S+Mayes,+Cidney

**Office: UMF** **Office Phone: (XXX) XXX-XXX** **Office Hours: 3:00 - 4:00 MWF** ** E-mail: cidney.mayes@maine.edu **
 * Teacher: Miss Mayes**

=Summary of Unit= How now, students? This unit we will be embarking on an exploration of Shakespeare's //Othello//. A play about love, faithfulness, jealousy, and betrayal. Why //this// play, you might ask? //Othello// is all about themes that are relevant to our lives now! We will connect these themes to our own lives using a variety of tools and multimedia, including watching clips from a film adaptation of the play that is set in a private high-school in the south. We will ask questions about why Shakespeare made the choices he did as an author, and learn how to craft an argument using text to back it up. Our final project involves creating a movie where you re-design a scene from the play by focusing on character development, scene, dialogue, and costuming. It's still the same play, just your way. Let the exploration begin!

=Establish Goals= Common Core State Standards Content Area: Literature Grade Level: 11-12 Domain: Literature Standard: Key Ideas and Details Cluster: 1,2,3 Text: //Othello// by William Shakespeare

= = =Students will understand that= • citing textual evidence is necessary to analyze //Othello// • multiple themes develop over the course of the text • Shakespeare's choices as an author relate story elements and develop characters

= = =Essential Questions= • How does the use of textual evidence support the analysis of what Shakespeare is saying and inferring in his work? • How do themes within //Othello// develop and interact to produce a complex story? • Why does Shakespeare make certain artistic choices to relate the story and develop characters?

= = =Students will know= • the following vocabulary: theme, line, act, scene, MLA citation, cite, evidence, argument, thesis, villain, jealousy, crime of passion. • the following important events and people: Othello, Desdemona, Iago, concept of race in Elizabethan England. • how to craft and argument and cite text, and the formula for drama and literature.

= = =Students will be able to= • demonstrate an ability to cite and use textual evidence effectively. • evaluate what the text says explicitly and what the text infers. • propose how Shakespeare's choices may have affected the story differently. • analyze the development of themes throughout the work. • consider the choices Shakespeare made and analyze their impact on the story. • reflect on how themes are enduring and how they relate to their own lives.

**Performance Task Overview** You are a local theatrical director for the Portland Players, and have been contacted by the Board of Directors at the Globe Theater in London, England. The Globe Theater will be producing a new take on Shakespeare’s //Othello//, and their actors are in need of some new inspiration. The Board of Directors and the actors are accepting Xtranormal video submissions that depict different ways of interpreting characters in //Othello//. Your task is to create an Xtranormal video that shows multiple ways of how a character can be interpreted through dialogue, costuming, set, time period, ect. If your submission is chosen, you will be awarded tickets to the opening night’s production, and backstage passes to meet with the actors. Good luck!

=Expectations=
 * Absences**: Student participation is key in my classroom. If, for any reason, you are unable to make it to class, please check the class website for any work that may have been assigned in class and review the agenda for the class period to see what we did for the day. If you have any questions or concerns about classwork or assignments, please e-mail me.


 * Assignments and Late Work:** All major assignments (e.g. projects) are due at the beginning of class on the due date. If you are unable to turn in an assignment on time, please let me know, via e-mail or in person, BEFORE the assignment is due. I will be more than happy to schedule a due date that is appropriate for you. Sometimes life can get a little hectic, and I understand that. As such, there is no penalty for late homework, as long as it is turned in to me 1 week PRIOR to the end of the quarter or grading period. Late work will not be accepted after this time. Although there is no penalty for late homework, I strongly recommend turning in assignments on time so that you do not end up behind in your work.


 * Classroom Expectations:** Students are expected to uphold a respectful and tolerant atmosphere in my classroom. Use your best judgement at all times, and be courteous and kind to one another. I will always go to meet you halfway in the class, and expect the same respect that I will give you. Just remember the Golden Rule, and R-E-S-P-E-C-T! Food and drink are permitted as long as messes are cleaned up. However, this policy is subject to change if there becomes a problem with classroom cleanliness. It is not necessary to ask permission to use the restroom or get a drink of water during instruction provided that you take the hall-pass with you. Only one student may use the hall-pass at a time, and if trust is violated with this policy, it will be amended. Finally, laptops and cell phones! If we are not using our laptops for a specific activity, then I expect them to be put away. Same goes for cell phones! Please keep them put away while in class, unless you talk to me prior to class about an extenuating circumstance that necessitates it being out in class.


 * Plagiarism:** Academic honesty and integrity should be upheld at all times. Plagiarism will be dealt with according to school policy. We will have a class discussion on plagiarism during the first week of class, and if you have any remaining questions, please feel free to ask me.

=Benchmarks= Based off of a 500 point system

• **Comic Life (25):** Students will create a comic that depicts a scene from the play with a partner. Using their ISP (Information, Source, Page) organizer and copy of //Othello//, students will create a comic that demonstrates an ability to show what the text explicitly says as well as what can be inferred from the text. The comic must include direct quotes and imagery to create a rich interpretation of the scene you choose.

• **PhotoShow (50):** With a partner, you will create a digital slide show using your own pictures and/or Creative Commons images on themes of your choice from //Othello.// Using images, you will connect themes to your own life and show the similarities and differences between them. This assignment will be assessed using peer feedback and a rubric.

• **Webspiration (25):** Using your mind maps and the text, you will create a digital web that charts the development of themes over the course of the text using supporting details from //Othello//. Students will be grouped in Numbered-Heads-Together groups that differ from the ones you were in during the mind map activity, so you can share your groups ideas with your classmates.

• **Persuasion map (25):** Using the interactive graphic organizer persuasion map, you and two others will create a graphic organizer that analyzes the impact of author choice on the story, using examples of character development, themes, and plot to develop a thesis which you will support using textual evidence. Make sure to use MLA citation when using supporting details or quotes from the text.

• **Googledoc (50):** You will work collaboratively with your persuasion map group to create a persuasive essay in which you demonstrate an ability to cite and use textual evidence effectively. Using your persuasion maps from the previous lesson, you will transfer your group's outline map to an essay format. You will work collaboratively to craft and edit your essay using Googledocs, making sure to properly cite any text or outside sources in MLA format.

• **iMovie (100):** In groups of 3 or 4 you will make a "What if?" scene that speculates what would happen if an element of the story were changed. For example, what would have happened if Bianca never gave Desdemona's handkerchief to Iago? All group members must use the technology, be that editing or filming, and we will upload your video to the class wiki. You will have class time to work on this assignment, and it will be graded using a rubric.

•**Xtranormal (200):** Final project, see above.

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).