1. Week 3: Eng 4B
No School Friday!

2. Monday (Thursday): Bell Ringer
Needs: Othello book, paper for quick write, Post- It notes, speakers, SPRINGBOARD,
Place Web-Quest on Podium & have binder out ready to be checked!!

3. Monday: Bell Ringer Cont

4. Today: 3.3
We will be comparing a song and a poem through a specific perspective.
Learning Target: I can compare and contrast song lyrics and poetry and apply a critical perspective to the interpretation of the text.

5. Web- Quest
Let’s go over some of the questions from the web-quest.

6. Next: Let’s review the perspectives you have learned about: Cultural
Marxist
Historical
Feminist/ Gender
Archetype
Reader Response
Make a chart on the board with definitions and examples the students come up with.
Archetypal Criticism might suggest that an archetype such as the temptress (a woman who uses her power—intellect, magic, or beauty—to make men weak) is essential to understanding this scene.
Feminist criticism might suggest that the male-female power relationships that come into play in this scene are the most important influence on our understanding of it.
Marxist criticism might suggest that we must examine the issues of class or social standing in order to fully understand this scene.
Reader response criticism might suggest that what you bring to the scene will determine its significance.
Cultural criticism might suggest that we must consider such issues as ethnicity, religious beliefs, sexual identity, and so on to understand this scene.
Historical criticism might suggest that the historical context plays a significant role in a modern reader’s understanding the scene.

7. In Your Group: 5 MINUTES
Come up with a definition of your specific perspective.
Come up with an example and/or drawing.
Write it on the board.
Don’t look into the projector light!! *IT HURTS*
5 MINUTES

8. Next: Let’s review the perspectives you have learned about: Cultural
Marxist
Historical
Feminist
Archetype
Reader Response
Make a chart on the board with definitions and examples the students come up with

9. First: 3.3 Song Lyrics Worksheet
Read the lyrics and underline any lines that seem powerful to you.
As you listen to the song “Take Me To Church”, read along and annotate the poem for tension between the lovers and the community.
Also, highlight words you don’t know.
Afterwards, write your initial response below the song lyrics.

10. “Take Me to Church” Write your initial response below the song lyrics.
Share your answer with a partner.

11. Next: Fill in only the LEFT column on the chart.
Once finished, silently read through the poem on page (SB). Highlight words you don’t understand.
With your elbow partner, see if you can figure out the definitions on your own. If you can’t, take a moment and look them up on your phone.

12. 3.3 pg 175
As I re-read the poem, circle any time I say “you” and underline questions the speaker asks.
What is a “phoenix riddle”?
Phoenix riddle: With death (through the ashes of death) a clean and new life is born.

13. 3.3 pg
With your elbow partner answer the following questions on the back of your chart.
What point is the reader trying to make with all the rhetorical questions?
Who is “you” referring to in the first 9 lines of the poem? How is this different from the “you” in the last nine lines?
Then fill in the right side of the chart.

14. Last: Create an INTRO (LEAD) PARAGRAPH.
Write a comparative analysis of the song lyrics and the poem (or your own song selection), reflecting the principles of cultural criticism. Be sure to:
Include an interpretative statement about an aspect of Cultural Criticism (Define it in your own words).
Create a strong thesis comparing the song lyrics and the poem and how they reflect on the principles of cultural criticism.
The similarities in “Take Me to Church” and “The Canonization” show cultural criticism by __.
Use a formal, academic tone that uses third-person point of view.
Homework if not completed by end of class.

15. Tuesday: Bell Ringer Have worksheet 3.3 out on desk.
Grab an Othello book and write your # next to your name!
Needs: Othello book, Post-It Notes, Paper for quick write, Springboard

16. Bell Ringer: Continued

17. Today: We will read Act 1: Scene i of Othello.
Then we will look closely at the reaction of Desdemona's father.
Learning Target: I can compare interpretations of a text from different perspectives and defend the most effective interpretation.

18. Quick Write:
How would your father respond to hearing news about something you did that he did not approve of?
Would he yell? Speak calmly?
What emotions would he portray?
How would you expect him to move during this speech?
Quickly write about a time where this may have happened.

19. As You Listen: Follow along in your book.
On Post-It Notes, write down how Brabantio speaks in the play.

20. POST IT NOTE:
Notice the PAGE numbers (in case the Post It falls out of your book)
Also notice the scene for quick reference when you write responses or discuss the play.
I.i pg 4: Brabantio sounds aggressive.
I.i pg 6: Brabantio speaks to Iago in a tender voice.

21. Before We Read:
A fun video:

22. As You Listen: Follow along in your book.
On Post-It Notes, write down how Brabantio speaks in the play.

23. 3.7: Page 183
Read through the last scene again on page 183. While you read, annotate the following in the margin.
What emotional state would Brabantio be in while performing these lines?
Look for (mark) any indication in his words that he is not in a peaceful state of mind.
Example: Line 1: quiet voice, speaking slowly. (At the end of his line, heavy sigh)
Mark who he is speaking to for each line.
How would the lines look if Brabantio was angry instead of heartbroken? (#6, page 185)

24. Lastly:
Fill in the chart on page 187. How would the scene look through a different critical lens?
Answer the following question in a paragraph on a separate sheet of paper:
Which critical perspective affords the most effective interpretation of the tension in this scene? Why?
Turn in on podium when finished!

25. Wednesday: Bell Ringer
Needs: Othello book, Worksheet 3.8 & 3.8A, SPRINGBOARD for model of character sketch.

26. Bell Ringer: Continued

27. Today: You will examine the character, Othello, in the play.
You will start reading Act I.ii and look for accusations.
Learning Target: I can create a character sketch based on the elements of the character.

28. First: Look at the character Othello. Let’s discuss
Through the whole first scene no one uses Othello’s real name, but still refer to him several times.
On your own, fill in the chart on WS 3.8 with the epithets (nicknames) used to describe Othello.
What does this suggest about Othello?
What does this suggest about the speaker?
Let’s discuss

29. Next:
As we listen to scene ii, notice any time someone accuses Othello of anything.
What is his response?
Put it on a Post-It!

30. As You Listen: Follow along in your book.
On Post-It Notes, write down accusations against Othello and how he responds to them.

31. Fill in chart 3.8A.
Then create a character sketch of Othello based on what you have learned so far.
For a model, look at page 190 in Springboard.
HW if not finished!!

32. Thursday: Bell Ringer Bell Ringer Quiz
Needs: Worksheet 3.9A & Act I.iii blank

33. Today:
You will read through Act I.iii and translate a portion of it. Then share it with the class.
You will try to visualize the scene.
Learning Target: I can evaluate an infective interpretation of a text.

34. In your Group A:
Read through Act I Scene iii. Each row is responsible for 2+ pages.
I will come and let you know what pages you should work on.
Fill in the right side of the packet with what you think the modern translation is.
Then, fill in the WS 3.9A chart for your pages.

35. Next: Get into your “B” groups and share your information. DISCUSS IT!
Write down each summary the groups give you.
If I see people just copying, that group will have to do the whole Act on their own!
Share at least 2 of your interpretations.
HW: Enjoy your 3 day weekend & the Senior Dinner Dance!