Lesson Plan # 3 (Technology Day)

Subject/Course: Mr. Singletons English III

Unit: Is Othello Guilty? Connecting Shakespeares Othello to our Modern
Criminal Justice System
Topic: Hes No Honest Man
Objectives:
SWBAT: Identify how words and meanings are used in determining the plays
plot with 100% accuracy.
SWBAT: Research independently
SWBAT: Analyze the language that Shakespeare uses and understand its
modern translation
Standards:
CCSS.ELA-LITERACY.L.11-12.4.C
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its part of speech, its etymology,
or its standard usage.
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
CCSS.ELA-LITERACY.L.11-12.5.B
Analyze nuances in the meaning of words with similar denotations.
Procedures: (see below)
Introduction:
Purpose: One of the most challenging things about studying Shakespeare is
being able to make sure that the students are able to understand the language
conventions of early modern English. In this lesson I am hoping to work with
students so that they will be able to differentiate between early modern English
and modern English. Students will gain exposure in researching early modern
English, they will use those skills and later transfer them into understanding the
text of the play. Once the students understand how to incorporate early modern

English words into the play, they will have a better understanding of what the
overall meaning of the lines in the play are.
Beginning (10 Minutes):
1- Students will watch a 2-minute scene from Hamlet and write a response
to this question: Describe what just happened in this scene. (6 minutes)
(https://www.youtube.com/watch?v=Lncm4g4aJ9I)
2- After students have written for approximately 6 minutes, they will do a
Think, Pair, Share activity to talk about what they wrote about. I expect (4
minutes)

Development (70 Minutes):

1- Script the following:
Ok students! Now that we have read through the fourth act of the play,
you are all starting to see how things have unfolded! What do you al think
so far? Does Othello go to far? (15 Minutes)
2- Once each group has their definition, we will all navigate the internet
together to go to the website (http://leme.library.utoronto.ca). This website
is designed so that researchers are able to look up and understand Early
Modern English. Once each group has been broken up into groups and
logged on to their computers, they will be tasked with the following:
a. Each group will look up the definition of honest and compare it the
groups original definition that they have come up with. (10 minutes)
b. Then, students will go to the website
(http://www.theplays.org/othello/) to look up the play Othello. Once
they have found the play, students will be tasked with using the
newly found definition of honest, they will use this online resource
to find how many times the word appears in the play up to the
fourth act. For each time it appears in the play, each group will
analyze if it was used in describing their character. (For example, if
a group has Iagowherever they see honest in the play, they will
need to determine if it is being used to talk about or describe Iago).
Students will write a brief analysis of how the word is used in
conjunction with their character. They will use this information to
complete a character analysis of their character. Students will use
this analysis as we begin to determine who is at fault for the death
of Desdemonaand who should later be tried in a court of law. (30
minutes)
3- After completing a brief character analysis, students will come together to
have a class discussion of character traits in which we will discuss the
following questions: (15 minutes)
a. How many times have you found the word honest?
b. What does it mean in Early Modern English?
c. How many times does the word relate to your character?
d. In what capacity does it relate to your character?
e. What does this say about your character?

f. How has your character changed or stayed the same throughout

the play?
Conclusion: (10 Minutes):
1- Before we conclude the lesson for the day, we will have a brief discussion
of how this lesson will be used to understand the rest of the unit. See role:
a. Ok everyone, we have about 15 minutes left in this class period, I
wanted to take the time to go over where we are so far and where
we will begin to move. So far, most of you have determined that
your characters are going through some sort of changeI want
you all to continue to monitor this change as we begin to move into
the final 2 acts of the play. One final thing that I want you all to keep
in mind is the question of who we think is guilty as we get to the
end of the play.
b. One thing I want you all to do for homework is to log onto EdModo
and I want you to write for approximately 10-15 minutes to keep a
journal of what you think will happen with the development of at
least 2 characters from the play. For this assignment, you are not
allowed to use the characters that you researched today. Come
back tomorrow with a brief commentary of why you think these
characters will develop the way you have described. Use the text
as support!
2- The students will fill out an exit slip. Prompt: How did your original
definition of honest differ from the Early Modern English definition? (5
Minutes)
Materials:
iPads & Laptops
Reliable Resource: http://leme.library.utoronto.ca &
http://www.theplays.org/othello/
Group Worksheets

Evaluation/Assessment:
Before: Journal Entry invites students to use prior knowledge on subject to help
them understand they already have some information on this topic.
During: The group assignment keeps the students on task and keeps them
immersed in the knowledge they are learning by the lessons
continuously evolving into something more.
After: The exit slip allows students to place their final thoughts on the days
lesson on paper, allowing me as a teacher to read what they have

learned and to know whether to elaborate further if I feel the

students have not gotten it to this point.