Resources
Shakespeare Navigator Summary (Act 1, scene i):
http://shakespeare-navigators.com/othello/S11.html
No Fear Shakespeare puts Shakespeare's language side-by-side with a facing-page translation into modern English—the kind of English people actually speak today.
http://nfs.sparknotes.com/othello/
4.3 Dramatic Reading of Shakespeare's Othello
By Dr. Greg Martin
http://www.podcastdirectory.com/podshows/9044930
http://shakespeare-navigators.com/othello/S11.html
No Fear Shakespeare puts Shakespeare's language side-by-side with a facing-page translation into modern English—the kind of English people actually speak today.
http://nfs.sparknotes.com/othello/
4.3 Dramatic Reading of Shakespeare's Othello
By Dr. Greg Martin
http://www.podcastdirectory.com/podshows/9044930
Lesson
Ludovico Marchetti. Othello, act 4, scene 3: "Shall I go fetch..."Watercolor, 19th century or early 20th century
Adapted from an original lesson by Marjorie Margolis
What’s On for Today and Why
GO!
Mark the stress on the following lines, taken from Othello's speech to the senate in Act 1, scene iii, using - for stressed and / for unstressed:
128 Her father loved me; oft invited me;
129 Still question'd me the story of my life,
167 She loved me for the dangers I had pass'd,
168 And I loved her that she did pity them.
169 This only is the witchcraft I have used:
KNOW
Hopefully, you noticed that the lines are all examples of iambic pentameter
(If you need a reminder, look here: http://www.shmoop.com/othello/writing-style.html for an interesting discussion of the Shakespeare's us of iambic pentameter, look here:
http://www.thedustyshelf.com/1-6/shakespeare.php)
SHOW
128 Her father loved me; oft invited me;
129 Still question'd me the story of my life,
167 She loved me for the dangers I had pass'd,
168 And I loved her that she did pity them.
169 This only is the witchcraft I have used:
SHARE
PAIR
In small groups, look closely at the text just read by the class, paying attention to the circled phrases.
Consider how the changes in meter affect the scene:
Pay particular attention to "split verse," (an iambic pentameter line shared by two or more speakers) and consider what these shared lines tell us about Emilia and Desdemona:
Now continue reading past line 78.
Do you notice any change in the style of writing?
Continue to read to line 96.
Back in your groups, think about why this part of the scene is written in prose:
Come up with 1–2 possible reasons to share with the class.
Now, once again read the rest of the scene line-by-line, emphasizing the iambic pentameter. As before, circle the places where the meter doesn't fit.
Once again, consider how the changes in meter affect the scene:
PERFECT
Write down your conclusions from the exercise
(1/2 - 1 side of A4)
REFLECT
Adapted from an original lesson by Marjorie Margolis
What’s On for Today and Why
- In this lesson, you will examine the meter Shakespeare uses in the dialogue between Emilia and Desdemona.
- You will learn how to recognize changes in meter and then use their knowledge of these changes to explore each character's thought process.
GO!
Mark the stress on the following lines, taken from Othello's speech to the senate in Act 1, scene iii, using - for stressed and / for unstressed:
128 Her father loved me; oft invited me;
129 Still question'd me the story of my life,
167 She loved me for the dangers I had pass'd,
168 And I loved her that she did pity them.
169 This only is the witchcraft I have used:
KNOW
Hopefully, you noticed that the lines are all examples of iambic pentameter
(If you need a reminder, look here: http://www.shmoop.com/othello/writing-style.html for an interesting discussion of the Shakespeare's us of iambic pentameter, look here:
http://www.thedustyshelf.com/1-6/shakespeare.php)
SHOW
128 Her father loved me; oft invited me;
129 Still question'd me the story of my life,
167 She loved me for the dangers I had pass'd,
168 And I loved her that she did pity them.
169 This only is the witchcraft I have used:
SHARE
- As a class, read Othello 4.3.63-77. (Go around the room, having each student read a line of the scene in iambic pentameter). You will soon discover that this will be very difficult, because many of these lines are not in regular iambic pentameter meter.
- Each time a someone 'trips up' (because the verse does not fit into iambs or because the line is more or less than 5 feet), circle the phrase or line.
PAIR
In small groups, look closely at the text just read by the class, paying attention to the circled phrases.
Consider how the changes in meter affect the scene:
- Why does Shakespeare change the meter at these spots?
- What can the meter changes teach us about the character's emotions?
Pay particular attention to "split verse," (an iambic pentameter line shared by two or more speakers) and consider what these shared lines tell us about Emilia and Desdemona:
- How important is the conversation they're having?
- What is the difference in their experiences? Have each group share its thoughts with the class.
Now continue reading past line 78.
Do you notice any change in the style of writing?
Continue to read to line 96.
Back in your groups, think about why this part of the scene is written in prose:
- Has the topic of their conversation changed?
- Have their attitudes altered?
Come up with 1–2 possible reasons to share with the class.
Now, once again read the rest of the scene line-by-line, emphasizing the iambic pentameter. As before, circle the places where the meter doesn't fit.
Once again, consider how the changes in meter affect the scene:
- Why does Shakespeare change the meter at these spots?
- What can the meter changes teach us about the character's emotions?
PERFECT
Write down your conclusions from the exercise
(1/2 - 1 side of A4)
- Identify the changes in meter and discuss possible reasons for the deviations from iambic pentameter.
- Imagine what actors could do on stage with the changes in meter: How could the shifts in meter be used to develop a character?
REFLECT
- Were you able to recognise iambic pentameter and deviations from it?
- Were you able to use the shifts in meter to make observations about the characters and their attitudes?