Thursday, February 28, 2013

Primary Source Analysis: Leo Africanus

Agenda:
-Bell Work
-Primary Source Analysis

  • Reading & Identify passages about Africans, particularly Moors
  • What is the author's tone?
  • Are the author's descriptions objective?
  • What do you believe to be the author's purpose?
-Scene Analysis
  • List examples of what Othello says about himself
  • Are these self-comments confident or critical?
  • Why do you think that Othello reveals this about himself?
  • Do you think that these things reflect what is said in the Africanus text?

Homework:
-Finish anything from class that you have yet to


Wednesday, February 27, 2013

Bullying in Othello Day II

Agenda:
-Bell Work
-Discussion of Language in Othello continued

  • Language as Power
  • Language as Character
  • Language as Conversation with the Audience
-Definitions of Bullying
-Branching Diagram--To what extent do Iago's actions fit within our definitions?  


Homework:
-Read Act 5
-Finish the Act 5 Questions



Act V, scene i

1)      Why do you think Roderigo is so willing to murder Cassio?  What do you think Iago told him to convince him it was imperative?


2)      Why do you think Iago doesn’t stay and kill Cassio after injuring him?


Act V, scene ii

3)      What evidence proves that Othello still loves Desdemona? 



4)      Despite his apparent love for Desdemona, Othello still kills her.  What do you think the predominant reasons for this might be?  Consider the fact that he no longer seems heated and rash in this last scene.



5)      Why does Desdemona respond, “Nobody; I myself,” to Emilia’s question of who did this to her?  How is this ironic?



6)      When does Emilia realize that her husband really is the root of the treachery?  Cite the line(s).




7)      If Iago hadn’t drawn his sword against his wife, do you think that he would have been able to talk his way out of the mess?


8)      Cite the ending couplet from the play.  What significance do you think it has?

Monday, February 25, 2013

Bullying in Othello Day 1

Agenda--
-Vocab (Ruminate, Rhetoric), review past vocab
-Video
http://www.youtube.com/watch?v=trhHBQRJUcQ&feature=em-share_video_user

  • What do you find interesting?
  • Which language as x do you feel resonates the most with your reading of the play?  Why?
  • Find 3-5 textual examples
-Discussion

Homework--
-AP Multiple Choice (due Wed)
-Read Act 4 (for Wed)
-Act 4 Questions 





Act IV, scene i

1)      What plan does Othello devise for Desdemona?  What alternative does Iago suggest?  Why do you think he makes this suggestion?



2)      Lodovico is surprised by the changes in Othello.  What does he say about Othello?  What does this tell us about the way he used to be?


3)      Cite the lines from this scene that prove Othello still loves and cares for Desdemona despite the fact that he thinks she must pay for her betrayal?




Act IV, scene ii

4)      Why do you think Othello begins to cry? 


5)      Quote the line(s) that proves that Emilia knew Iago thought she had an affair with Othello?


6)      Based on her comments, do you think Emilia really did have an affair with Othello?  Why or why not?


7)      Desdemona asks Emilia to do a specific task.  What does she ask her to do?  Why do you think she makes this request?


8)      Why is Roderigo upset with Iago?  What is he threatening to do and why? 


9)      What do you think happened to Roderigo’s jewels?


10)  Why do you think the conversation between Roderigo and Iago is in prose?


Act IV, scene iii

11)  Cite the evidence that suggests Desdemona might actually have a feeling about what is to happen to her this night.


12)  What evidence might there be to support the idea that Emilia has had an affair?  How might Emilia’s response to Desdemona’s question about betraying one’s husband contribute to Iago’s behavior?


Wednesday, February 13, 2013

Motive Hunting with Iago

Agenda:
-Bell Work (Prose, Importune)
-Who is Iago?  http://www.youtube.com/watch?v=d1HoEfPN-i0
-Allegory v. Psychologically Motivated Character
-Close Reading: Iago passages with assigned role (A or P)

Homework:
-Bring a response paper to edit during tomorrow's discussion
-AP: MC packets due when you get back

Monday, February 11, 2013

Name Calling in Shakespeare

Agenda:
-Bell Work (Personification, citadel, point of view, prate)
-Vocab Quiz
-Journal: What names do we call other people?  What motivates this name-calling?  How does it make us feel?
-Examining Shakespeare's word choice when it comes to Othello  (write down the name and who calls him it)

Homework:
-Finish finding the names
-Finish Reading Act 2
-Bring in a previous response paper for Thursday's writing workshop (AP class, please bring your most recent practice essay)

Thursday, February 7, 2013

Elizabethan Presentations & Introduction to Othello

Agenda:
-Bell Work (Sated, Periodic Sentence)
-Presentations
-Othello information

Homework:
-AP Response due tomorrow
-Vocab Quiz tomorrow
-Finish Act 2 for Monday with Questions

Monday, February 4, 2013

Elizabethan Era Research

Agenda:
-Bell Work (Pathos, Incense)
-Poetry Workshop Check-In
-Review of the 16th Century and Elizabethan Era Dates
-Workshop: Creating Presentations on 16th c. English Culture

Homework:
-Finish Reading Act I
-Complete Presentation for Thursday (5-8 minutes)
-AP Response (Due Fri.)
-Vocab Quiz (Fri.)

Friday, February 1, 2013

Romantic Poems Directions & Pictures


Station # 1—Glorification of the Mundane
In our discussions of British Romantics, we have noted that they often talk about the ordinary.  In this exercise, you will be asked to do so yourself. 
1.  Choose a familiar scene of Vermont life using one of the books provided (or your own source if you have a specific place or thing that you would like to reflect upon). 

2.  Once you have chosen this scene, try looking at it with new eyes.  Be creative, and be imaginative.  Think about how you, like Wordsworth, can imbue this item with a new and refreshing life for your readers. 

3.  Include pastoral imagery…Romantics like that. 

4.  Utilize at least three of the literary/poetic devices we have discussed (or that you have discussed in previous English classes), and label them.  





Station #2—Ekphrastic Expressions
Yesterday in class, we discussed that ekphrasis is writing that is about/inspired by another art form.  We also discussed that English Odes are lyrical poems (poems that are used to express feelings, that contain a regular rhyme scheme and meter, and that are often set to music) that praise a subject or that are dedicated to a subject that served as the poet’s muse.  The poem that we looked at yesterday, Keats’ “Ode on a Grecian Urn” is an example of both.  It is your turn to create your own ekphrastic expression.
1.    Choose one of the provided art forms to ruminate upon in your own poem. 

2.   Choose a rhyme scheme (for the sake of this assignment, it does not matter which scheme you choose).

3.   Write a 1-page ode that directly speaks to this art form and whatever its subject is.  If you get stuck, look at what Keats did in his poem.  You might want to ask questions, describe the scene, etc. 

4.   Include and label the following literary/poetic devices: imagery, anaphora, onomatopoeia, and chiasmus.  

Other Sample--http://www.poets.org/viewmedia.php/prmMID/15814


















Romantic Poetry Workshop

Agenda:
Bell Work-- (Parody, Cashiered)
Workshop--Ekphrastic Poetry & Writing about the Ordinary

Homework:
-Finish your poems (quiz grade)
-AP Sample Response #1 (Due next Friday)

  • Hand Write this
  • Give yourself 40 min.
  • I will grade this assignment with these constraints in mind
-Read 1.1-1.2 of Othello