February 19

AP Literature February 22-26

WEEK 7

Monday, February 22

1.      Warm-up: MCM #4 Poetry

2.      Review closeread (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.

3.      Introduce character objectives—Act II, Scene 1; assign parts & read through 2.1.204; discuss character objectives (what he/she wants for that scene; a goal—after each attempt to achieve it, a “beat change” occurs where he/she shifts gears to try to achieve it a different way (one also occurs when the goal is achieved, and the character creates a new goal); the “superobjective” is what he/she means to have by the end of the play.

4.      Choose five students to read 2.1.161-204 on their feet (one is Emilia, who has no lines, but is in the scene); direct

5.      Paraphrase Iago’s first aside 2.1.161-170; “Ring the Changes” for Iago’s second aside 2.1.190-92

6.      Continue reading 2.1; for the conversation between Roderigo & Iago, cast one person as Roderigo & three as Iago (read “Round-Robin”/each person reads one sentence). Explain how Iago’s mind moves at three times the speed of Roderigo’s.

7.      Cast two people to take turns reading alternating sentences for Iago’s soliloquy.

8.      Discuss the opening scene of Act II:

a. Roderigo is first astonished when Iago tells him that Desdemona is in love with Cassio. How does Iago convince him?

b. What does Iago mean when he says of Desdemona “Now, I do love her too”? Do you believe Iago when he says, “I fear Cassio with my nightcap too”?

c. Do you notice particular lines that add to or change the impression give so far of any character’s personality?

d. Compare Iago’s soliloquy from Act I with this one. Has his motive changed in any way?

e. Coleridge referred to Iago’s “motiveless malignity.” Do you agree that his malignity is fundamentally without motive?

9.      Closer: Read Act II Scene 2 (the Herald’s short scene); Why does Shakespeare include this scene? What effect does it have on the audience.

*Homework:  Read research novels—group meeting Friday; post to Schoology.

 

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Tuesday, February 23

1.      Warm-up: Creative Writing Tuesday

2.      Review Act I and Act II Scenes 1-2

3.      Introduce blocking & stage directions; the way a director decides to block a scene conveys meaning that can either reinforce or contradict the spoken word; use four – ten volunteers (Cassio, Othello, Desdemona, Iago, & attendees) to be silent actors while four other actors read the scene to line 37. The remaining class will direct. Decide how the characters enter, how many attendants enter, where they stand, whether all or only some exit with Othello, where they stand in relation to each other, and so on.

4.      Perform subtext scenarios, focusing on intonation of words and nonverbal cues that express meaning to an audience.

5.      Assign three acting companies for the “Drinking Scene.” Collaborate to analyze Othello 2.3; design a performance with blocking, stage directions, and subtext, justifying the directorial choices.

*Homework:  Read research novels—group meeting Friday; post to Schoology.

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

 

Wednesday, February 24

1. Warm-up: FRQ Wednesday; review “Birthday Party” w/Captain Obvious; examine scored samples

2. Analyze & rehearse “The Drinking Scene”

*Homework:  Read research novelsgroup meeting Friday.

 

Learning goal(s): Create an engaging, interactive presentation to present your findings to the class and apply a range of themes found in Othello.

 

Thursday, February 25

1. Warm-up: Pondering Poetry

2. Rehearse and perform “The Drinking Scene”

3. Ticket-out-the-door: Evaluate each group’s performance; identify strengths and highlight key points in the scene.

*Homework:  Read research novels—group meeting Friday.

 

Learning goal(s): Use the nonverbal, performance-related aspects of a script to influence the audience’s perception of theme.

Friday, February 26 

1. Warm-up: Fun Friday—Sudoku puzzles

2. Collaborate with research groups to clarify reading and plan museums.

3. Perform the “Temptation Scene” Lesson 16

*Homework: Read research novels.

 

Learning goal(s): Develop collaboration with peers to deepen analysis and extension of a text.


Posted February 19, 2016 by Rachael Sanford in category AP Literature

Leave a Comment

Your email address will not be published. Required fields are marked *

*