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The Analysis of Othello
William Shakespeare
Bell-ringer: date your bell-ringer
10/25
Announcements and Agenda
• 1. Please bring your playbook to class
everyday!
• 2. Quiz on Act I and Elizabethan historical
notes will be on Friday November 1st
• Agenda
• 1. Discussion of stereotypes in Othello
• 2. Begin Act 1/Scene 1
Review of historical and
cultural connections
• The role of women in the
Elizabethan times:
• 1. a dowry was paid to the
husband when marriage took
place
• 2. Women had no rights:
houses wives/ in charge of
children.
• 3. If money was in the family,
women were assigned an
educational tutor
• 4. Women obeyed/were loyal
to their fathers until married;
then they obeyed/had loyalty
to their husbands.
Discussion of Stereotypes
• Copy and answer the following questions:
• 1. According to the article what is ‘the other?’
• 2. What are some possible explanations as to why the
Elizabethans called North Africans ‘the others?’
• 3. How does Shakespeare go against the notion that one
sect of Otherness is that of race?
• 4. What is another meaning for Moor?
• 5. Define the origin of the word ‘moor?’
• 6. How did the convention of Christianity contribute to
the negative perception of the moor?
The role of the Moors in
Elizabethan Times
• Moors = North African Muslims.
• Most Moors were moved to
England by force.
• Moors = The Others.
• Due to lack of knowledge of the
Moors, Europeans such as the
English reacted with
• 1. fear
• 2. defense
• The moors were often depicted as
outcasts, separated from other
characters in stories.
• The moors were used to explain the
unexplained = magic/devilish acts.
Bell-ringer: the role of the moors
in Shakespeare. 10/28
• Copy and answer the following questions in relation
to the article read in class on Friday:
• 1. Why do you think Elizabethans reacted in fear
and with defense towards the moors?
• 2. How does Shakespeare ‘go against the norm’
concerning the stereotypical view of the moor
during the 1500-1600s? How does this make him
a memorable writer?
Announcements & Agenda
• 1. Quiz on Elizabethan notes and Act I will
be on Thursday October 31st
• 2. Sharing of Theatre essays on Thursday!
• 3. Reading of Scene 1 & 2 plus
comprehension questions 1-7 for
tomorrow.
• Agenda:
• Life of Pi!
Bell-ringer: Sentence Structure
Write each of the following sentences in your notebook. Label each as
being either correctly formed (C), comma-splice (CS), run-on (R), or
fragment (F). Then, rewrite each incorrect sentence in a correct form.
You may invent words, as necessary, to complete the sentences.
•
•
•
•
•
•
1.
Although John received a gold medal in the
220-meter run.
2. However, John lost the next event.
3. John is a great athlete and he is continually
improving.
4. When the bell rings you may go to your
next class.
5. I made a great grade on the Anglo-Saxon
test, I studied.
6. The grammar quiz will not be difficult it
will seem easy, if you study.
Act I: Scene I & II
• Cornell notes
• 1. What is the relationship
between Roderigo and Iago?
• 2. At the conclusion of Act
I/Scene I, how is both
Roderigo and Brabantio
victims to Iago’s
manipulation?
• 3. How is the lack of
knowledge and ignorance of
the moors evident in the
play so far?
Discussion of Act I/Scene I
2. Who is Brabantio, and why does Iago and Roderigo
awaken him in the middle of the night?
•
3.Why does Iago leave Roderigo at Brabantio's house?
•
4.What is Roderigo’s previous relationship with
Brabantio and Desdemona?
•
5.What is Brabantio's reaction to Othello's marriage to
Desdemona?
6. Why does the Duke send for Othello?
7. What danger is Cyprus facing?
BR: Soliloquies and Asides:
what is the difference? 10/31
• Activate your prior knowledge the
following dramatic techniques:
• Soliloquy:
• Aside:
• How do these dramatic techniques help to
develop characters, such as Iago?
Announcements & Agenda:
10/31
• 1. Quiz has been moved to tomorrow,
Friday November 1st.
– Quiz focuses on notes on Elizabethan Drama,
The Globe and Act I.
• 2. Sharing of Essays will be tomorrow
Agenda:
1. Review of Act I/Scene 2 & 3
2. Conclude Scene 3 & Analysis Machiavellian
article.
Review of Tuesday’s Reading
• Copy the following questions into your Cornell notes:
• 1. Brabantio states “Thou hast practiced on her with foul
charms/Abused her delicate youth with drugs or
minerals”…how does this reinforce the negative
stereotype of the moor?
• 2. How does Othello react to Brabantio’s accusations?
What facts lend to his defense, favorably? (see lines 93-95
S3)
Analysis of Characterization
Lines 140-183 paint a portrait of Othello. As we read the
passage, identify the main idea of each set of lines and
provide 1-2 quotes that support your main idea.
Work in groups of 2 for 5 minutes. Following we will discuss…
Main Idea of Passage
Lines 140-145
Lines 146-158
Lines 158-171
Lines 171-183
Quotes to support Main Idea
And the decision is made…
• 4. Desdemona gives her response in lines 195-204: How
does her response reflect the role of women during the
Elizabethan times?
• 5. What is the Duke’s response?
• “To mourn a mischief that is past and gone/is the
next way to draw mischief on”
The political aspect…
The war in a nutshell:
– Venetians believe Turks will invade Cyprus
– Conflicting reports state Turks are heading to
Rhodes
– This is a diversion…
6. What is the dilemma presented between
Othello and Desdemona on pages 30-31? Who
does Othello assign to take charge of
Desdemona?
Analyzing significant quotes
• 1. ‘Tis in ourselves that
we are thus or thus.
Our bodies are gardens,
to the which our wills
are gardners’ (lines 339)
• What literary device
does this quote
reflect?
Bell-ringer: 11/1
• Copy the following questions into your Cornell notes
(the first one you should already have, so simply answer
using your reading)
• 1. “If I would time expend with such a snipe/ But for my sport
and profit” (lines 395)
• How does Iago really feel about Rod?
• 2. What is Iago’s plan at the end of Act I? What do you
predict will happen?
Announcements & Agenda
• 1. Homework: read the Machiavellian
article and complete the activity provided.
Agenda:
1. Concluding Act I
2. 2. Quiz and readings
Bell-ringer: analyzing quotes
11/6 (6th only)
• Copy the following quote & questions into
your CN:
“Cassio’s a proper man. Let me see now: To get
his place, and to plume up my will/In double
knavery—How, how?—Let’s see—” (lines
402)
1. What is Iago’s scheme at the end of Act
I?
2. What could this foreshadow?
Bell-ringer Activity: 11/7
• Explain how the character of Iago
parallels the concepts and ideas of
Machiavelli. 5 sentences minimum. (CN)
Announcements & Agenda
• 1. Homework:
– Comprehension questions Act 1
– Machiavellian Worksheet w/article.
• 2. From today, look for the acronym ‘CN.’
When you see it, copy what follows into
your Cornell notes.
Who is Machiavelli and how can we
connect him to our character, Iago? (CN)
• Born in Florence, lived
life for politics and
patriotism. (CN)
• Wrote a book entitled,
The Prince: a political
approach/idea to
maintaining
power/control through
fear. (CN)
• Unpopular man.(CN)
The Machiavellian Concept
• The following quotations were taken from the
Stanford Encyclopedia of Philosophy.
Key Machiavellian Quotes (CN)
“Machiavelli expects princes of the highest
virtù to be capable, as the situation
requires, of behaving in a completely evil
fashion.”
• “Moral values have no place in the sorts of
decisions that political leaders must
make”
Quotation taken from
University of Virginia Library
• “Machiavellism has historically come to mean
that effectiveness alone counts in politics;
political actions should not be restricted by
considerations of morality,
of good or evil”
-To sum it up: achieve your goal and
objective by any means necessary:
maintain power with fear, at a distance
emotionally.
Activity One: Paired Discussion
• 1. Select a partner and discuss the
following in five minutes:
• A. Your reactions to the article…how does
Machiavelli’s thought process mirror that of
Iago’s?
• B. Your selected quotes: explain to one another
why you selected that quote…
• C. Together, select one of your best examples
from your chart and be prepared to share on the
board.
Machavellian Articles
• To give you some direction, I have provided three
quotes below. Write the quotes in your left box on
your worksheet and match the ideas of the quotes
to the ideas of Machiavelli’s philosophies.
• 1. ‘Tis in ourselves that we are thus or thus…(lines
339)
• 2. “If I would time expend with such a snipe/ But for my
sport and profit” (lines 395)
• 3. “Cassio’s a proper man. Let me see now: To get his
place, and to plume up my will/In double knavery—
How, how?—Let’s see—” (lines 402)
Quote from Iago
Quote from Iago
Our bodies
are gardens,
to the which
our wills
are gardners’
(lines 339)
Connecting
Philosophy
to
Literature
Quote from Article
Quote from
Iago
Quote from Article
Quote from
Iago
Connotation versus Denotation
Use a dictionary to answer questions 1 & 2.
• Copy the following questions into your CN
1. What is a denotation?
2. What is a connotation?
• Connotations can have negative and positive
associations.
3. Infer the connotations of each of the following words:
• Childish
Skinny
• Youthful
Slender
Analyzing Connotations in
Othello/Act II
(CN)
3. Line 29 describes Othello as ‘the warlike
moor.’ Explain the connotative
associations surrounding the word
‘warlike’
Activity Two Con’t: Analyzing
Othello Act II
• 4. What is Montano’s relationship with
Othello? (CN)
• 5. Explain how Cassio feels about
Desdemona (CN)
(use a quote in your explanation from lines 65-95).
BONUS: Identify a vocabulary word that can describe
Cassio…
Analyzing Gender in Othello
As a class, we will read the excerpt titled
“Iago on Women”
• 1. highlight significant points in the article
that emphasize on Iago’s sexism.
• 2. draw a line from those ideas and
connect them with quotes from pages 3839 .
Homework for 11/12
• This assignment will be due at the end of the
play…HOWEVER, I will be checking on Friday that you
have done the following:
• 1. Draw a spider web
• 2. Place Iago in the __________(you may draw him as a
spider)
• 3. Place any characters in the web:
• 4. After you have written the characters into the web
write:
– A brief summary of why they are being ‘spun into Iago’s web’
– A quote to support your summary.
BR: Connotation versus
Denotation. 11/12 (6th)
• Complete the following connotations and
denotations for these words:
• 1. Superman
– A. Denotation:
– B. Connotation: (list a min of 4 words)
2. Snake
A. Denotation:
B. Connotation: (min of 4)
3. Hollywood
A. Denotation:
B. Connotation: (min of 4)
Announcements & Activities:
11/12 (6th)
• 1. Quiz on Act II Wednesday 20th 2013
• 2. Spider Web homework activity CHECK
tomorrow (this will be an on-going
activity)
• 3. Comprehension Questions Act II due
Thursday 21st
• Agenda:
• 1. Continuing analysis of Scene I/Act II
BR: Connotations vs.
Denotations 11/13 (6th only)
• Identify connotations to the following
words/phrases: do these words have
negative or positive connotations?
• 1. stink
7. energetic
• 2. aroma
8. wild
• 3. squander money
• 4. spend money
• 5. reckless
• 6. daring
Announcements & Agenda
11/13 (6th)
• 1. Quiz on Act II will be on Wednesday**
11/19
• 2. Comprehension Questions due on
Thursday 11/21
• 3. Spider web check on Friday! Have at
least 2 characters
Agenda:
1. Analysis of Soliloquy at end of Scene I
2. Paired activity: characterization of Iago
Announcements & Agenda
11/12 (5th)
• 1. Quiz on Act II will be on Tuesday 11/19
• 2. Comprehension Questions due on
Thursday 11/21
Agenda:
1. Analysis of Soliloquy at end of Scene I
2. Paired activity: characterization of Iago
Review: Passage from lines 180
Identify the definition for analogy.
• Locate the analogy within the passage
and underline with a green pencil.
• Write beside the underlined analogy a
summary of what is being said.
• Underline an example of Iago speaking to
the audience with a red pencil.
An Artist of Evil… (CN)
• Is there a definite motive for
Iago’s actions?
• Motive #1: __________
• Motive # 2: __________
• Stock Character from Medieval
Morality Plays: “Vice” known as
the devil’s messenger.
• Is known to speak to the
audience and reveal his/her
schemes.
Analysis of Act II/Scene I (CN)
• 1. How does Iago manipulate Roderigo in
lines 230-290? Explain your answer by
using two quotes.
• 2. What does Iago convince Roderigo to
do? What are your predictions?
Analysis of Characterization
passage from line 295
3. Underline with a blue pencil, evidence of
internal conflict within this soliloquy.
4. Answer the following questions beside the
passage: what outlandish thoughts and
conclusions does Iago have? What does this
suggest about his character?
5. Underline with an orange pencil, Iago’s actual
plan. What does he mean, by “Knavery’s plain
face is never seen till used?”
BR: Connotations vs.
Denotations 11/12 (5th)
• Identify connotations to the following
words/phrases: do these words have
negative or positive connotations?
• 1. stink
7. energetic
• 2. aroma
8. wild
• 3. squander money
• 4. spend money
• 5. reckless
• 6. daring
Bell-ringer: analysis of Iago’s
dynamic personality. 11/14
The characteristics of
Iago
Manipulative
Offensive (racist
and sexist)
Delusional
Sinister and
cunning
Quotations Act II
• Draw the following
chart for your bellringer. I
• Identify a quotation
for each characteristic
of Iago in the left
column.
• You may work in
pairs.
Announcements & Agenda
11/14
• 1. Quiz on Act II Tuesday (5th) & Wednesday (6th)
• 2. Act II Comprehension Questions due Thursday 21st
• 3. Money and permission form for field trip will be
collected 18th-22nd. (upon approval)
• 4. I need to see the following students after class:
Sedet, Alana, Davion and Chiquitta.
• Agenda:
• 1.Analysis of Scene III: reading and acting
• 2. Discussion: foreshadow and irony.
Activity One
• 1. Assigned parts
• 2. Read Scene III pages 47-54 to yourself
silently for 10 minutes.
• 3. We will act out this scene!
• 4. Discuss & Analyze plot, conflict,
characterization, foreshadow and irony.
Act II/Scene III Reading Continued
• Copy and answer the following questions:
• 1. Describe one example of external
conflict from Scene III
• 2. Describe one example of Iago’s “vice”
behavior.
• 3. Explain how line 257-258 is an example
of a hyperbole?
Bell-ringer: Review of Scene III
11/15 (6th)
• Copy and answer the following questions:
• 1. Describe one example of external
conflict from Scene III
• 2. What is Othello’s final decision after
hearing the re-telling of what happened?
Announcements
• 1. Bring field trip money and permission
slip Monday-Friday
• 2. Quiz Preparation
• 3. Quiz on Tuesday
• 4. Turn in comprehension questions (Act
II) Thursday
Analysis of Irony and
Foreshadow in Act II/Scene III
• As we read Scene III, explain in your own
words how the following lines are examples
of either dramatic irony or foreshadow: (CN)
• 1. lines 7-12:
• 2. lines 122-126:
• 3. lines 134-136:
• 4. Lines 236:
Cassio’s reaction (CN)
• 1. Cassio says “I have lost the immortal part of myself, and
what remains is bestial.” How is Cassio reacting to being
dismissed from his position?
• 2. What is ironic about Cassio referring to the wine as
the devil?
• 3.What does Iago suggest Cassio do to win back
Othello’s affections? Infer some foreshadowing…
• 4. Interpret lines 320-350. Describe Iago’s plan.
Cassio
Will ask Desdemona to help him get his
position back by putting in a good word for him..
Desdemona
Othello
Desdemona will plead Othello
to hire Cassio back, to see his mistake..
Iago
Iago will ‘pour pestilence into his ear…what will he say?
Bell-ringer Activity 11/19 (6th)
• Writing Prompt:
• Write a diary entry consisting of two
paragraphs from the perspective of one of
the following characters at the conclusion
of Act II.
• 1. Roderigo
• 2. Cassio
• 3. Othello
• 4. Iago
Agenda and Announcements
11/19 (5th)
• 1. Comprehension Questions Act II due
Thursday (you may turn these in today if they
are completed
• 2. Turn in money/permission slip today-Friday.
• 3. Read Scenes Act III/Scenes 1 & 2 for
homework
• Agenda
• 1. Q & A for Quiz
• 2. Quiz
• 3. Extra Credit Opportunity!
During and after Quiz
• 1. talking during quiz
= zero
• 2. Write answers on a
separate sheet of
paper and number
each answer.
• 3. Place your quiz in
the black tray and
pick up the following:
– Comprehension
questions Act III
– Word Search
• Please submit payment
and permission slip
when turning in quiz.
• Extra Credit
Question! (5 points)
Fill in the blank:
1. My bell-ringers are
collected and count as
a _______grade at the
end of the nine weeks!
Bell-ringer Activity 11/19
• Writing Prompt:
• Write a diary entry consisting of two
paragraphs from the perspective of one of
the following characters at the conclusion
of Act II.
• 1. Roderigo
• 2. Cassio
• 3. Othello
• 4. Iago
Agenda and Announcements
11/19 (6th)
• 1. Comprehension Questions Act II due
Thursday
• 2. Turn in money/permission slip today-Friday.
•
•
•
•
Agenda
1. Q & A for Quiz
2. Quiz
3. Extra Credit Opportunity!
Development of Othello’s
Character
• 1. (CN) What other aspects of Othello’s
character are revealed in lines 83 and 100?
• “ Prithee no more. Let him come when he
will.”
• “Excellent Wretch! Perdition catch my
soul…”
Bell-ringer Activity 11/21st (5th)
• Writing Prompt:
• Write a diary entry consisting of two
paragraphs from the perspective of one of
the following characters at the conclusion
of Act II.
• 1. Roderigo
• 2. Cassio
• 3. Othello
• 4. Iago
Announcements & Agenda
11/21
1. Act III Comprehension Questions will be
due Tuesday December 3rd
2. Distribution of Mini Project tomorrow
“The Two Faces of Iago”
3. Field trip $$$$ Deadline is tomorrow
330pm!
Agenda
1. Reading and Analysis of Scenes 1/2/3
2. Group Activity: analyzing theme
Activity One: Reading of Scenes
1&2
• 1. Why does Cassio bring musicians? What is
Othello’s response?
• 2. What does Emilia tell Cassio that Desdemona
is already doing for him?
• 3. How does Iago’s response to Cassio leaving
hint towards the idea of adultery?
“Planting the Seeds of Doubt”
Act III/Scene III Analysis
• (CN) Copy the quote below and summarize in
your own words how each quote (by Iago) is an
idea alluding to adultery :
• 1. …”I can not think it, That he would steal
away so guiltylike, seeing you coming” (lines
41-43)
Activity One: Reading of Pages
60-65
• Highlight these important quotes…they will aid in your
group activity in 10 minutes…
• Lines 105: “Did Michael Cassio, when you woo’d my
lady…”
• Lines 144-146- “Men should be what they seem…”
• Lines 155-158- “Why, say they are vile and false…”
• Lines 165-168- “As I confess it is my nature’s plague…”
• Lines 176-182:
Bell-ringer: Affect vs. Effect 11/22
• Copy the following:
• Affect acts as a verb. It can be replaced with the
verb, ‘to influence’
• Effect acts as a noun: it is the result of something.
Words that precede ‘effect’ can act as clues. Those
words are: an, the, into, any
• Copy each sentence and identify the correct use of ‘affect’ or ‘effect.’
1. The volcanic eruption (affected/effected) the
entire country.
2. Your answer will not (affect/effect) your grade on
the test.
3. Your answer will have no (affect/effect) on your
grade on the test.
Announcements & Agenda
11/22
• 1. Comprehension Questions Act III due 12/3
• 2. $$$ for field trip is due today! At this point, if you don’t have your
permission slip but you do have your $, I will take the $ and you can
give me your p.slip on Monday.\
• 3. Mini project will be due on 12/5/13. It will be worth a
quiz grade.
Agenda:
1. Review of Scenes 1 & 2
2. Paired activity: converting Shakespearean language to
everyday conversation.
3. Group Activity: analyzing theme….
Review: Reading of Scenes 1 & 2
(5 min)
• 1. Why does Cassio bring musicians? What is
Othello’s response?
• 2. What does Emilia tell Cassio that Desdemona
is already doing for him?
• 3. How does Iago’s response to Cassio leaving
hint towards the idea of adultery?
Activity Two: Analyzing
theme/conflict/symbolism and
irony.
• Follow the instructions on the sheet given
to your group. Do not forget to assign
each other a responsibility!
• You will work on your poster for 20 min
• Your groups will present
Comprehension Questions.
Questions 3-14 (pages 60-65)
Foreshadow in Act III/Scene III
Infer the foreshadow present in lines 187192 on page 62. What does Othello mean
by “But O, what damned minutes counts he
over, who dotes, yet doubts, suspects, yet
strongly loves!”
Bell-ringer: review of ‘affect’
versus ‘effect’ 11/25
Copy and complete each sentence for full credit.
1. Joe talked with Janis, but his words had almost
no (affect effect) on his friend's actions.
2. One (affect effect) of the new lenses is my
ability to read more easily.
3. Adding salt to the batter (affects effects) the
taste of the cake.
4. The (affects effects) of the storm will not be
clear for years.
Announcements & Agenda
11/25
• 1. Field trips! $1.00 on the day! (due to the
popularity we had to hire another bus 
• 2. Act III Comprehension ?s due 12/3
• 3. Mini projects due 12/5
• 4. Read pages 66-71 of Othello
• Agenda:
• 1. Group Work: 20 min
• 2. Group presentations: 20 min
Bell-ringer: Writing Prompt
11/26
• Respond to the following writing prompt
by writing a minimum of four sentences.
As we celebrate Thanksgiving this week, list four
things you are thankful for…explain why you
are thankful for those items.
Announcements & Agenda
11/26
• 1. Field trips! $1.00 on the day! (due to the
popularity we had to hire another bus 
• 2. Act III Comprehension ?s due 12/3
• 3. Mini projects due 12/5
• 4. Read pages 66-71 of Othello
• Agenda:
• 1. Group Work: 20 min
• 2. Group presentations: 20 min
BR: Review of pages 66-71 12/2
• Your homework over the past week was to complete the
reading of Act III/Scene III. Answer the following questions in
complete sentences.
• Complete these questions on a separate sheet of paper
and pass it forward at the conclusion of 8 minutes.
• 1. Describe the sequence of events surrounding
the handkerchief.
• 2. Describe Othello’s state of mind/emotional
condition at the conclusion of Scene 3. Use a
quote to support your answer.
• 3. What decision does Othello make regarding
Cassio?
Announcements: Updates 12/2
• 1. Comprehension Questions for Act 3 will
now be due on Thursday Dec 5th
• 2. Mini projects will be officially collected
at the beginning of class on Friday. (you
will have 40 min of class time of Thurs)
• 3. Donations for Field trip!
Agenda:
1. Complete posters 10 min
2. Present posters
3. Reading of Scene 4
Bell-ringer activity:
• Review of ‘Effect’ versus ‘Affect’
• Affect: part of speech ________ can be
replaced with.
• Effect: part of speech ________: it is the
r______ of something.
• 1. A low quiz grade can really _______ my
grade.
• 2. The sound _________ were out of this
world!
Class reading of Scene III and
Scene IV.
• Comprehension Questions 15-20
15. Iago states on the bottom of page 66, ‘The Moor already
changes with my poison.’ What is his ‘poison’?
16. Othello repeatedly seeks ___________________ when he
and Iago are discussing the possible affair between
Cassio and Desdemona.
•
17. William Shakespeare was a master of developing
characterization: how is Iago an example of a dynamic
character? (refer to pages 68-69)
•
•
Questions concluding Scene III
18. Identify Iago’s third idea regarding Desdemona’s
unfaithfulness. What did Cassio supposedly say during
his sleep?
•
19. Identify Iago’s fourth idea: what does he claim Cassio
was seen with?
•
20. Describe Othello’s mental and emotional downfall.
What is his decision at the end of Scene III? (pages 68-70)
Bell-ringer 12/4
• Copy and correct the following sentences.
• 1 washington d.c the capitol of our
country have many great historical cites
and amazing restarants.
• 2. Tomorro we will be goin to Toms
birthday party.
• 3. When I turn forty five I would have
been a coal miner for twenty two years.