1. AS Paper 1: Othello Lesson 7
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AS Paper 1: Othello
Lesson 7
LQ: Can I understand the events on Act 2 and begin to analyse the representation of women?

2. Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences B4
Outstanding Progress: you will confidently explore through detailed and sophisticated critical analysis how writers use these aspects to create meaning B3
Excellent Progress: you will explore structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning B2
Good Progress: you will show awareness of structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning
LQ: Can I further develop my understanding of characterisation in Act 1?

3. LQ: Can I analyse the effect of foreshadowing in Act 1 Scene 3?
LQ: Can I further my understanding of the plot and begin to look closely at language?
LQ: Can I analyse the effect of foreshadowing in Act 1 Scene 3?
LQ: Can I further develop my understanding of characterisation in Act 1?
LQ: Can I analyse structure, form, language, themes and contexts in Othello?
LQ: Can I identify the changing traits of characters?
Starter. Class discussion
What do we know about the representation of women in Elizabethan England?
How were they conveyed?
What do you think of the way that women have been represented so far?
What do we know about Cassio? What do we expect from him in Act 2?
Ext: Can you make detailed links to the research that you completed as part of homework?
already subordinated to men socially and legally
Husband was absolute
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

4. LQ: Can I analyse the effect of foreshadowing in Act 1 Scene 3?
LQ: Can I further my understanding of the plot and begin to look closely at language?
LQ: Can I identify the changing traits of characters?
LQ: Can I further develop my understanding of characterisation in Act 1?
LQ: Can I analyse structure, form, language, themes and contexts in Othello?
Class reading of Act 2 Scene 1.
As we read consider the following questions:
At the beginning of the scene, there is an emphasis on the limitations of sight – what is the relevance of this?
In line 20, we learn that the war is over? What is the point of Shakespeare doing this?
How have women been treated up until this point?
How does this change in Act 2?
Why are Iago’s insults written in the form of rhyming couplets?
Make a note of key quotations as we read
Unleashes vitriol?
Until now, there has been no ill treatment of women
Ext: Can you link your answers to social context
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

5. LQ: Can I analyse the effect of foreshadowing in Act 1 Scene 3?
LQ: Can I further my understanding of the plot and begin to look closely at language?
LQ: Can I identify the changing traits of characters?
LQ: Can I further develop my understanding of characterisation in Act 1?
LQ: Can I analyse structure, form, language, themes and contexts in Othello?
Outstanding Progress: a solid understanding of scene underpinned with two quotations, analysis of language and relevant link to social context.
Main task. Individual writing task.
How are women presented at the beginning of Act 2?
Try to follow the Point, Quotation, Identification of technique (if applicable) and Explanation, Second Quotation, Social Context formula.
Excellent Progress: a solid understanding of scene, relevant use of quotation and links to context
Implications for the rest of the play?
Good Progress: a solid understanding of scene with well chosen quotation to support ideas.
Ext: Does this scene foretell the role that women take later in the play?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

6. Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences B4
Outstanding Progress: you will confidently explore through detailed and sophisticated critical analysis how writers use these aspects to create meaning B3
Excellent Progress: you will explore structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning B2
Good Progress: you will show awareness of structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning
LQ: Can I further develop my understanding of characterisation in Act 1?

7. Literary technique quiz
LQ: Can I further my understanding of the plot and begin to look closely at language?
Literary technique quiz
words or actions is clear to the audience or reader although unknown to the character.
figure of speech that juxtaposes elements that appear to be contradictory.
Dramatic Irony
Oxymoron
attributing of human emotion and conduct to all aspects within nature
Allusion
Hubris
Pathetic Fallacy
reference to a place, person, or something that happened
excessive pride or self-confidence
Aside
Paradox
Monologue
a statement that contradicts itself 
intended to be heard by the audience but is supposed to be unheard by the other characters in the play
A speech presented by a single character, most often to express their mental thoughts aloud,
Ext: Can you come up wit any others?
1 change/deception
2 with respect but are willing to acknowledge Brab’s accuations of witchcraft
3 agressive
Blank verse
Soliloquy
Foreshadowing
a warning or indication of (a future event)
poetry written in regular metrical but unrhymed lines, almost always iambic pentameters
a speech made to the audience in which a character reveals their inner thoughts
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis