Act+1

Possible pre-reading activities:

1. Students are given a modern day scenario similar to that of Othello and Desdemona. A top Samoan rugby player playing for the All Blacks is away on tour. He has a new pakeha wife from a wealthy family (daughter of a prominent politician). His best friend from the rugby team tells him his wife is flirting with the new wealthy winger in the All Blacks. One student volunteers to become the Samoan rugby player and is seated at the front of the room. Students are divided into positive and negative influences (for or against his wife being a cheater). They whisper in his ear one by one so the class can hear. Class decides which argument was stronger. Question: Why is it sometimes easier to believe the negative argument?

[|Othello]

//. Teacher places this image on the board. In pairs students discuss the following questions - why might this relationship stand out in Venetian society in the time of the play? - Would it stand out today? - Discuss possible reactions to this union.

3. Class is divided into groups of four. Each group must research and present one of the following topics. They must compile a fact sheet which will be collected and handed to the class as a study guide.

Group 1: Research Shakespeare. Pretend as if you had to write a book about Shakespeare (a biography). Include information about his personal life, professional life, important events and influences in his life, and any topics of controversy surrounding his life.

Group 2: Research British History 1550-1650. What was going on in Britain during the time just before, during and just after Shakespeare lived? Who were the rulers? What was the political atmosphere? What were the people concerned about? How did the people live? Answer these kinds of questions in your report.

Group 3: Research World History 1550-1650. What was going on in the rest of the world (besides Britain) during this period?

Group 4: Research //Othello//. What is the play about? Why is it famous? What do critics say about it? Has there been more than one version of the play? Which one(s) are most often performed? Why? Which is/was the best production of the play? What difficulties are there in performing the play (if any)?

4. Students are to be given a brief overview of the traits of major characters as well as a short plot summary of play. In groups of three students must cast who they believe would best suit the roles in the movie of the film and are asked to justify. Each group present their cast and explain why t hey might be suited to the role//


 * Othello Act 1, Scene1**


 * Questions to answer:**

Why is it Ironic that Iago alludes to the god Janus when speaking to Othello in Act 1, Scene 2? (Analysis)

How do metaphors of animals reflect the theme of otherness in this act? (Synthesis)

What does Brabantio’s view on the relationship between Othello and Desdemona tell us about race relations in Shakespearian England?


 * Activities to complete**

In groups of 4 have students draw a picture of Iago (or use an image form the play). Get them to draw up a table on either side and find quotes from the conversations Iago has with Rodrigo, and Othello. Use the quotes to illustrate Iago’s 2 faced personalities. Finally write a brief summary explaining why you think Iago behaves the way he does.


 * Reading and formulating opinions activity**

Students will need to read the first act of the play. Put students into groups of 3 and 4. Scene 1 has 3 reading parts, scene 2 has 4 reading and scene 3 has 6 main reading parts with a few smaller roles within the scene itself.

Scene One Roderigo Iago Brabantio

Scene Two Othello Cassio Roderigo Brabantio

Scene Three Duke 1 Sen 2 Sen Sailor 1Officer Messenger Desdemona Roderigo Iago Othello Brabantio

Have groups read scene 1 or 2 depending on their group size. Have them think about what is being said in the play. What type of people do you think these characters are? What would their primary characteristics be? Have them act out the play in their groups and experiment with a range of emotions and traits. Some examples could be Selfishness, Honesty, Hatred, Loyalty, and Naivety. Which characters fit these descriptions?

Next merge the groups of 3 and 4 into bigger groups of 7 and have them read scene 3 applying the same method. Get students to discuss the different characteristics each group came up with, and have them complete a zen diagram for each group stating which characteristics each group came up with for the characters. What were the differences and similarities?