1. Agenda *Discuss Dying Lines/Death Scene
*Watch Othello – Act V (25 minutes)
*Introduce Essay prompts
HW: Begin working on draft of thesis and claims

2. Reminders 10/9/18
Vocab Unit 8: Full Quiz (no notes), This Friday ,10/12
Upcoming
PSAT – tomorrow, 10/10 (Only attend 3rd and 4th block classes)
Early Release Day – Thursday, 10/11(Only attend 1st and 2nd block classes)
Othello In Class Essay – Monday, 10/15
Othello M.C. Unit Test – Tuesday, 10/16
Need a copy of A Thousand Splendid Suns by 10/16!! Order it now!

3. othello Dying Lines Response
Copy each character’s dying lines on a separate piece of paper
Similarities? Differences? What does each set of lines reveal about the characters? What does each set of lines reveal about the theme(s)/big ideas of the play?
Who holds the power at the end of the play?
What does the death scene reveal about the meaning of the work as a whole?
Watch Act V

4. What do I need to know about essay test
Timed – you have the whole class period, but that is all. You cannot come back after school, in the morning, or stay during your lunch period.
You can bring the list of transitions and ‘says’ verbs
You may bring ONE page of notes and your Othello/Iago charts
Your ONE page of notes cannot include pre-written paragraphs or other essays.
The ONE page of notes can include
Draft of thesis and claims
vocab words to use in essay
focused evidence

5. Reminders
Citing lines from Othello (be sure you have that information for every piece of evidence)
Lead-Ins/Context (Practice)

6. Lead-ins There are 3 different types of lead-ins:
Somebody said lead-in
Blended lead-in
Sentence lead-in
The lead-in links the quotation to what surrounds it in the context of the paper. If the quote is just dropped in to a sentence with a proper lead-in it is called a dropped quote. Do NOT use dropped quotes in your writing.
Dropped quote example:
Leonato is a very caring person; he tries to make things happen in relationships. “Well niece, I hope to see you one day fitted with a husband (Shakespeare 20).

7. Somebody Says Lead-in
This type of lead-in is most frequently used, but be careful to not overuse it. The author’s name is used to introduce the quote.
Examples:
Jane M. Agee comments, “Many students who would not have attempted college even seven years ago are not coming into universities through junior colleges” (10).
The messenger says, “He hath borne himself beyond the promise of his age, doing in the figure of a lamb the feats of a lion” (Shakespeare, V.ii.35-36).
In a play, the somebody says lead-in should note the same of the speaker of the quote.

8. Blended Lead-in
Blended lead-ins provide flexibility to the writer. The writer chooses the part of the quote necessary for his paper and blends it smoothly into the rest of the sentence.
Example:
State universities are serving a broader student population than ever before by admitting students from junior colleges and through “special remedial programs where students who do not meet entrance requirements are admitted on probation” (Agee 10).

9. Sentence Lead-in
A sentence lead-in is an effective lead-in where the sentence prior to the quote leads directly to the following sentence. It is almost an introduction to the quote.
Examples:
Agee insists that English instruction on the college level will not be improved until educations examine the situation realistically: “Public school teachers, professors of English Education, students, and state leaders need to sit down together and evaluate the current realities before any real progress can be made” (10).
Beatrice constantly looks down on Benedick and degrades him with her quick wit: “Scratching could not make it worse and it were such a face as yours were” (Shakespeare 14).

10. Examples of Lead-ins Somebody Says: Blended: Argues Maintains Believes
Presents
Claims
Remarks
Concludes
Shows
Defends
Suggests
Disputes
Establishes
Illustrates
Questions
For instance…
According to the text…
From the reading…
The author provides…
The author concludes that…

11. Review of CEI Claims: https://www.youtube.com/watch?v=ejiDVPh6D6E
Evidence:
Interpretation: