Othello: the Moor of Venice
Assignment: Design a lesson plan which integrates the use of one or more Internet web
pages (you may use one of the pages you evaluated last week if you wish) into
instruction in a meaningful way. Include ALL materials for your lesson including any
worksheets, data collection forms or other scaffolds.
Lesson Author
First and Last Name
Tiffany Balthaser
Email: tbalthas@unm.edu
Lesson Overview
Lesson Plan Title
Language and Plot in Othello
Open /Essential Question
How does language shape the tragedy of Othello?
Guiding Question(s)




How does the title form a first impression?
What imagery does Iago use to persuade Othello?
Think about Desdemona’s song before her death.
How does this use of a song within the text make the
scene more tragic?
How does Iago manipulate Othello’s emotions?
Lesson Summary
This Lesson will show students how language shaped
Shakespeare’s Othello. The lesson will focus on
Desdemona’s song and the emotional response it brings
forth as well as important imagery used by Desdemona and
Iago. The students will think about how this could be applied
to their lives throughout the lesson. The final project will
have them create an alternate ending and film it.
Subject Area(s)
English
Grade Level
High School (12th)
Student Objectives
Students will:
A. Understand the title meaning and its insight into the plot
 Define meaning of the word moor
 Relate this meaning to underlying tension in
Othello
 Describe ways that insecurities in the present can
be manipulated
 This process will encourage close reading of the
text to understand the author’s meaning.
B. Understand how language moves the plot
 Effectively communicate how the language of Othello
(especially the lies of Iago) influences Othello’s
actions.
C. Be able to recognize literary techniques used in Othello
 Describe the purpose and significance of
Desdemona’s song.
 Recognize the imagery employed
D. Be able to analyze the imagery and determine its
significance to the plot
E. Demonstrate a mastery of the plot
 Create an alternate ending which is realistic to the
story
 Write a brief essay explaining why Shakespeare
ending occurred (with textual support).
Strand I: Reading
Content Standard: Reading and understanding a variety of
materials
Benchmark I-A: Use comprehension strategies for unfamiliar
vocabulary .
Standards and Benchmarks
Grade Performance:
1.Use etymology, the principles behind spelling and usage of
words to determine meaning.
2.Differentiate shades of meaning and multiple meanings of
words, including the significance of both connotation and
denotation.
3. Analyze the context of sentences and larger sections of
text to clarify the meaning of unknown or ambiguous words,
detect nuances, make inferences and differentiate among
possible meanings of words.
4. Analyze texts to identify specialized terminology or jargon
needing clarification or definition.
Benchmark I-B: Use comprehension strategies to
understand the meaning of the text.
Grade Performance:
1. Recognize and recall the use of literary devices and
rhetorical modes in texts (e.g., illustration, classification,
persuasion, comparison/contrast, cause/effect).
Strand IV: Writing
Content Standard: Students write effectively for a variety of
purposes and audiences.
Benchmark IV-C: Use formal or informal, literary or technical
language appropriate for the purpose, audience, and context
of the communication.
Grade Performance:
1.
Use language persuasively in addressing a particular
issue.
2.
Use grammatical, metaphorical or rhetorical devices
to inform or persuade the reader.
3.
Use knowledge of one’s subject and purpose to
select appropriate language to communicate in writing.
Strand VI: Logic
Content Standard: Students employ critical thinking and
abstract reasoning to make and assess inferences,
conclusions, and predictions.
Benchmark VI-B: Describe the structure of a given
argument; identify its claims and evidence; evaluate
connections among evidence, inferences and claims.
Grade Performance:
1. Determine the significance and predict the possible
consequences of a speaker’s arguments, conclusions, and
proposals
Benchmark VI- -E: Understand the distinction between a
deductive argument and an inductive argument in order to
evaluate an argument’s effectiveness.
Grade Performance:
1. Analyze how stylistic and rhetorical devices, either
inductive or deductive, support an argument by comparing
the argument to the evidence.
Strand IX: Literature
Content Standard: Students read and interpret a variety of
literature to develop an understanding of people, societies,
and the self.
Benchmark IX-E: Identify how elements of dramatic
literature articulate a playwright’s vision.
Grade Performance:
1. Evaluate the ways in which tension is created, maintained
and resolved in a drama (e.g., catharsis, conflict, suspense,
resolution), including through the text, directorial decisions,
and through the actors’ performances.
Assessment
Student Assessment
(include rubric)
Students will work in groups to create a What if video ( an
alternate ending to Othello).
Students will individually write a 2-3 page essay which
informs the reader why their alternate ending did not occur
with support from the text.
See rubric at the end of the lesson plan and additional
instructions.
Procedure
(Include a Power Point with basic concepts for each step in
the lesson plan)
1. Begin class by showing the Reduced Shakespeare
Company Othello rap. (Link will be on Power Point)
 Link: http://www.youtube.com/watch?v=UCf0drvdmM
3 minutes
Step-by-step Procedure
(Includes facilitation
questions throughout the
lesson and all resources
used in the lesson)
2. Say:
 Today we will be looking at the plot of Othello mainly
focusing on language. Language in this context
refers to how Shakespeare uses different literary
techniques –especially imagery to advance the plot.
 Othello provides an important comment on how our
words can affect others- how important language
and the way we use it really is.
 The first thing we need to know to understand the
play is the meaning of the title. Can anyone tell me
what Shakespeare means by Moor?
3. Go over what a moor is. (Steps 3-6 should take a total of
35 minutes- facilitate in class discussion with questions)
 Define Moor.
Ask how Othello being Moor would affect the plot?
1. Already insecurity in Othello because of his skin
color.
2. Easier for Iago to manipulate Othello based on
this insecurity (especially considering Cassio’s
appearance).
3. If we have insecurities (even in the 21st century)
isn’t easier to get to us by working off these
insecurities?
4. Is Shakespeare giving his audience a message
about our insecurities?
5. Tell me what you think by taking 5 minutes to
write a response to this question.
4.Say: Please pass in your response papers. Now we are
going to start to look at the language and literary techniques
which Shakespeare uses. We will start by looking at
Desdemona’s song in Act 4 Scene 3.
 Read the song as a class.
 As a class analyze the words of the song and the
imagery used.
1. Focus on Willow imagery
2. The “softened stone”
 Ask: Why did Shakespeare use a song at this point
with Desdemona? How would a song affect the
audience?
 Show a clip from the movie to help the students
realize the emotional impact of a song.
Link: http://www.youtube.com/watch?v=4mlOCcpa7s
 Ask: How did seeing the song performed affect you?
So based on how you reacted to seeing the song
performed why would Shakespeare include a song?
1. Increase sympathy for Desdemona.
2. Allows audience to see her innocence and
purity even as Othello is about to murder
her.
3. Make the scene more tragic and thus has a
greater affect on the audience.
 As a class analyze the words to the song and the
imagery used.
5. Say: Iago is one of the most important characters, if not
the most important in the development of the plot. Many of
his lines utilize imagery in order to ignite in Othello extreme
jealousy which leads to a horrible act of passion.
 As a class analyze a speech by Iago to Othello in Act
1 Scene 3. (lines 384-405)
1. “My fool my purse” (Use Othello for Iago’s
gain)
2. “Sport and profit” (A game to Iago)
1. “Abuse Othello’s ear” (Lie to Othello)
2. “That thinks men honest that but seem to be
so” (Thinks men are honest who are not-like
Iago)
3. “As tenderly led by the nose as assess are.”
(To trusting, like an unintelligent donkey)
4. “It is engendered.” (Taking form of life)
5. Hell and night must bring this monstrous birth
to the world’s light.” (Darkness and evil
bring this lie to light to bring down Othello)
6. Divide the class into groups of 3 and give each group a
handout with a speech by Iago to Othello.
 Give each group about 15 minutes to analyze the
speech.
1. Have them look at imagery employed.
2. The specific ways Iago manipulates Othello
to become suspicious and jealous.
7. Have each group present to the class their speech and
analysis. (about 2 minutes per group)
8. (Last 20 minutes of class). Say: So now that we have
looked at a few key lines spoken by Iago I think we can see
how influential Iago was in the plot. But what if Othello did
not believe Iago? I want you to get into groups of five and for
the remainder of class you are going to plan out an alternate
ending to Othello. Your assignment for the weekend is to
create a video of your alternate ending and present it to the
class next week. I will give you each a rubric to let you know
how this will be graded.
Along with your video each of you will write a 2-3 page
paper about why your ending did not come to be. Your
paper will need to include textual evidence.
Pass out rubrics and models.
Say: The first sheet I gave you has a rubric for both the
video and the paper. I have also given you a sheet with
guidelines to assist you. Look over these guidelines they will
help you as you work on these. I have also given you a
sample of a paper that was written on Othello. This sample
shows how you can include the evidence from the play in
your essay and proper ways to cite. Do you have any
questions?
9. Take the class to computer lab to storyboard their
alternate ending. (This will not be graded it will just give the
students a visual of how to plan out their video)
 At the computer lab direct them to this link:
http://www.sotherden.com/video101/storyboard.htm
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
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Approximate Time Needed
for lesson
(Minutes, Days, Hours, etc)
Go over each style (storyboard/script) and have the
students pick the best one for them.
Let the students create their storyboard to film.
This should be done the last 20 minutes of class.
One 90 minute class period (High schools are run on block
schedules).
Prerequisite Skills Needed
Essay Writing
Materials and Resources
Required for Lesson
Handouts of the lines the students will analyze (7 total)
Internet connection
“What If” & Paper Assignment Model
What If Assignment:
This assignment is meant to be completely creative. Since it is creative I am not going to give
you a specific example on how to make this. However I have listed a few ideas that you can
work of off and your rubric will also guide you in how to put this together.
 The videos should be about five to ten minutes in length (under five minutes and over ten
will result in a deduction of points). Be considerate of your audience when making this
video. Outside of school you will need to be considerate of your audience if you are
making any type of presentation (which we all need to do at least once) so this good
practice to stick to a timeline while still getting across the important information.
 Everyone needs to have a role in this film and credits need to be included at the end.
 This alternate ending is completely up to you. That being said it should be realistic i.e it
should be plausible within the plot (aliens cannot come down to change the outcome).
 To get started think about what would have happened if:
o Desdemona had taken a less passive role in her murder?
o Iago had a change of heart or a different motivation to keep Othello alive?
o Cassio had discovered the truth?
o Othello realized the inadequacy of the “evidence Iago provided”
Paper:
These papers are to be written individually. They must have a introduction, thesis, and
conclusion, and must include support from the text we have looked at. I have included a few
examples of how to write a paper citing Othello.
 Your papers need to be two-three pages in length.
 Your introduction should include a summary of your alternate ending plot.
 Your thesis should inform the reader why your alternate ending did not actually come to
be.
 The body of your paper needs to have textual support
 Cite your source in MLA format and include a bibliography.
*These assignments will be your assessment for Othello so make sure that you spend
quality time on each of them!
Video Rubric
5
3
1
Creativity
The video is creative
and unique in its
approach to an
alternate ending. The
alternate ending is
plausible.
The video is creative,
however the ending is
not completely
plausible.
The video does not
provide an alternate
ending that is
plausible. OR The
ending is does not
provide difference
from the orginal.
Group involvement
Everyone in the group
has an equal role.
The roles in the
film/film making are
not even.
Not everyone has a
role in the film/film
making process.
Script
The script is well
written and the story
is easy to follow for
the audience.
Shakespearean
language is used
throughout.
The audience is
entertained throughout
the
video.
The script does not
always flow, there are
some places of
confusion.
Shakespearean
language is sometimes
used.
The audience begins
to lose focus during
the video.
The script does not
make sense. The
language used is
mostly modern.
Within the 5 to 10
minute length.
The video goes over
or under the time limit
by 30 seconds to 1
minute.
The video goes over
or under the time limit
by 2 minutes.
Entertainment Quality
Length
The audience cannot
pay attention to the
movie and are
uninterested in the
plot.
Paper Rubric
Format
Support of Thesis
Grammar/Spelling
Transitions
5
Includes an
introduction with a
clear thesis &
conclusion.
The thesis is
supported throughout
the paper with
properly cited
evidence from the
text.
Little to no grammar
and spelling mistakes.
Transitions from
paragraph to
paragraph flows.
Ideas connect.
3
Introduction and
conclusion are
included however the
thesis is not clear.
The thesis is
supported in the
paper, however there
is little evidence from
the text. Not in proper
MLA format.
Grammar and spelling
errors appear
occasionally.
Transitions are mostly
smooth. Some
transitions are
choppy, ideas do not
always connect.
1
The paper lacks
introduction and
conclusion. Thesis is
not discernable.
The thesis is not
supported with any
evidence from the
text. No citations.
Many grammar and
spelling errors.
Transitions are
choppy and ideas do
not connect.
Lesson Plan adapted from:
Willard, David. Three-Day Othello Unit: Lesson 2. Web. 17 April 2011.
http://www.lessonplanspage.com/LACI3DayOthelloUnit912.htm
Bibliography
Guralnik B. David Joseph, Friend H. Webster's New World Dictionary. College ed. 1957. Print.
Parker, Oliver. Othello. Video. 1995. Web. 24 April 2011.
http://www.youtube.com/watch?v=4mlOCcp-a7s
The Reduced Shakespeare Company. The Complete Works of William Shakespeare
Abridged: Othello Rap. Video. You Tube. 24 July 2006. Web. 24 April 2011.
http://www.youtube.com/watch?v=UC-f0drvdmM
Shakespeare, William. Othello, the Moor of Venice. The Complete Works of William
Shakespeare. Ed. David Bevington. Sixth ed. New York: Pearson, 2009. 1150-200. Print.
Skandera, Hanna. "New Mexico Content Standards with Benchmarks and
Performance Standards." Web. 19 Apr. 2011. http://www.ped.state.nm.us/standards/
Sotherden, Bryan. "Pre-Production Storyboard." Www.LearnLicks.com. Web. 20 Apr. 2011.
http://www.sotherden.com/video101/storyboard.htm