announcements & Agenda 11/13 (6th) • 1. Quiz on Act II will be on Wednesday** 11/19 • 2. Comprehension Questions due on Thursday 11/21 • 3. Spider web check on Friday! Have at least 2 characters Agenda: • Analysis of Soliloquy at end of Scene I • Paired activity: characterization of Iago

40. Announcements & Agenda 11/12 (5th) • 1. Quiz on Act II will be on Tuesday 11/19 • 2. Comprehension Questions due on Thursday 11/21 Agenda: • Analysis of Soliloquy at end of Scene I • Paired activity: characterization of Iago

41. Review: Passage from lines 180 Identify the definition for analogy. • Locate the analogy within the passage and underline with a green pencil. • Write beside the underlined analogy a summary of what is being said. • Underline an example of Iago speaking to the audience with a red pencil.

42. An Artist of Evil… (CN) • Is there a definite motive for Iago’s actions? • Motive #1: __________ • Motive # 2: __________ • Stock Character from Medieval Morality Plays: “Vice” known as the devil’s messenger. • Is known to speak to the audience and reveal his/her schemes.

43. Analysis of Act II/Scene I (CN) • 1. How does Iago manipulate Roderigo in lines 230-290? Explain your answer by using two quotes. • 2. What does Iago convince Roderigo to do? What are your predictions?

44. Analysis of Characterizationpassage from line 295 3. Underline with a blue pencil, evidence of internal conflict within this soliloquy. 4. Answer the following questions beside the passage: what outlandish thoughts and conclusions does Iago have? What does this suggest about his character? 5. Underline with an orange pencil, Iago’s actual plan. What does he mean, by “Knavery’s plain face is never seen till used?”

45. BR: Connotations vs. Denotations 11/12 (5th) • Identify connotations to the following words/phrases: do these words have negative or positive connotations? • 1. stink 7. energetic • 2. aroma 8. wild • 3. squander money • 4. spend money • 5. reckless • 6. daring

46. Bell-ringer: analysis of Iago’s dynamic personality. 11/14 • Draw the following chart for your bell-ringer. I • Identify a quotation for each characteristic of Iago in the left column. • You may work in pairs.

47. Announcements & Agenda 11/14 • 1. Quiz on Act II Tuesday (5th) & Wednesday (6th) • 2. Act II Comprehension Questions due Thursday 21st • 3. Money and permission form for field trip will be collected 18th-22nd. (upon approval) • 4. I need to see the following students after class: Sedet, Alana, Davion and Chiquitta. • Agenda: • 1.Analysis of Scene III: reading and acting • 2. Discussion: foreshadow and irony.

48. Activity One • 1. Assigned parts • 2. Read Scene III pages 47-54 to yourself silently for 10 minutes. • 3. We will act out this scene! • 4. Discuss & Analyze plot, conflict, characterization, foreshadow and irony.

49. Act II/Scene III Reading Continued