1. Agenda *Finish film comparison of Act I (handout)
*Voice Lesson: Diction #1
*Tableaux Activity for Act II, Scene 1
*Act II, Scene 3
*Sticky Note Response Act II
HW: Read and study Othello Background for Quiz tomorrow  & Continue working on Characterization Chart (Handout) – to work on after each act

2. Reminders 2-25-19 **New seating chart – don’t get comfortable! 
Background Quiz tomorrow, Feb 2/26
The info covered on this quiz was posted (2/14) on a tab on the blog called Othello Resources.
You should have read Scenes 1 and 2 of Act II (They were VERY SHORT!
Othello – each night, you should:
re-read what we read in class in the modern English translation.
work on developing a study sheet for all the quotes I tell you to highlight as we read.

3. Diction-1 Consider: Analysis: Apply:
“Art is the antidote that can call us back from the edge of numbness, restoring the ability to feel for another.” Barbara Kingsolver, High Tide in Tucson
Analysis:
By using the word antidote, what does the author imply about the inability to feel for another?
If we changed the word antidote to gift, what effect would it have on the meaning of the sentence?
Apply:
Brainstorm and develop a list of medical terms; then write a sentence using a medical term to characterize art. Explain to the class the effect this term has on the meaning of the sentence.

4. Diction-1 Consider: Analysis:
“Art is the antidote that can call us back from the edge of numbness, restoring the ability to feel for another.” Barbara Kingsolver, High Tide in Tucson
Analysis:
By using the word antidote, what does the author imply about the inability to feel for another? An antidote is something that counteracts a poison. By associating antidote with the restoration of ability to feel for another, Kingsolver implies that the inability to feel for another is poison. Further, this poison is so noxious as to take us to the edge of numbness.
If we changed the word antidote to gift, what effect would it have on the meaning of the sentence? The use of the word gift instead of antidote weakens the precision of the sentence and takes away its power of association. Gift is a much more general word than antidote, and it does not offer the implicit judgement about the inability to feel for another.

5. Othello – Film Comparison: Opening Scene
Orson Welles version O
Fishburne version
Handout –
Actor Portrayal
Setting/Context
Shots and Angles
Lighting and Sound
Post Viewing Reflection: Discuss which opening scene was more effective. (NOT which one you liked better!) Explain your choice by addressing at least two examples from your chart.

6. Tableaux Freeze Frames – Act II, Scene 1
1. Montano talking to gentleman
2.Cassio greets Des
3.Cassio greets Emilia –Iago watching
4.Des banter with Iago
5.Iago “web and fly”
6. Othello and Des greeting
7.Iago and Roderigo dialogue
8. Iago soliloquy – 1st half
9. Iago soliloquy – 2nd half

7. Othello: Act II *Close Reading Practice #2 Read Act II, Scene 3
Reading Purpose Questions:
How does Iago develop over the course of Act II?
How does Othello develop over the course of Act II?

8. End of Act II – 2 sticky notes
On one sticky note (place on new chart):
Choose and state the most important moment in Act II.
Identify the line or lines that accompany that moment.
Why is it the most important? What does it reveal about a character/the emerging themes in the play?
On the other sticky note: (new charts for Act II)
Choose either Othello, Iago, or Desdemona.
On a sticky note, write a comment, question, or line that expresses your thoughts on the character you chose.
Place the sticky note on the appropriate chart.