English Inquiry Project-Othello

Created March 20, 2024 by DaJalyn Collins

The Research Process: Finding, Assessing, Synthesizing, and Reporting Information 

11-12.W.5: Students will conduct short as well as more sustained research assignment and tasks to build knowledge about the research process and the topic under study by assessing the strengths and limitations of each source in terms of the task, purpose, and audience. 

This lesson plan is about jealousy, drama, and bi-racial differences in Othello and how they connect to personal relationships. 

TEMPLATE


Team member

Name: Gabrielle Wooldridge

Name: DaJalyn Collins


Topic: Othello by Shakespeare



Part 1:  Driving question:  

  • What are your three initial driving questions?

    • Did Iago have first intentions of befriending Othello and forming a relationship or was it a plot to get to the top from the beginning?

    • Was Emilia in the wrong for not stopping her husband, Iago, even when she knew what was going on?

    • Is it appropriate to alter readings for the reader’s age?

  • What is your one, final driving question?

How does teenagers navigate a corrupt society in relationships that involves jealousy, drama, and bi-racial differences?

  • Background information of this driving question:

The Research Process: Finding, Assessing, Synthesizing, and Reporting Information 11-12.W.5: Students will conduct short as well as more sustained research assignment and tasks to build knowledge about the research process and the topic under study by assessing the strengths and limitations of each source in terms of the task, purpose, and audience.

  • Why do you think this is a good driving question?


    • Yes, because the students are able to research different views and situations that involves all three topics in Othello.

    • It’s relevant to student’s everyday life and relationships.

    • Yes, there is more than one plausible solution because it’s based off their personal opinion with supporting information/facts,

    • Yes, because this project gives them free range to talk about personal experiences and their beliefs.


Part2: Grabber

  • What is your grabber?

https://youtu.be/Gij5xNvCYiQ-Othello (Shakespeare) – Thug Notes Summary & Analysis

https://youtu.be/iP2qQT6MuBQ- Othello in 3 Minutes

  • Why do you think this grabber is beneficial and how it  aligns with your driving question?


  • Yes, because it can spark the students to ask questions that they may have not thought about or understood while reading the novel.

  • The grabber(s ) capitalize on novelty high emotion situations because its gives personalization to the words in the play that the students can relate to.

  • Yes, because many students have experienced jealousy and anger in relationships. Also, being that Othello and Desdemona have a biracial relationship, it causes a lot of controversy and relevance in today’s society.

  • The grabber will give the students a modern refresher that they can connect with and also create their own opinions and ideas about the plot.


Part 3: Culminating activities: List all your activities here:


1) Activity 1

  • What is your first activity?

List the name of your activity here. And explain how it would be implemented  in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc.

-Video Documentary

The students can use personal devices, and/or in-class iPads. The students will have free range to get in groups of 3,  and we as the teachers will assign the students the topic of either jealousy, drama, or bi-racial differences in relationships, and  they will have to create a scenario based on the topic given. The students then will create a video documentary where they will be assigned to ask students, teachers, or parents questions based on their scenario and explanations. The students will have to explain how the personal experiences they recorded from their peers relates to the situation Othello. Students will create their video using iMovie or WeMovies.


  • Why do you think this is a good activity for PBL?

    • Try to answer these 4 questions.  (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)

    • The activity is authentic because the students are getting real-world answers, and also the personal stories and experiences from others.

    • This activity does provide students with the opportunity to present and defend their problem solutions because they can use the personal experiences they recorded to back up their own opinions and ideas.

    • Yes, because the students will be working in a group of 3 also they will be working with their peers who may have different views and experiences.

    • The students should be able to connect both their personal experiences and stories to the one in Othello.

      • You will need to create a rubric for this step and potential example materials as well.


2) Repeat the information above for any additional activities you want to add.



Category

4

3

2

1

Points

Content

Students create an original, accurate and interesting documentary that adequately covers the topic in an appropriate length of time


Students create an accurate documentary that adequately covers the topic in an appropriate length of time.

Students create an accurate documentary but it does not cover the topic the issue in an appropriate length of time.

The documentary is not accurate and not an appropriate length.



Creativity

The creativity was innovative and made full use of video as a unique way to tell a story. A typical viewer would feel compelled to continue watching.


The creativity was somewhat predictable and failed to capitalize fully on the rhetorical advantage of video. A typical viewer might easily lose interest.


There was little evidence that presenting material as a video had advantage over the use of other means (like a traditional paper). A typical viewer would be disinterested.


No creativity was shown throughout the documentary.


Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause problems in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.


Connection to Class

The video accurately and comprehensively related subjects covered in class to the topic.

Where appropriate, citations were available.


Some aspects of subjects covered in class were not in evidence in the video. Some of the subjects covered in class may have been shown in the video, but not clearly. Some citations may have been missing or may have been inaccurate or irrelevant.


Subjects covered in class were noticeably absent from the video and a clear connection between the video and the class was not readily apparent. Citations were inaccurate and/or irrelevant.

There was no apparent connection between subjects covered in class and the finished video.

There were no citations.


Fair Use

The documentary follows fair use for all audio and images that are included. All text is the original work of the group members or is used with permission.

The documentary follows fair use for most audio and images that are included. All text is the original work or is used with permission. There are some minor issues with copyright and fair use.

The documentary follows fair use for most audio and images that are included. All text is the original work or is used with permission. There are some minor issues with copyright and fair use.

The documentary does not follow fair use practices. Text, audio and/or images are used without permission and/or in violation of copyright.


Presentation

Tone, voice, graphics, and visual images convey interest and enthusiasm. The presentation is clear and loud enough to be heard. Composition and technical production enhance the topic.


Tone, voice, graphics, and visual images frequently convey interest and enthusiasm. The presentation is clear and loud enough to be heard. Composition and technical production usually enhance the topic.


Tone, voice, graphics, and visual images frequently convey interest or enthusiasm. Most of the presentation is clear and loud enough to be heard. Composition and technical production sometimes distract from the topic.


Tone, voice, graphics, and visual images rarely convey interest or enthusiasm. The presentation is unclear and/or not loud enough to be heard. Composition and technical production absent or distract from the topic.



Final Score






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