Ideas for Teaching ‘Othello’ at KS4
Assessment:
How does Shakespeare create dramatic impact in Act III, scene iii
of ‘Othello’?
Students could respond to this in writing or as an oral.
Literature Objectives
AO1 – respond to texts critically, sensitively and in detail, selecting
appropriate ways to convey their response, using textual evidence as
appropriate
AO2 – explore how language, structure and forms contribute to the
meanings of texts, considering different approaches to texts and
alternative interpretations
AO4 – relate texts to their social, cultural and historical contexts and
literary traditions
English Objectives
AO2 Reading
(i) – read, with insight and engagement, making appropriate references to
texts and developing and sustaining interpretations of them
Suggested Approach:

‘Look on the tragic loading of this bed.’ Read or watch the very end
of the play from Lodovico’s line, ‘You must forsake this room and go
with us’, Act V, sc ii, l. 332. Students are to speculate about what has
happened to lead to this tragedy. This activity should allow for the
introduction of key words such as ‘tragedy’ and could be an
opportunity to learn the names of some characters. If students have
just heard / watched it (rather than read it) they could be asked to
note down on white-boards what words and phrases they remember.
From this they can try to build up an impression of the themes of the
play e.g. love, betrayal, jealousy. This could be followed with a guided
reading of the extract where students can engage with the imagery
and language. Students could then begin to create a ‘Role on the Wall’
for Othello and Iago with quotations such as ‘hellish villain’ for Iago.
This way into the play creates intrigue among the students and gives
them a real motivation to explore the rest of the play – they want to
know what happened and if their theory is right!

Getting to know characters and plot. For a range of different drama
based activities that familiarise students with the names of
characters and plot of the play, see ‘Approaches to Teaching
Shakespeare at any Key Stage’ available from:
www.thegrid.org.uk/learning/english The ‘Name Game’ ‘Image Game’
and ‘Story in Eight Stages’ are highly recommended. This stage of the
teaching might take a number of lessons.

The film! Having given the students a basic understanding of the
characters and plot, this is a good time to watch the rest of the film
(the Laurence Fishburne version is very popular with students).

Key Scenes and Speeches. Viewing of the film could be followed up
with some close reading of parts of the play central to their
understanding of Iago’s plot. You may wish to focus on:
o References to Othello’s colour and him being ‘other’ / black and
white imagery.
o The exchange between Othello and Brabantio I, iii 288-90
o Iago’s soliloquy at the end of Iiii. How does he feel about
Othello? What has caused these feelings? What is his plan?
Why does he think it will work?
o Iago’s solioloquy at the end of IIiii. What more do we learn
about Iago and his plan?
o Iago’s soliloquy at then end of IIiii – how is his plan falling into
place?

The Power of Suggestion and Seduction by Story! Now focus on the
set scene, IIIiii. (You may choose to watch this section of the film
again.) Give students a copy of the scene so that they can text mark
and annotate it themselves.
o First of all suggest that the scene divides into different
sections. The students should identify the sections and come up
with a heading for each one which briefly summarises what
happens.
Areas for analysis:
o Iago’s clever use of language to manipulate Othello – e.g. use of
insinuation and question.
o Iago’s presentation of himself as the loyal, caring friend,
reluctant to cause any trouble or upset.
o The dramatic function of the handkerchief
o Othello’s response and his fatal flaws e.g. pride, judging on
appearance. Consider his portrayal as the tragic hero.
o The change in Othello from the beginning of the scene to the
end. Students could plot his changing state of mind throughout
the scene
o The use and effect of dramatic irony
o Use of imagery
o Themes: seduction by story (this is how Othello wooed
Desdemona and now he falls prey to Iago’s stories); trust;
appearance vs reality; jealousy; love / hate
o Audience reaction to characters and plot – sense of fear and
foreboding at the end of the scene. Sympathy or condemnation
for Othello? This question could be the basis for a class debate
or a paired discussion where one has to argue one viewpoint and
the other the opposing viewpoint. Alternatively, you could
present the students with some statements about Othello and
Iago for which they have to find supporting quotations e.g. ‘Iago
is a clever and devious liar who plays upon Othello’s insecurities.

A Pivotal Scene. Explore the significance of this scene of the play –
all that has gone before prepares for this action and the action of
this scene determines the events of the rest of the play. A tension
graph could be a useful visual aid here.

Speaking and Listening and Drama. Activities such as ‘Conscience
Corridor’ and ‘Thought Tracking’ would be useful vehicles to explore
Iago’s and Othello’s thoughts and feelings in this scene.

Assessed Outcome. Having engaged in all this preparatory work, the
students will now be ready to respond formally to the question. The
assessment criteria should be shared with them in a way that is
meaningful to them. Students should be supported in producing the
assessed outcome as appropriate e.g. PEEL work, teacher modelling,
chunking writing down, peer assessment etc.