Monday, November 19, 2018

Daily Agenda: Monday, November 19

Due at beginning of class: Answers to Act IV Scene 1 questions in the Reading Log.

As you read Act IV Scene ii today and tonight for homework, type Othello's insults to Desdemona into the Reading Log.  Each time you see one of the quotes, briefly log in a sentence or two on what is happening -- why does Othello say these cruel words in the context of each insult?

Thursday, November 15, 2018

Daily Agenda: Thursday, November 15 & Friday, November 16

It's back -- Iago's beastiary becomes Othello's new language in Act III Scenes iii and iv, and we wrapped up our reading of Act III by analyzing the animals, birds, insects, and other creatures mentioned in their discourse on Desdemona.

HW Eng: Read Act IV Scene 1 for Friday.

As an opener, we took a look at the vast and profound mental change Othello undergoes in the play by registering his changing perception of Desdemona

Next, we returned to the reading log while discussing drawing conclusions about Act III.  Some fantastic themes and meanings were derived from this conversation, including the ideas that Desdemona should be less trusting because of her unique status and that Othello should keep a team of rivals rather than rely solely on Iago.  Answers to each of these Act III questions are now in the reading log based on our class notes.

HW Eng: We started the homework due at the beginning of class on Monday, which is to answer all of these questions thoroughly, using complete sentences, on Act IV Scene i.

Tuesday, November 13, 2018

Daily Agenda: Tuesday, November 13

Our opening activity followed up on your good questions on Friday, about ways to interpret and understand connotation.  Each motif group chose one of the connotation activities on this handout and presented interpretations to the class.  If you were absent, please complete one of the four activities and show it to Ms. H. on Thursday.

Next, we reviewed Act III Scene iii by answering the first page and a half or so of these study guide questions

HW Eng (due Wednesday): Finish reading Act III Scene iii and answer the study guide questions on that scene. We got started on this assignment during long block.

Monday, November 5, 2018

Daily Agenda: Monday, November 5 - Friday, November 9

Today we read and spoke about experiences that have meant a lot to us since school started.  We focused our attention on an upcoming assignment, a Thanksgiving thank-you note to an educator in HPS to whom you want to express gratitude.  We brainstormed educators' names and took some time to start a loose rough draft.

We also talked about core characteristics for finishing up Bromfield strong: be gracious, be responsible, be a problem-solver, be of service, be respectful, be patient, be kind and understanding, be a team player.  Touching base on the motif projects, some thoughts on how to make the next motif project even more streamlined included the following: over-communicate with your teammates and clearly define roles each person will play.

The hard copy of the hearts' group quote handout was passed out.

Next, we began Act III Scene 3 performance rehearsals, and we will perform on Wednesday.

If you were absent, print out a hard copy of this initial document which was passed out, e-mail Ms. Hodgens to claim one of the four scenes and get a partner set up, plan your scene, and also print out this second document, here, to guide your rehearsal process and planning.

HW Eng due Wednesday: We will perform each scene on Wednesday, so you will need to read and practice and rehearse your scene.  Review your roles with your partner and fill out the performance checklist, linked here.

After listening to Act III Scene 3 through line 134, the chaos scene, we rehearsed and then performed four dialogues for a total of nine performances.  The prep worksheet was graded and pass back.

HW Eng: Read thorugh III.iii.285, reading for your motif and writing cited examples in the reading log.

Working with partners for the motif presentations, and using the homework reading log notes, each group uploaded a quotes handout for the Acts III-V presentation to Google classroom.  We read aloud the green-eyed monster metaphor for jealousy and read Iago's warning that Desdemona could betray Othello as she did Brabantio.  Othello wonders why he ever married!

HW Eng: For Friday's class, read through III.iii.435 and expect a reading quiz at the beginning of class on a detailed example of your motif in tonight's reading.

We had a close reading quiz on your motif and on last night's reading, written in class.  Have a great long weekend - no homework.

Friday, November 2, 2018

Daily Agenda: Friday, November 2

What is an experience that has really meant a lot to you in September and October?  Freewrite.

Begin a log for Act III as you enter class today.  Make a copy of this doc and save it in your World Lit folder.

We will listen to Act III Scenes 1 and 2, along with the beginning of Scene 3.

HW Eng: Read through III.3.134 for Monday to prepare for watching each performance

Monday, October 29, 2018

Daily Agenda: Monday, October 29 - Thursday, November 1

This week's motif presentations are on Wednesday and Thursday.  The rubric for the motif tracing presentation is here.  On Monday in the classroom and Tuesday in the library, prep time for the motif presentation included reading through the rubric with your group to make sure you can nail down each component together.

Monday, October 22, 2018

Daily Agenda: Monday, October 22 - Friday, October 26

Today's reading of Act II Scene 1 brought us up to the point of Othello's arrival on Cyprus.  Our ten point reading/writing/rehearsing assignment is here.  Please see Ms. Hodgens if you were not in class to complete the assignment with a close reading approach.

Tuesday and Wednesday
Tuesday's overview of the lesson is here.
Wednesday's overview of the lesson is here.

HW Eng: Work on the motif tracing presentation by adding to your examples of motifs using the setup outlined on the assignment or by working with your group on initial thoughts on how you will structure your 15 minute lesson.

Today's focus was on tracing your group's motif by reading Act II Scenes 2 (short) and 3 (much longer).  The overview of the activity is here.
HW Eng: Finish reading Act II Scenes 2 and 3; continue working on the motif tracing assignment.

Demo lesson day -- a theme (on manipulation), a motif (ceremony), a handout (found here), an a ten minute activity on a component of Act II Scene 3 were the brunt of today's lesson.  Each student wrote the activity notes on the handout and passed it in with a declaration of the motif group presentation.  If you want to use the BBC film which we watched in class today as part of your presentation, let me know, and we can do that.
HW Eng: Dramaturgy presentations for 3 groups are on Monday; work on the motif presentations for next Wednesday and Thursday.

Friday, October 19, 2018

Daily Agendas: Monday, October 15 - Friday, October 19

Monday, October 15 and Tuesday, October 16
On these days, students may read and write the following:
1. Articles for the group dramaturgy presentations (reading)
2. Slides for the presentations (writing)
3. Othello Act III.3.55-342 (reading closely and in-depth)
4. Answering 2 reading log questions and the questions from Friday's lesson handout (writing)

*Make sure you have an abundance of quoted words, phrases, and lines through your log, which should be color-coded for the three scenes.  This 15 points assignment is due @ the end of class on Tuesday.

*An accurate log will be going for specific meanings, interpretations, and inferences; making meaning about characters and situations; answering questions.

On Tuesday, we heard dramaturgy presentations on the Moors and the Turks, and also considered these maps:

Due @ end of class on Tuesday: Upload Act I Reading Log to Google Classroom.

Wednesday, October 17 **Half Day*
With a partner, pick a word or two and claim it for close reading of Act I today in class:
heaven, heavenly
damned, damnation
honest, honesty
whore, strumpet
jealous, jealousy

Note in a shared google doc the lines in which the word appears, line number, and who says it.  Notice who uses the words -- or group of words -- most and pay attention to how various characters use it.  Record anything you notice.  An online copy of Othello is here.  Use this online version tonight to read and record for the words chosen.

Thursday, October 18
Today's close reading lesson and assignment is here.  We completed all but three questions together as a class -- the rest are homework due on Friday.  Please complete these close reading questions on I.3.343-447.

In this scene, Iago persuades Roderigo to sell his property, put "money in his purse," and come to Cyprus to pursue Desdemona.  In soliloquy, Iago starts to plot against Othello and Cassio.

Now that you are more experienced with the language of Othello, it's time to look carefully at the language for answers.  Part of this assignment includes closer reading time for Iago's Beastiary, the animals/birds/insects Iago names and manipulates.  He is referencing unpleasant, painful actions, and to allusions to trapping and hunting.

Friday, October 19
We chose groups, started google docs, read, wrote, and altogether began group presentations on Tracing Motifs, found here.  The dates for 15 minute group presentations on Acts I and II are here:

  • Hearts and Blood -- presenting on Wednesday, October 31
  • Animals, Hands, and Nature -- presenting on Thursday, November 1
This weekend, please read Act II, scene 1, lines 182-233.  As you read, add to your group's notes to add to the motif tracing process.  Remember that there will be periodic quizzes in class next week as we read Act II, to make sure you are staying on track.  If you need help, please let me know.

Daily Agendas: Tuesday, October 9 - Friday, October 12

Tuesday, October 9
We started with any questions on the dramaturgy presentations and had a bit of time to work with partner(s) on the slideshow or Prezi you created last week.

Open up the reading log and retitle it as Act I Scenes 1 and 2.  At the bottom of the log, please do this free-writing exercise:
Write about a time when you resented someone who received an honor you were hoping to get.  How did you feel about the person who received it, and how did you feel about the one who chose the other person instead of you?  Share some responses.

Next, we moved into performance teams with this rehearsal and performance assignment on chosen scenes in Othello Act I Scene 2.

The scenes are as follows:

  • I.2.1-32 ("Though in the trade of war" to "what lights come yond")
  • I.2.33-64 ("Those are the raised father" to "To who?")
  • I.2.65-100 ("Marry, to--" to "Subdue him at his peril")
  • I.2.101-23 ("Hold your hands" to "shall our statesmen be")
HW: In the reading log for Act I, paraphrase the scene your group is performing tomorrow from I.2.

Wednesday, October 10
Time to rehearse scenes, share paraphrases of each scene, and perform.  
  • We see Othello for the first time in this scene -- is he what you thought he would be?  Is he respected by his associates?  How do you know?  
  • What contrasts are there between the way Iago, Roderigo, and Brabantio have described Othello and the way he looks and behaves when he actually appears?
HW Eng: In your reading log, describe Othello as you see him in your imagination.  Say which actor, or type of actor, you would choose to play the role.  Use evidence from I.2 to support your response.

Thursday, October 11
Step 1: Summary of 1.3.1-55: The characters are now headed for Cyprus, a Venetian stronghold, and Othello has been sent for in order to lead the Venetian navy against the invading Turks.

Step 2: Dramaturgy Presentations today on Venice and Cyprus.  

Step 3: Watch and discuss James Earl Jones' recitation of Othello's famed Senate Speech, found in I.355-342, particularly on pages 35 and 37-41.  Check homework.

Step 4: Read and make log entries on 1.3.55-342; change the reading log doc title to Act I Scenes 1-3.  The color-coded notes we logged as a reaction to Othello and his backstory are here.  This reading and note-taking assignment was started during long block and is homework.

Friday, October 12
Today's lesson and homework assignment is linked here.

Friday, October 5, 2018

Daily Agendas: Thursday, October 4 and Friday, October 5

On Thursday we had a sample presentation, "Shakespeare's Life and Times," and then chose groups and topics.  Note how I use questions and multiple choice answers to keep the presentation moving.  I encourage you to do the same.

The rubric is here.  Please review it again.

On Thursday, we had a mini-lesson on how to use Boolean operators AND, OR, and NOT when doing research on Google Scholar.

On Friday, you are meeting in the school library, and Mrs. Segaloff will teach you how to use Boolean operators on school databases and also will help you to find quality sources.

Use time wisely to research, read, add to the presentation started in class on Thursday, and to create a works cited component.

HW Eng: The presentation should be finalized for Tuesday, although the presentation date for each assignment is staggered in the next couple of weeks.

Wednesday, October 3, 2018

Daily Agenda: Wednesday, October 3

Opening up class, everyone got out their reading logs for Act I Scene 1 on the MacBook, which Ms. Hodgens checked briefly for depth of completion and accuracy.  We walked around the room and chose a hat for a character we have met, and then explained and explored the personality of that character as you understand them so far.

We discussed the four questions answered last night on the reading log with additional support found in class in the language of the play.  According to the Folger Shakespeare Library in Washington D.C., Shakespeare's words are "always where the power lies."

The notes from our discussion are here.  We learned about Iago as a form of pride, one of the seven deadly sins which Elizabethan audiences would understand and fear.  That form is despair.

Important question which emerged in the discussion:
Is Moor a derogatory term in the play?  Is the use of "the Moor" in Act I Scene 1 a signal of racism and oppression?

Which leads us to our dramaturgy presentations...

HW Eng: Read over the dramaturgy subjects here; choose one or two topics which interest you for a presentation. The dates on which the presentations will happen are staggered.  You will present with a group of one or two classmates.  One of the presentation subjects is Paul Robeson, pictured here.  Another subject, Ira Aldridge, is here.

Tuesday, October 2, 2018

Daily Agenda: Tuesday, October 2

Today we started with some Elizabethan shadow boxing and then moved into improvised lines and movements related to Act I Scene 1 of Othello.  Students acted out the following situations while walking around the classroom with a partner, and each conversation was rehearsed in front of the class, too:
  • Two men are talking.  One, whom we will call the lover, has a girlfriend.  The other, whom we will call the friend, tries to plant seeds of doubt in the lover about the girlfriend's loyalty.
  • Two men are talking.  This time the friend tries to convince the lover that his girlfriend has eyes for a particular man.  
We continued with another improvisation:
  • A confrontation between the lover and his girlfriend.  Believing her unfaithful, he is angry but won't say why. She is innocent and bewildered by his anger.  
We reviewed the character triangle at the heart of the character map passed out yesterday.  Othello is the lover, the girlfriend is Desdemona, and the friend planting seeds of doubt is Iago.  

Next, we did some free-writing, first with pen and paper: "Take the improvisation you just did and weave a story around it.  But there will be three complications:
  • The lover is black and the girlfriend is white.
  • There is a significant difference in social background between the two.
  • Of what ethnic origin is the friend?
Next, students made a copy of the reading log we will be using while studying Othello in a new folder within ELA, called "Othello."  Students typed up ideas from the free-writing at the end of the log, under the "I-have-a-better-idea" option.  

HW Eng: After reviewing (and perhaps, finishing up your reading) of Act I Scene 1, answer at least 2 of the following questions in the Act I Scene 1 reading log you started today in class.  
1. Why do Iago, Roderigo, and Brabantio hate the man they're discussing?
2. What reasons does Iago give for continuing to follow his master?
3. What kind of a man do you expect the man they discuss to be?  How do you imagine him?
4. Count the # of times "Moor" is used in Act I Scene 1.  Can you draw any conclusions?

Each of the 2+ answers should be 4-5 or more sentences.  

Monday, October 1, 2018

Daily Agenda: Monday, October 1

We began reading Othello today --

  • Opener: Barbs from the Bard.
  • Character Tableaus: Use the character map.  Introduce Othello, Desdemona, Cassio, Iago, Brabantio, and Emilia.  Make predictions and observations from the outer circle.
  • Launch into a choral reading and then a three actor reading of a segment of Act I Scene 1, the moment when Brabantio is lured by Iago and Roderigo into believing Desdemona has gone off with Othello, an "extravagant and wheeling stranger."
  • Question: How do Roderigo and Iago use language to portray Othello?  Discuss and share one word, phrase, or line which gives support to that question.
  • Pass out the Folger Shakespeare Library copy of Othello.
HW Eng: Read all of Act I Scene 1 through tonight, looking for signs of how Othello is portrayed through Iago and Roderigo's lies.