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Term 3, Week 6, Year 10, Othello unit

Task: Write and deliver a persuasive speech on which film version of Othello is betterthe traditional form or modern
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

What do learners

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, 19/8

10F Wednesday P 1/2 20/8
(70 min)

10F Thursday P 1/2, 21/8

10X Friday P3/4, 22/8
(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 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.


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

Setting Focus


Behaviour mgmt: mostly well-behaved, calls to focus. Acknowledgment of noise then moving on. In individual/small
group feedback periods, using gestures.
Letting everyone into the room, letting them get settled. This is a new part of the unit, were going to have a new task.
This is how were starting
to look at our new task,
quick overview. Provide
worksheets. Addressing
focus points, pre-teaching
Watching film of play

Quick review of last lesson,

moving on to settings.
Addressing focus points, preteaching ideas.

Getting out spelling and reading homework, reminder

we do this every Thursday.

Watching film of play


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

Filling in worksheets as

Filling in worksheets as

Work through a specific scene deconstruction looking

at key elements. Using a work sheet.

10F has finished watching

the film.

facial expression; camera angles; character positioning;

acting skills/gestures; landscape/setting/scene;

10X has ~20 minutes to go.



Think about what weve

seen and how it fits what
we know, will continue

Think about if you feel that

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

Also think about language, spoken v. written, how it

sounds compared to modern interpretation.
10X still watching film. This will cut into homework
or discussion.
For 10Xsome evaluation. What worked, what
didnt, thinking about why.
Think through how you like/dislike the film, if you
want it to be updated or not. Introduce that next week
were watching O.
List of useful words for taskShakespeare, persuasion,


See reflection for more detail. Salient points:

10X is moving slower with the film. Some of this is that it took them longer to settle than 10F and understand the
task. This is interesting.
Both classes are quite interested in the film and content with a different teacher leading them through it. They appear
to be properly engaged, and some students in 10F are actively questioning who and why. In Wednesdays 10F class, I
told them to watch what Iago does in the final moments of the film. The bell went, and I hit pausethe students all
revolted and stayed the extra few minutes to see what would happen. They were also actually interested in why Iago
acted as he did. This will lead into a nice discussion of director decision-making etc. on Thursday.