Reading Shakespeares Othello Content Experience of reading Othello

Reading Shakespeare‘s Othello

Content �Experience of reading Othello in class issues to consider when planning negative experience positive experience testing

issues to consider when planning I Parameters �class 19 students, 6 th grade (Matura-class) �level of English also consider interest in English > C-profile �time frame 8 weeks > 6 weeks + test, 1 lesson per week �edition annotated version, side by side modern English or German, Reclam, etc.

issues to consider when planning II What is the aim of the reading? � limited time > work with the actual text be able to read & understand the original text contextualise crucial scenes have knowledge about the language used know about the time the play was written in compare different enactments of a scene (different stagings, productions, etc. ) � Focus on text; select 2 -3 elements to work with throughout the text (animal similes, Iago’s honesty, jealousy) � at the expense of “fun projects”

negative experience �actual reading and comprehension � first lesson: group-work: � show pictures of book covers and movie posters (book covers) � task: What could the play be about ? , Name 3 emotions which are important in the play. watch movie-trailer (trailer) hand out and explain the book � sections; annotations; III, 3, 45 -60 introduce reading-companion > map first characters start reading together (!) > demanded too much audio book

lessonplan lesson read as HW 1 focus on theory / background introduction, awake interest 2 I, 1 -2 Desdemona‘s desicion (character) verse theatre (The Globe Th. ) 3 I, 3; II 1 Iago‘s soliloqui dramatic irony 4 II, 2 -3 (finish Act II) 5 (double lesson) III, 1 -2 animal similes > language 6 III, 3 -4 (finish Act III) Iago‘s plans honesty 7 (double lesson) (IV) V, 1 -2 end (watch Act IV) jealousy questions 8 test 9 discuss test, watch movie “O” (Shakespeare taken to the 20 th ct. , American High School) Shakespeare’s time setting What is a tragedy? Freytag‘s Pyramid compare to model most lessons have 3 parts: comprehension, working with the text, theory

positive experience �focus on one specific scene OHP & worksheet > audio book Contextualising: Who is talking to whom? , What is this excerpt about? / What is happening? , Can you place it in the play? , Can you comment on the language (verse/ rhetorical devices)? How would you stage this scene? Watch different adaptations of the excerpt.

testing � “literature comprehension test” � Show that you can work with an excerpt of the original text and that you have a good understanding of the text as a whole and the language used in it. � 3 parts: A) Comprehension & Contextualising (excerpt) (22 points) � Paraphrasing, put into context, 2 specific questions B) Language & Structure (11 points) on 4 given lines explain the verse (blank verse, iambic pent. ) � explain a theoretical term (“turning point”) and place it within the play � C) Themes & Characters (5 points) � Explain the relevance of “jealousy”, give an example and explain how it is important to the whole play � 1 lesson, use of a bilingual dictionary

conclusion �too teacher-oriented (trying to make up time) �time period very / too short > text in action only presented, not by class itself �good level of comprehension achieved by focusing on text �helpful to work with different audio / visual material