Term 3, Week 7, 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 #

Monday P 1/2
25/8

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

(70 min)

10X Tuesday P 3/4, 26/8

10F Wednesday P 1/2 27/8
(70 min)

10F Thursday P 1/2, 29/8

10X Friday Gold Coast Show Day
(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.
Watching film of
adaptation O.

Pre-teaching points were

looking at in the film and
getting out worksheets.

Getting out spelling and reading homework, reminder

we do this every Thursday.

Watching film of adaptation

O.

Spelling and reading homework, weekly lesson. (3540min)

Filling in worksheets as
appropriate.

Filling in worksheets as
appropriate.

Work through a specific scene deconstruction looking

at key elements. Using a worksheet. Comparing to film
of play. Using boiler room/beach scene, armory and
gym scene.

Body

10Xdepending on time,
may do some evaluation
here.
10Fsome comparing
characters if theres time.

facial expression; camera angles; character positioning;

acting skills/gestures; landscape/setting/scene;
light/dark.
Also think about language, spoken v. written, how it
sounds compared to modern interpretation.
10Fcomparing Emily/Emilia and Desi/Desdemona.
These characters because theyre the most obviously
different.
For 10Xsome evaluation. What worked, what
didnt, thinking about why things worked/didnt
work. Compare to the previous film. Some q&a, try
to get students to use persuasive language, possibly
with the podium.holiday, moves to next week.

Conclusion/Linking

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.

Homework

List of useful words for taskShakespeare, persuasion,

spelling.

Evaluation

Comparisons have been interesting. Students watched the film and made notes with little guidance. I pointed out
interesting points and checked worksheets. All students have appropriate notes/evidence. I will start linking these with
their task next week. Positive experience. 10Xcant assess reactions until next week. Nothing to report for watching
film lessonsgood behaviour, good notes, aware of relevance to task so students are working through well.
--Thursday:
10F requires some extra leading for thinking through, especially since last lesson on a Thursday. AB was away for this
lesson. Students were unable to focus, so rather than standard analysis, moved to celebrity heads. Had three disruptive
students stand in as characters from the films. Used Q&A to help round out character experiences and have students
think.
After celebrity heads, returned to scene deconstruction in an informal manner. Used paused scenes on the whiteboard
and a marker to circle elements and ask students questions.
Difficult lesson in that end of week, end of day, only 3 weeks of term left, students have just finished an easy set of
watching films. They didnt really want to work and were unruly. Used celebrity heads as a treat and break and
students responded well to this. Acknowledged the time of day etc. and this resulted in them being more engaged
established rapport.
As AB was away for the lesson, the Year 11 year-co, SP, checked in a couple of times; other teachers in the staff room
also kept an ear out. Students were, despite being somewhat unruly in terms of work, well-behaved and responsive to
my identification of inappropriate behaviour. I think, at this point, theyve clearly accepted me as a teacher. Postlesson, they were also remarkably polite, cleaned around their desks, and said thank you before leaving.
Lesson did not run as planned, but overall successful.