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This three-lesson Othello Unit utilizes multiple technologies
Computers & Internet, Language Arts
9, 12, 11, 10
Title – Three-Day Othello Unit
By – David Willard
Primary Subject – Language Arts
Secondary Subjects – Computers / Internet
Grade Level – 9-12
- William Shakespeare — History and Plays
- ELA.10.LE.3 Use oral, written, and visual texts to research how individuals have had an impact on people in their community and their nation.
- ELA.7.LE.3 Apply new learning by forming questions and setting learning goals that will aid in self-regulation and reflection on their developing literacy
- METS 1.a.6 Students understand that access to online learning increases educational and workplace opportunities.
- METS 1.b.1 Students will be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills.
- Give a historical background on “The Life of Shakespeare”
- First 20 Years
- Life in London
- Later Years
- The Plays
- Comedies & Histories
- Step 1. Give a PowerPoint Presentation
- Step 2. Introduce students to webquests
- specifically show them the Shakespeare webquest:
- show the students how to navigate it
- allow them to navigate it themselves
- PowerPoint presentation; quizzes; worksheets
- Read (melodramatically, of course) the famous “To be, or not to be…” monologue from William Shakespeare’s Hamlet.
- Give relevance to Shakespeare and his work. Discuss what times where like in the Elizabethan period and how it could have effected his writing. Compare Shakespeare to writers of today.
- Give a five-question mini-quiz covering the topics presented in the PowerPoint. (Be sure to inform them of the quiz prior to the PowerPoint presentation to encourage some notetaking.)
- Have students fill out a purpose question worksheet (10-12 questions) based on the Shakespeare webquest:
- William Shakespeare — Othello: plot
- ELA.3.LE.1 Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts.
- ELA.3.LE.6 Determine the meaning of unfamiliar words and concepts in oral, written, and visual texts by using a variety of resources, such as prior knowledge, context, glossaries, and electronic sources.
- METS 1.b.5 Students identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav).
- Guided Reading Lesson
- Create background of the story
- Moors in Europe
- Spanish history
- Othello and Shakespeare
- Provide students with vocabulary words from the story. Use posters: at least 3 posters per word or use a PowerPoint slide show (at least 3 slides per word). Present 6-8 words.
- define the word
- give proper usage
- Concretize the word through a mini-quiz
- Have students answer purpose words that cover main ideas and details. (10- 12 questions)
- Have students answer discussion questions that cover inferences and judgments. (12-15 questions)
- Put students in groups.
- Have groups make a “What if…” scene where Othello does not carry out the murder of Desdemona.
- Have students record their scenes on a digital camcorder and upload them onto the computer.
- Othello Highlight DVD (Lawrence Fishburn version) ,
- poster materials (construction paper, markers, magazine clippings, glue, etc.),
- digital camcorder
- Show highlight clips from the movie Othello from a burned DVD compilation.
- Go around the room and ask each student about their favorite part of the story.
- Have students complete a matching style worksheet. They must match the character to the specific event in Othello’s plot that they did.
- (Ex. – _
- __ 1. Iago A. Convinced Othello to murder Desdemona.)
- Have students keep a journal (on a word processor is fine). Each entry is a summary of the plot by each act. Five acts = five summaries.
- William Shakespeare — Othello: themes
- ELA.3.LE.5 Employ multiple strategies to construct meaning while reading, listening to, viewing or creating text.
- ELA.3.LE.8 Express their responses to visual, written, and electronic texts, and compare their responses to those of others.
- METS 3.a.3 Students have access to and utilize assistive technology tools.
- METS 4.a.4 Students collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications.
- How theme works under genre
- How theme provokes inferences & judgements in the reader
- How to read between the lines to understand theme
- Step 1. Have a discussion about theme in stories.
- Love vs. blind rage
- Step 2. Have a discussion about theme in Othello.
- Step 3. Put students into groups for a quick study session before the quiz. Group them together by mixing ability levels.
- overhead projector,
- quiz sheets
- Provide a short summary/discussion on the previous day’s material.
- Give a short statement on Othello, and how it resonates in real life to help concretize the lesson for students.
- Have students complete a small multiple choice test covering the past three days of material. (12 – 16 questions)
- Have students write a five paragraph essay on one or more of the themes found in Othello. Themes to choose from: jealousy, leadership, deception and truth, tragedy, guilt and innocence.
- Have students create their essay outlines with the instructional software application Inspiration.
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