March 17

AP Literature March 20-24


Bring your research novel to class every day.  

S 3/19—Membean 45 min. practice due.

M 3/20—Research paper final draft due to 11:59 p.m.

S 3/26—Membean45 min. practice due

M 3/27—Museum Presentations begin.

F 3/31—Film analysis montage presentations.


Monday, March 20

  1. Warm-up: Multiple Choice Monday
  2. Collaborate with museum groups to plan presentations for next week.
  3. Othello introductory scenarios (write, rehearse, & perform a skit to flesh out the given scenario connecting modern situations to themes/events in the play)
  4. Anticipation guide strategy: Assess the given statements, asserting your opinion and persuading others to take your position. (Kahoots! Game and discussion)
  5. Review play map.

*Homework: Research paper due to at 11:59 p.m.


Learning goal(s): Understand a range of themes that will be addressed in Othello.



Tuesday, March 21

  1. Creative Writing Tuesday
  2. Finish writing and perform introductory scenarios
  3. Read Act I Scene 1 slightly cut script and discuss the action:
  • who are Roderigo & Iago? What kind of people are they? What does each seem to want from the other? Who’s in control? What has just happened? Who is Brabantio? What sort of person do you think the Moor is? What about Brabantio’s daughter—how do you picture her? Why is it that neither Othello nor Desdemona is mentioned by name in this scene?
  • What sort of language does Iago use to tell Brabantio of his daughter’s elopement? On what sort of fears and prejudices is Iago playing?
  1. Divide the scene into three sections; cast a different set of actors for each section & have students read in succession. Discuss the differences between the readings & instruct them to try to imagine the voices as they continue reading.
  2. Act the scene—cast characters; the rest of the class will serve as directors to suggest movement, inflection, & interpretation.
  3. Finish reading 1.1; discuss the following questions:
  • Why do Iago, Roderigo, & Brabantio hate the man they are discussing?
  • What reasons does Iago give for continuing to follow his master?
  • What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

*Homework: Museum projects due Monday.


Learning goal(s): Understand a range of themes that will be addressed in Othello.


Wednesday, March 22

  1. FRQ Wednesday—prose
  2. Review Othello 1; complete discussion from Tuesday.

*Homework:  Museum projects due Monday.


Learning goal(s): Demonstrate mastery of standards on timed writing assessment.


Thursday, March 23

  1. Collaborate with research groups (Media Center) to finalize plans for museum projects.
  2. Prepare & rehearse scenes for 1.2; perform if time permits.
  3. Closer—Discuss performances:
  • We saw Othello for the first time in this scene—is he what you thought he would be? Is he respected by his associates? How do you know?
  • What contrasts are there between the way Iago, Roderigo, and Brabantio have described Othello and the way he looks and behaves when he actually appears?
  • Do you notice basic differences in attitude between Cassio and Iago in their short conversation (1.2.60-65) following Othello’s exit?
  • Why is Brabantio convinced that Othello must have used witchcraft on his daughter? Why does he have difficulty believing his daughter could run to Othello’s “sooty bosom’?

*Homework:  Museum projects start Monday.


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


Friday, March 24

  1. Warm-up: Fun !
  2. View the prologue from the BBC and Fishburne versions of the movie; compare & contrast the directors’ choices.
  3. Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”)
  4. Read Act I Scene 3:
  5. Divide into two groups; facing each other, read antiphonally Othello’s speech beginning “Her father loved me . . . “ (1.3.149-96) to end-stops (period, colon, or semicolon)
  6. Read again, with a three-person group miming as the class reads.
  7. “Ring the Changes”—several volunteers should individually read Brabantio’s parting shot (1.3.333-34) focusing on different interpretations.
  8. Close read (handout) 1.3.343-447, analyzing Iago’s persuasive & rhetorical techniques, comparing/contrasting AP Language strategies with AP Literature strategies.

*Homework:  Museum projects begin Monday.


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

Posted March 17, 2017 by Rachael Sanford in category AP Literature

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