Lessons for Unit 3 of Springboard

1. Othello
William Shakespeare

2. ACTIVITY 3.3 CULTURAL CRITICISM
(REVIEW)
Do Now:
On page 174, review the Before Reading
section on Cultural Criticism
Pick up a copy of the lyrics to “The Right to
Love” by Gene Lees and read them – this is
the music that is playing
In your journal, write a one sentence
summary of what the song is about.

3. “The Canonization” by John Donne
• What is “canonization”? (see note on p175)
• AS I read
– Circle “you”
– Underline the questions
– Write definitions of canonize (to make a saint),
hermitage (a sanctuary or haven, and epitomize
(to be a perfect example)
• What is a “phoenix riddle”?

4. “The Canonization”
• As YOU read with your group,
– answer the KID questions
– (TP-CASTT the poem with your group, if time)
– On page 176- fill out the Cultural Criticism Lens chart
on BOTH song and poem
HOMEWORK- (can be completed in class)
On a separate piece of paper, write a paragraph
comparing the song lyrics to the poem, focusing
on the cultural criticism lens.

5. ACTIVITY 3.6- VIEWING A CAST A
CHARACTERS THROUGH A MARXIST
LENS
Do Now:
• You will need your textbook.
• Please sit with your group- you will
need a box of drawing supplies and
poster paper
• Hand in the paragraph from
yesterday

6. Cast of Character Relationships
• Page 181- #2
• What relationships exist among the
characters?
• What do these descriptions tell you about
how society is organized in the play?
• Discuss and then Create a graphic organizer
that illustrates these relationships

7. Write
• Write ONE per group-
• Extended paragraph
• Describe the structure of Venetian Society in
Othello, using terms from Marxist Criticism
(economic, social and political)

8. ACTIVITY 3.2 AND 2.5- CREATING
ACTING COMPANIES AND PERFORMING
A SCENARIO
Do Now:
Log into Google Drive- those of you who have
given me your Google ID, will have a folder in
their account called “Senior English Roster”
Locate the file “Sign up for performance by
Acting Companies”
Open your textbook to 171 and read the
assignment.

9. Acting Companies
• Form a company
– Smallest company is 3 actors, largest is 8
– Must have one actor per character PLUS ONE
DIRECTOR/DRAMATURGE (this role is combined)
– FYI- Larger groups are harder to manage…
– We can’t leave anyone in the class OUT (everyone needs to
be in an acting company; even those who don’t come to
school often)
• Decide on your scene (only one group per scene)
– DO NOT worry about GENDER
• Write your contract, sign and submit
– Don’t forget to NAME your company!

10. Performing a Scenario
Page 179
• Scenario: Character 1 tells Character 2 that his
or her girlfriend is cheating on him or her.
Character 1 then produces “evidence.” The
story is untrue; the character is lying.
• There are 3 outcomes to this scenario- A, B
and C- Your group will be assigned one
outcome
• Work with your group to write a scene (#3)
that includes all of the items
• Be Prepared to PERFORM your scenario

11. 3.7- A FATHER’S REACTION
STUDENTS SHOULD SIT WITH THEIR ACTING COMPANIES
Do Now: In your journal
Imagine the different reactions of a father at
hearing unexpected—and undesired—news
about events in his child’s life. What would his
reaction be?
In a play production, how would that father act
and move onstage to convey these emotions? Use
Reader Response—your own expectations based
on your own life experiences—to interpret the
text.

12. Interpreting Brabantio’s speech
• Answer question #3 (p 183)- what is this
father’s emotional state?
• Read the whole scene through from top to
bottom
• Then go back and mark up the text for:
– WHO HE IS SPEAKING TO
– MOVEMENT, GESTURES, Tone of VOICE

13. Interpreting differently
• This time, mark up the text so that Brabantio
appears and sounds ANGRY- FURIOUS at his
daughter. (#6)
• What changes?
• If time, each group should pick an
interpretation and perform it for the class (#7)