Term 3, Week 8, Year 10, Othello unit

Task: Write and deliver a persuasive speech on which film version of Othello is betterthe traditional form or modern
interpretation.
Notes for Extension English are in bold, with 10X noted.
Blue indicates task done/achieved. Yellow indicates that original plan has been adapted.
Lesson #

10F Monday P3/4, 1/9

10X Monday P7/8, 1/9
(70 min)

What do learners
know?
(Remember/Understan
d)

Already know the play; already comfortable with the characters.

Some understanding of characters and relating to themes.

Students will know

10X Tuesday P 3/4, 2/9

10F Wednesday P 1/2 3/9
(70 min)

10F Thursday P 1/2, 4/9

10X Friday P3/4, 5/9
(70 min)
Have seen the whole film and read key scenes in
the play. Should know characters and have
connected to themes well by now.

10X clearly understand themes and motivations. Mostly

able to articulate this.

10X can clearly relate themes and

characters/events and extrapolate meaning.
Have an idea of how they feel about the film presented, and why they like/dislike it. Possibly some evidence to
support their view. Also awareness of film techniques and how they contribute to the film.

Curriculum
Outcomes
Productive
Pedagogies/

Using Blooms Taxonomy: Remembering (character quiz)understanding (why impt)applying (explicit

teaching) analysing(think about our characters and settings.)evaluating (thinking about why Romeo is or isnt
flat) creating (using the hotseat exercise)
Acknowledgement of Gardiners multiple intelligences, i.e. using individual voices, everyone sounds different, okay to
sound like you, try speaking through etc. Encouragement to use own voices and adapt.

Behaviour
Management

Some explicit teaching/demonstrations; q&a with connectionist-style learning.

Behaviour mgmt: mostly well-behaved, calls to focus. Acknowledgment of noise then moving on. In individual/small
group feedback periods, using gestures. Be aware during practical activities when to rein in with written work.
Emphasise that we can only do the fun exercises if the class behaves, otherwise we can do all written work.

Setting Focus

Letting everyone into the room, letting them get settled. List activities were going to be doing informally.

Introduction

How were working

toward the task, what
were looking for, preteaching.
10F - Language and setting
comparison. specific scene
deconstruction activity.

Body

Pre-teaching points were

looking at in the film and
getting out worksheets.
10Xdepending on time,
may do some evaluation
here.

Getting out spelling and reading homework, reminder

we do this every Thursday.
Spelling and reading homework, weekly lesson. (3540min)
Continuing writing for first .

First 1/2
Persuasive speaking overview for second .

Work through a specific

scene deconstruction
looking at key elements.
Using a worksheet.
Comparing to film of play.

10F - Worked through

structure sheet and writing
speeches. Most of the class
achieved at least a page worth
of decent work.

facial expression; camera

angles; character
positioning; acting
skills/gestures;
landscape/setting/scene;
light/dark for themselves.

10Xthesis development,
planning, and starting to
write.

Also think about language,

spoken v. written, how it
sounds compared to
modern interpretation.
Second :
Quiz, exam conditions
style question format to
start writing.

Conclusion/Linking

Homework
Evaluation

10X missed a lesson due

to holiday. draw specific
attention to metaphor,
oxymorons/paradoxes
etc. noted from O.
Work through scene
deconstructions for both.
Think about what weve
seen and how it fits what
we know, will continue
tomorrow.

Think about if you feel that

was a good representation of
the play as you know it.

Think through how you like/dislike the film, if you

want it to be updated or not. Start thinking about
evidence to convince your audience youre right.
List of useful words for taskShakespeare, persuasion,
spelling.

10F students are doing well in terms of material. Using the evidence sheets has been helpful, as has the
connectionist use of prior task.
Students have a hard time working on impromptu deconstructions. Practising having students stand and introduce
themselves to the class as per discussion with GR has been helpfulthis was an impromptu development in each
class this week. Very responsive once they settle down.
Moving forwardconsider using leading questions to help with presentations. Using a marker to explain on the board
and having students circle areas has been successful. Continued reminders of relevance also necessary; reminding
students that they are responsible for their own learning is helping with focus. Student GH is not completing much
work; AB and I have both provided sentence starters. Students MB, JE, and MF are consulting on drafts and
implementing feedback. Based on this, JE and MF will both do better in this task than the last. TH has been absent
and is experiencing other difficulties; have given her extra time to turn in drafts. CD and KE have both required extra
encouragement, but are moving forward well. Other students are all moving along on correct timeline.
10X students are taking too long to decide on their idea. Several, particularly JM, TC, and PP, believe the task is
simple and that they can do well with little effort. Approximately 1/3 of the class has given an impromptu presentation
and done well, but they are stilted in terms of idea development and presentation. Concerned about TC and PP, who
talk the talk but cant necessarily support it. Also concerned about CB after her issues with overly complex
language last task.

Persuasive speaking overview has been helpful, as have exercises. Students do not need help focusing. Did not like
being placed at assigned desks under exam conditions to write, but was successful in terms of output.