a play dealing with the downfall of a central character

a hierarchy for all living things that Jacobean people believed in

the era in which King James I was on the throne

incorporated deeply inside of a larger thing e.g. context embedded into a paragraph

a cultural, artistic movement covering the 14th to 17th centuries

Using context effectively to discuss ‘Othello’

English

Introduction to 'Othello' and plot exploration

'Othello' and Aristotle's conventions of tragedy

'Othello' and Shakespeare's conventions of tragedy

Exploring Act 1, Scene 1 of ‘Othello’

Exploring Iago from ‘Othello’ as a Machiavellian villain

Exploring Act 1, Scene 3 of ‘Othello’

Written analysis of Othello in Act 1, Scene 3

Exploring Act 2, Scene 1 of Othello

Analysing Iago’s soliloquy in Act 2, Scene 3 of ‘Othello’

Analysing and writing about Iago from ‘Othello’

Exploring Act 3, Scene 3 of ‘Othello’

Exploring Act 4 Scene 1 of 'Othello'

Exploring Act 5, Scene 1 of ‘Othello’

Exploring the characterisation of Desdemona in ‘Othello’

Exploring Act 5, Scene 2 of ‘Othello’

Exploring Othello as a tragic hero

Constructing an argument about Othello as a tragic hero

Linking moments and quotations in 'Othello'

Exploring motifs in 'Othello'

Exploration of the theme of race in 'Othello'

Exploration of the theme of appearances and reality in 'Othello'

Analysis of the theme of appearances and reality in ‘Othello’

Exploration of the theme of jealousy in 'Othello'

Analysis of the theme of jealousy in 'Othello'

In 'Othello', pupils learn about the conventions of a tragic hero, which allows them to judge whether the protagonist is more a victim of his own hamartia or rather of external pressures and a racist society. In 'Macbeth: A Tragic  Hero', pupils evaluate whether Macbeth's downfall is caused by his own hubris or whether Lady Macbeth and wider society can be blamed. 

In 'The Language of Protest', pupils take inspiration from protest poetry and speeches, to write an opinion article. In 'Othello', pupils use their argumentative writing skills to compose letters in defense of Othello and to write speeches campaigning for racial equality. 

In this unit, pupils explore Shakespeare's 'Othello'. They start by learning about Aristotelian tragedy and how Shakespeare adapted it. They read long extracts from across the play, and consider the presentation of Othello, Iago and Desdemona. Finally, they look at key themes, such as jealousy.

'Othello'

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Depiction or discussion of violence or suffering

author, historical, literal, biographical

literary, historical, biographical, social

What are the four types of context you could reference when writing about a text?

What was happening at the time the text was written

What the shared cultural constructions of specific ideas were

Shakespeare was influenced by Aristotle's idea of tragedy

Othello was based on the story 'Gli Hecatom' by Cinthio

Which statements are part of the literary context of 'Othello'?

make it relevant to the point you are making

What is **not** an effective way to include context?

a piece of social context that helps you discuss attitudes on race in 'Othello'.

a piece of biographical context that helps you discuss evil in 'Othello'.

a piece of literary context that helps you discuss tragedy in 'Othello'.

a piece of historical context that helps you discuss war in 'Othello'.

to further the exploration of attitudes towards outsiders

to show how excellent a warrior Othello was 

Why may Shakespeare have chosen to set 'Othello' against a backdrop of late 16th century war against Christian Venice and the Muslim Ottoman Empire?

Starting with the most important, order the living things in the Elizabethan/Jacobean Great Chain of Being in order of importance.

darker skinned people were considered morally deviant

What is true of some views on race in the Elizabethan/Jacobean era?

women were considered as subordinates to men

What is true of some views on gender in the Elizabethan/Jacobean era?

she elopes with Othello, without her father's knowledge

she is not listened to when she protests that she is faithful

she sings the willow song and succumbs to her suffering

In 'Othello', how does Desdemona subvert gender stereotypes of the Jacobean era?

he is introduced as a noble Moor: eloquent, humble, virtuous 

In Shakespeare's 'Othello', how does Othello's character contradict racial stereotypes of the Jacobean era?

Using context effectively to discuss ‘Othello’

Lesson outcome

Content guidance