OTHELLO
By:
William Shakespeare
A tragedy set in a private world that
focuses on the passions and personal
lives of the main characters, filled
with jealousy, rage, and villainy.
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Read and complete handout 2 – “What
Would you do?”
You can write the questions and
answers in your notebook – OR – staple
paper into your notebook and answer
on the sheet.
YOU MUST HAVE IT IN YOUR T.O.C.
Be sure answers are in full sentences!!!
Discuss…
WHAT WOULD YOU DO?
Literary Terms

Let’s review literary terms.
◦ Look over the list you have been given.
What words are familiar, which ones have
you seen before? Which are brand new and
foreign to you?
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FYI… you will be assessed on these (as
well as your earlier handout of terms)
as the play progresses, so prepared to
identify them throughout the work!
PART 1:
 With your table partner(s), read over
the “Shakespearean Insults”
provided to each of you.
 Write each one in your notebook and
translate it into modern day words as
best you can, without being vulgar or
inappropriate…
(do I really have to say that?).
INSULTS!!!
PART 2:
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Working with your partner(s), take the list of
adjective – adjective – noun words, and
create a list of “Shakespearean Insults”.
Be sure to translate each one! (your table
should have 2-3 done)
Choose the best table insult from your list.
Appoint one team member the “writer” –
he/she will share your BEST insult at the
board with the class.
We will have an insult “battle” to see who can
withstand the words of William, and be the
most creative!!!
INSULTS!!!
Staple each of the following in your ISN:
Character List – quick reference of who is
who at your fingertips
 Act by Act Graphic Organizer – keep track
of each act, the events, characters,
figurative language, etc.
 Theme Interactive Graphic Organizer –
reference several examples of each of the
five themes most heavily represented in the
play Othello
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Notebook Set-Up
Look at the picture of the cover on the
overhead.
 Make a prediction in your notebooks
about what you think the play will be
about and what will happen to the
characters.
 Listen to the rap about Othello. Listen
to what they say about certain
characters.
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Pre-Reading
THE WEB
Look at handout 3 – Iago’s Web
 On the back or in your notebook, write
a paragraph explaining what you think
the visual suggests.
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◦ I realize you do not know the play or the
characters yet, this is a pre-reading activity
to get you started. There is no wrong
answer. Just write!!!
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Be sure to have this in your ISN and
labeled in your T.O.C.
Let’s Begin!
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Act 1, Scene 1 sets the mood for the
entire play that lies ahead.
Characters – Iago & Roderigo – both
jealous. Why?
Referenced – Othello, Desdemona,
Cassio
Awakens – Brabantio, Desdemona’s
father
Insults Othello – how and why?
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After reading Act 1, Scene 1, where Iago’s anger, jealousy,
and double dealings become apparent through his
conversation with Roderigo and Brabantio, ANSWER (in full
sentences) the questions on HO 4.
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Each person should have answers written in his/her
notebook (or directly on the handout) and the assignment
should be in T.O.C.
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Add the characters from A1, S1 to your character chart in
your ISN with traits listed.
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Be sure to complete Act 1, Scene 1 on your handout in your
ISN – characters, summary, important lines, literary terms
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List textual support to represent each theme.
Act 1, Scene 1: Three Angry Men
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Pink sheet questions – refer to the text,
your vocab list, any resources available and complete as a group.
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Upon completion, each group will be asked
2 or 3 questions. This a collaborative
formative grade so have your “speaker”
ready. Grade will depend on your
understanding of the text and ability to
answer questions beyond the surface! Be
prepared to help each other out if needed!
ACT 1 REVIEW
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Analysis sheet – characters, summary
(provided), plot development (with text
support), literary terms
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Theme sheet - find text support that
illustrates the themes listed. You must have
one example for each theme, two if possible.
(I already gave you several examples!)
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ACT 1 TEST TOMORROW
Interactive Handouts – UPDATE!
SCENE 2:
 Iago shows “love” for Othello by warning him of
Brabantio’s impending arrival
 Othello declares his love for Desdemona rather
than retreat from Barbantio and his entourage
SCENE 3:
 Military men discuss strategies and conflicting
war reports as Barbantio addresses his “trouble”
with Othello to the Senate
 Othello defends their love, shares tale of hardship
and triumph; Desdemona supports his claims
 Roderigo cries over the “loss” of Desdemona,
Iago reassures his chances; Iago’s plan to
deceive Othello is revealed
Action and Reaction Summary
SUMMATIVE
•ACT
1:
READING COMPREHENSION
Multiple Choice
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Name a writer, a speaker, and a leader:
 Writer – lists/adds adjectives to portraits
 Speaker – will present a given character’s portrait
 Walker – will add their trait to each of the characters
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Make a list of 5 traits that describe each character on
your word portrait. The group chooses them, the
writer records them. Collaborate. Use a
dictionary/thesaurus.
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“Paint a verbal portrait” – “walker” is to list one of
your words on the portraits in the gallery, but do not
repeat one already listed by another group
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Speaker will report on an assigned character after
every group has provided a description.
Act 1 Wrap-Up: Word Portraits
“A blessed thing it is for any man or woman to have a
friend, one human soul whom we can trust utterly, who
knows the best and worst of us and for us, and who
loves us in spite of all our faults”.
- Charles Kingsley
“In taking revenge, a man is but even with his enemy;
but in passing it over, he is superior.”
- Francis Bacon.
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Choose the quote that sits best with you. What
does it bring to mind? Do you agree/disagree?
What characters are reflected in these words?
Write for 10 minutes to explore those thoughts.
FREE WRITE: Quotes
VENICE TO CYPRUS
•How much time do
you anticipate it took
to travel this distance
(over 1000 miles)in
the 1500’s?
•Why does that
matter in terms of the
plot?
•What do you expect
happened in
Othello’s absence,
back in Venice?
ACT 2
•Read
Scene 1 –
Actively complete thesis
evidence and analysis sheets!
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Act 2, Scene 1 questions: Arriving in Cyprus
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Discuss as a class – formative grade
assessed for answers provided.
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Update theme sheet – record textual
evidence for each one you have found
present thus far
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Time permitting – analysis sheets updated.
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Tomorrow – Act 2, scenes 2-3
Arriving in Cyprus
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Things to pay attention to while reading:
◦ Cassio’s Demise
◦ The role/importance of reputation
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Active read – record theme evidence and
complete analysis sheets as you are
reading
ACT 2, SCENES 2-3
DISCUSS AS A CLASS:
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What events lead to Cassio’s demise?
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How does Iago and Roderigo plan for such
a fate?
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What is in the end result of Cassio’s
behavior?
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What is the significance of Iago’s
soliloquy?
Cassio’s Disgrace
DISCUSS AS A CLASS:
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Consider the causes and influences over
our reputation.
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What role does reputation play in Othello?
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Who has the most damaged reputation?
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Who has the cleanest reputation?
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How highly do you value reputation?
REPUTATION
(Handout 9)
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Take today to work with your Act 2 Group:
 Complete Questions (mostly discussed already)
 Update Act by Act Analysis sheet – characters,
summaries, important lines, literary terms
 Update theme sheet – find examples of text to
support each theme listed. You should have at
least one example from each act, each scene.
Additional handouts have been provided – staple
into ISN in the appropriate place.
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Tomorrow: student-led discussion on these
questions. If they are not done, you do not
participate and you do NOT earn credit!
ACT 2 “Wrap-Up”
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One student (or student group) will volunteer as
our moderator (or lead)
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He/she will be responsible for asking the
questions on the sheet to the pairs of peers (1
question per team)
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Since the pairs will be assessed based upon their
answer(s), the lead will be assessed based on
his/her ability to take the question a bit deeper,
asking for text support and elaboration from the
responding team, demonstrating understanding.
Student Led Discussion
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Scene I:
◦ Cassio fails to please Othello
◦ Iago continues to play Cassio
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Scene II:
◦ Business as usual for Othello
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Scene III:
◦ Iago’s plan coming together
◦ Cassio looks guilty, but is desperate
◦ Iagos eggs on Othello about Cassio’s
integrity
ACT 3: The Green Eyed Monster
Read-aloud: scenes 1-2
(Volunteers for: Cassio, clown, musician,
Iago, Emilia, Othello, some gentlemen)
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◦ NOTE: Othello is NOT a fan a music, always a
bad sign among Shakespeare’s characters
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Scene 3 – listen to/watch audio, complete
handout 10: Seed of Jealousy while
listening
ACT 3
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Let’s contemplate what “might have
happened”
◦ if only the characters had not been under the
direct influence of Iago
◦ if only they had made different choices
◦ if only certain scenarios played out differently
◦ THEN… what might have happened???
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Discuss as a class…
ACTIVITY: “IF ONLY”… H.O. 11
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While reading the act, you were to complete
the handout: “Planting the Seed of Jealousy”
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Today, each group will be assigned a
“section”. Take 20 minutes to make sure you
have an elaborate understanding of that
section.
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Once all groups have had a chance to
discuss, clarify, develop their understanding
with each other, they will present their
section to the class.
Act 3, Scene 3 – JEALOUSY!
Act 3, Cont’d: The Handkerchief
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Scene IV:
◦ Desdemona realizes her prized possession from
Othello is missing
◦ Double entendres (sexual references) about
her hands due to raging jealousy
◦ Desdemona proposes a distraction – Cassio
◦ Meet Bianca, Cassio’s actual lover
◦ Handkerchief is discovered
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HANDOUT 12: Reading Reflection
Questions
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HANDOUT 13: Powerful People in Othello
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GROUP SUMMATIVE ASSESSMENT:
ACTS 2-3 MC QUIZ – provide text support
to show WHERE you found your answer!
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Actual Summative Tomorrow!!!
Act 3 Wrap-up
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GROUP SUMMATIVE!
◦ Remember, you need to go beyond a single answer
– be prepared to show me in the text where you
found the answer .
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Analysis sheet update – graded by end of
period! Be sure to have text support denoted
for plot development and examples/
explanations for the literary terms you choose.
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Themes will also be checked – you should
have one example for each theme, for each
act – 5 total for act 2, 5 total for act 3
GROUP WORK DAY!
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Othello suffers an epileptic seizure
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Lodovico brings news from the Duke
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Desdemona enlists Lodovico to speak to
Othello on Cassio’s behalf
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Desdemona still naïve, does not believe that
Othello’s anger is towards her
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News that Cassio is governor of Cyprus and
Othello ordered back to Venice delights Des.
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Othello slaps Des, believing she lusts for Cas
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Iago convinces Lod Othello has gone mad
ACT 4: Othello’s Deterioration
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HANDOUT 14: A Deteriorating Situation
◦ As a class, we will run through these
questions to clarify our understanding of
characters and events in act 4, scene 1.
◦ Provided there is no uncertainty, we can
progress to act 4, scenes 2-3 where our
focus will turn to Desdemona and Emilia.
ACTIVITY, Act 4 - Scene 1
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Tangled Communication
◦ Desdemona asks Iago to intercede with she
and Othello, thinking she can trust him
◦ This request, coupled with her statement of
innocence, is tragically ironic
◦ Her conversation with Emilia emphasizes
her innocence and inexperience
Act 4, Continued – Scene 2-3
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Scene I:
◦ Roderigo attempts to attack and kill Cassio
◦ Irony – Roderigo is slain; Cassio only wounded
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Scene II:
◦ Othello’s early speech reminds us of his early
majesty in the play
◦ We believe Othello loves Desdemona but
cannot live without her
◦ Emilia finally speaks up, but all is lost
ACT 5: THE CONCLUSION
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Part A:
◦ What happens at the beginning of the scene?
The significance?
◦ What happens to Emilia and why?
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Part B:
◦ Othello’s final speech: how is he different from
Iago? What subject does he turn to in the end?
FINAL ACTIVITY
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Students will demonstrate their
proficiency with the following:
◦ A final multiple choice summative
◦ ANALYSIS sheets, with textual support and
literary terms due for MAJOR formative grade
FINAL SUMMATIVE
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Argument paper using characters to
represent themes
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MORE INFORMATION TO COME… 
ESSAY ASSIGNMENT