1. LQ: What comment is Shakespeare making about the role of women
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AS Paper 1: Othello
Lesson 17
LQ: What comment is Shakespeare making about the role of women

2. Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences B4
Outstanding Progress: you will confidently explore through detailed and sophisticated critical analysis how writers use these aspects to create meaning B3
Excellent Progress: you will explore structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning B2
Good Progress: you will show awareness of structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning
LQ: Can I develop my understanding of the events of and consider their impact on the play as a whole?

3. LQ: Can I develop my understanding of characterisation?
Target setting
Based on the feedback that you received yesterday and from recent work that you have had returned, what target would you like to set for yourself for the rest of this term.
Make sure that they are specific and attainable and relate specifically to something you wish to achieve
The targets that you set will be looked at again before Christmas.
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

4. LQ: Can I develop my understanding of characterisation?
Key vocabulary to include:
Futile - in vein, having no useful result
Sanguine - confident; cheerfully optimistic
Avarice - greed for wealth
Polemic - passionate argument, often controversial
Sardonic - disdainfully mocking
Parallelism - deliberate repetition of words or sentence structure for effect
Lugubrious - gloomy, mournful; especially to an excessive degree
Temporal - relating to time; brief
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Ext: Can any of these words be used in your analysis of Othello?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

5. LQ: Can I develop my understanding of characterisation?
Class reading of Act 4 scene 2
As we read, consider the following questions:
What do you notice about Othello’s use of imagery?
What does it reveal about his character?
What words do you notice being used throughout the scene? What do they show?
How is Desdemona presented in this scene?
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Ext: Can you refer to the play as a whole in your response?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

6. LQ: Can I develop my understanding of characterisation?
What do you notice about Othello’s use of imagery?
What does it reveal about his character?
The tension within him and the struggle he is having in reconciling the warring emotions of love and jealousy, is dramatised through his use of contrasting images; the 'fountain' (line 60) which becomes a 'cistern' (line 62), he now looks 'grim as hell' (line 65) when faced with the 'rose-lipped cherubin' (line 64) Desdemona, who smells sweet but is now to him a 'weed'. All of these images suggest how much under Iago’s influence Othello is.
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Ext: Can you reinforce your ideas with reference to the whole play?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

7. LQ: Can I develop my understanding of characterisation?
What words do you notice being used throughout the scene? What do they show?
His repetition of the words 'whore' and 'strumpet' throughout the scene indicates how far he is removed from the noble general of the first two acts, even if he still speaks poetically and with his customary measured tone at times (see lines 48–65). But his speech is infected by the imagery discussed above, even when he is eloquent and commanding. The insults he offers Desdemona and Emilia as he leaves make it hard to view Othello with much sympathy at the
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Ext: Can you reinforce your ideas with reference to the whole play?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

8. LQ: Can I develop my understanding of characterisation?
How is Desdemona presented in this scene?
Desdemona’s innocent misery and lack of comprehension are indicated by the fact that she can barely bring herself to utter the word ‘whore’. Note Desdemona’s deep humility and generosity in this scene; she does not say that Othello was wrong to chide her (although she has bravely defended herself), just that he could have done it 'with gentle means' (line 114). Desdemona also says earnestly that she still loves Othello dearly, and will continue to do so however unkindly he treats her. There is a good deal of pathos in her lines with Iago and Emilia, which contrast dramatically with Emilia’s righteous, energetic and down to earth anger and Iago’s pretended concern.
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Ext: Can you refer to the play as a whole in your response?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

9. LQ: Can I develop my understanding of characterisation?
LQ: Can I analyse the effect of foreshadowing in Act 1 Scene 3?
LQ: Can I further my understanding of the plot and begin to look closely at language?
LQ: Can I develop my understanding of characterisation?
LQ: Can I analyse structure, form, language, themes and contexts in Othello?
LQ: Can I further develop my understanding of characterisation in Act 1?
LQ: Can I identify the changing traits of characters?
What is the relevance of this scene?
Imagine that you have been asked to prepare an essay on the relevance of Act 4 scene 2 with reference to the rest of play
Presentation of Othello, totally under Iago’s influence, proof, imagery, change since last scene, last line of Act 4 scene 1,
Presentation of Desdemona and Emilia, general presentation of women in the play
Use of dramatic irony?
What is the relevance of this scene to Iago?
Approach this question thematically. What are the three main points that you could make?
Othello – spiral, hits Des, Iago watching over him, Iago suggestion that he
Speech
Violence
Physical ‘savage madness’
Nobility – had the eyes and ears of the Venetian court, now hides so that he can eavesdrop on a conversation
Ext: Can you refer each of your ideas to earlier points in the play?
Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences, character analysis

10. Key words: Play, drama, genre, contexts, historical, social, cultural, race, religion, gender, Venice, Cyprus, attitude, audiences B4
Outstanding Progress: you will confidently explore through detailed and sophisticated critical analysis how writers use these aspects to create meaning B3
Excellent Progress: you will explore structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning B2
Good Progress: you will show awareness of structure, form, language, themes and contexts, commenting on specific aspects with reference to how they shape meaning
LQ: Can I further develop my understanding of characterisation in Act 1?