Act+1

=Othello Act One=

** Act 1 Othello, scene by scene ** i) Act 1 of Othello sets the scene for the play and introduces many of the characters to the audience/reader. The audience/reader is first introduced to the protagonist of the play, Iago and Roderigo, his ‘puppet’, both share their distaste of ‘the Moor’ and we learn that he is a general in the venetian army, who has secretly married Desdemona, the daughter of Brobantio, a venetian senator . Iago has an intense dislike for othello because cassio was promoted to lieutenant over Iago. The two men wake Brobantio and accuse ‘the moor’ of having sex with his daughter. Brobantio flies into a rage and leaves to seek out Othello. ii) Iago reaches Othello and warns him of brobantio’s anger, but Cassio arrives and informs Othello that he is required to speak to the Duke about Cyprus. When brobantio shows up he tries to confront Othello but Cassio and his men are keen to put up a fight. But Othello quashes the struggle with political talk. They all decide to bring the matter before the duke. iii) The matter is bought before the duke. Brobantio accuses Othello of using witchcraft and magic to win over his daughter. Othello denies using magic, ssaying that it was because of his valor etc as a general that he won Desdemona over. Desdemona then shows up and confesses to her father and the court that she fell in love with Othello and was not wooed by magic. The duke sides with Othello and sends Othello to Cyprus to prepare for a Turkish invasion.

** Journal prompts: ** Key focussing Questions

1. **What was Iago's complaint in Scene I? (Stopping point L.33)** Iago has been passed over for a promotion. Cassio got the promotion to Lieutenant even though Iago had more time in service as a soldier. Cassio got the promotion over Iago because his learning included theory and strategy whereas Iago's did not.

2. **Who is Brabantio, and why did Iago and Roderigo awaken him in the middle of the night? (Stopping point L.125)** Brabantio was Desdemona's father. Iago and Roderigo awaken him to tell him of Desdemona's marriage to Othello.

3. **Why did Iago leave Roderigo at Brabantio's house? (Stopping point L.158)** Iago didn't want to be seen as being against Othello (even though he is).

4. **What was Brabantio's reaction to Othello's marriage to Desdemona? (Stopping point L.173)** He was outraged at this mixed-marriage.

5. **Why did the Duke send for Othello? (Stopping point Act1 Scene 3 L.48)** "Valiant Othello, we must straight employ you/against the general enemy in Ottoman."

6. **Brabantio complains to the Duke about Othello's marriage to Desdemona. After listening to both sides of the story, what was the Duke's reply? (Act 1 Scene 3 L.207)** The Duke says he thinks Othello would win his daughter as well under the same circumstances, that Brabantio will just have to make the best of the situation.

7. **What was Roderigo's complaint, and what was Iago's reply to it? (Stopping point Act 1 Scene 3 L. 355)** Roderigo was love-sick and depressed, seeing no hope for his winning Desdemona now that she is married to Othello. Iago tells him to use his reason, to hold back his passion, that they should "be conjunctive in [their] revenge against him [Othello]." Andrew and Darren

** Lesson Plan: Act 1 Scene 1 Othello. **  ** Lesson Objective: ** by the end of the lesson students will be able to identify the key themes that are found within the play, as well as provide an initial character reference. ** Warmup/ pre-reading activities:  ** Vocabulary mix n’ match is used to introduce the vocabulary they will face with in the play and teach them strategies to cope with words they don’t understand. Two truths and a lie is a simple ice-breaker game that introduces the theme of appearance vs. reality. ** Vocabulary mix n’ match: ** students are given numerous quotes from Act1 and have to decipher what the highlighted word means. First they have to write down what they think the word might mean, then they have to match the corresponding word with it definition (e.g. 1 = A). students may then check their answers with a dictionary. See attached worksheet ** Two truths and a lie: ** students are to write down/ think of two things that are true about them, and one that is false. The student then reads his/her answer to the class/group and the other students have to figure out which one was the lie. e.g. T - I have a pet cat T – I have a car L – I am a millionaire ** Key Focus Questions:  ** 1. What is Iago’s complaint/ why is he bitter? 2. Why do you think Roderigo is upset /angry? 3. Who is the Moor? What is a Moor? 4. Who is Brabantio? 5. What is the significance of lines 58 and lines 66? 6. What is Iago trying to do? why wake Brabantio? ** Reading stategy:  ** Guided reading - teacher to read the scene and stops and allows students to answer questions. ** Key Teaching Points:  ** · The development of Iago’s Character: Iago’s true character is revealed to the audience in this first scene and is therefore crucial for the character development of both himself and Othello. · The theme of Appearance vs Reality This first scene sets up the continuing theme of ‘appearance vs. reality’ with Iago displaying his ‘true’ self to the audience, which when focussed on later will reveal the façade he creates. · Other themes: role of females in Othello, racism There are numerous themes that can be played upon in this scene that become topic points later in the play, such as the role of the women in the play. (How is the audience positioned towards Desdemona in this Act?). The recurring theme of racism is present throughout the play, and is very rich in the first scene. · The setting of the play This is important because the students use the setting to understand cultural elements and context around the play. Activities: ** Character Mural:  ** Students are to create a Character mural: this involves the outline of a person (a student may lay down over a piece of Butcher paper and have an outline traced around him/her). This provides the basis for the character development of Iago. Students can then add what Iago is thinking to the mural around his head, what he is feeling around the heart/torso, and what he is doing/going to do to the arm and leg section. Alternatively, this can be done on a smaller scale and each student has an A3 sheet of an outline. ** Quote pentagram:  ** Using a pentagram template, select 5 important quotes from scene 1, students are to analyse the quotes. Quote 1: “I am not what I am” (ll. 66) Quote 2: “Even now, now, very now, an old black ram/ Is tupping your white ewe” (ll. 89-90) Quote 3: “ Were I the moor, I would not be Iago” (ll. 58) Quote 4: “O treason of the blood! / Fathers, from hence trust not your daughters’ minds” (ll. 168-9) Quote 5: “off-capped to him; and by the faith of man, / I know my price, I am worth no worse a place.” (ll. 10-11) ** Static Image:  ** Students are to create a static image of the first scene. They need to incorporate a key theme, and use a singular quote from the play to emphasise their work. ** Assessment:  ** Even in Shakespeare’s day young people rebelled against their parents. Desdemona has run away from home to marry a man of whom her father disapproves. Imagine the family rows that might have taken place before her marriage if only Brabantio knew. Choose one of the following and improvise a short scene. § A family at home, late evening. One teenager is expected home any minute. There is a knock at the door. Neighbours bring news that they’ve seen the teenage daughter/son with a friend and a suitcase of clothes at the bus station...What happens next? § A family dinner. In walks the teenage daughter with her ‘disapproved of’ boyfriend and announces they’re getting married...   Performance Rubric

Rarely worked well with others ||  At times off task At times worked well with others ||  On task most of the time Worked well with others most of the time ||  Always on task Always worked well with others || || At times made eye contact || Made eye contact most of the time || Always made eye contact || (pitch/tone/pace)  ||  Rarely spoke loudly and/or clearly || At times spoke loudly and/or clearly  ||  Spoke loudly and clearly most of the time || Always spoke loudly and clearly || Presentation stance  ||  At times had good posture/ Presentation stance ||  Had good posture/ Presentation stance most of the time ||  Always had good posture/ Presentation stance Dressed in Shakespearean attire ||
 * || N  ||  A  ||  M  ||  E  ||
 * Performance Preperation ||  Often off task
 * Eye contact with Audience ||  Rarely made eye contact with audience
 * Voice
 * Body positioning ||  Rarely had good posture/

** Worksheet: **** Pre-reading Activity ** VOCABULARY MIX N’ MATCH - //Othello// : Act I   Part I: Using Prior Knowledge and Contextual Clues Below are the sentences in which the vocabulary words appear in the text. Read the Sentence. Use any clues you can find in the sentence combined with your prior knowledge, and Write what you think the underlined words mean on the lines provided. 1. But he, as loing his own pride and purposes, Evades them, with a bombast circumstance Horribly stuffed with epithets of war. __ ………………………………………………………………………………………………………………………………………………….. __  2. 'Tis the curse of service, Preferment goes by letter and affection, And not by old gradation, where each second Stood heir to the first. __ ………………………………………………………………………………………………………………………………………………….. __  3. You shall mark Many a duteous and knee-crooking knave That doting on his own obsequious bondage Wears out his time, much like his master's ass, For naught but provender. . . .  __ ………………………………………………………………………………………………………………………………………………….. __   4. My house is not a grange. __ ………………………………………………………………………………………………………………………………………………….. __  5. But with a knave of common hire, a gondolier, To the gross clasps of a lascivious Moor --- __ ………………………………………………………………………………………………………………………………………………….. __  6. If she be in her chamber or your house, Let loose on me the justice of the state For thus deluding you. __ ………………………………………………………………………………………………………………………………………………….. __  7. 'Tis yet to know -- Which, when I know that boasting is an honor, I shall promulgate --. . . .  __ ………………………………………………………………………………………………………………………………………………….. __   8. Who'er he be that in this foul proceeding Hath thus beguiled your daughter of herself And you of her, the bloody book of law You shall yourself read in the bitter letter. . . .  __ ………………………………………………………………………………………………………………………………………………….. __   9. A natural and prompt alacrity I find in hardness, and do undertake These present wars against the Ottomites. __ ………………………………………………………………………………………………………………………………………………….. __  Part II: Determining the Meaning - Match the vocabulary words to their dictionary definitions. ____ 1. bombast A. farm; grainery ____ 2. preferment B. deceiving ____ 3. obsequious C. promotion ____ 4. grange D. lecherous ____ 5. lascivious E. eagerness; quickness ____ 6. deluding F. puffed-up; pompous ____ 7. promulgate G. officially announce ____ 8. beguiled H. diverted; taken away; also charmed or delighted ____ 9. alacrity I. fawning; showing servile compliance