Exploring motifs in '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'

Exploration of the theme of race in 'Othello'

Using context effectively to discuss ‘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Historic or outdated representations of people that may portray inequality or injustice.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 serious mental health issues including eating disorders, self-harm, suicide or attempted suicide, or the aftermath of such an event.

Depiction or discussion of mental health issues

What is *not* a motif in the play 'Othello'?

''Not poppy, nor mandragora...shall ever medicine thee to that sweet sleep''. What motif is shown in this quote from 'Othello'?

Which motifs permeate Iago's character in the play 'Othello'?

Which motif used in Shakespeare's 'Othello' subverts racist stereotypes of the Elizabethan era? 

Which motif is used in the play 'Othello' whenever morality is in question?

In 'Othello' Iago often operates at night, is duplicitious and delivers soliloquies, what motif is suggested by this?

recurring images that help to develop a story’s themes

an object that represents something else 

when a character says something they do not mean

Which character is introduced as diabolical in Shakespeare's 'Othello'?

"Hell and night must bring this monstrous birth to the world's light"

"Our bodies are our gardens to which our wills are gardeners"

Which quote from 'Othello' shows Iago to be diabolical?

"...green eyed monster. It is the monster that doth mock the meat it feed on''

"...that demi-devil...hath ensnared my soul and body''

In 'Othello', what does Othello say at the end of the play that confirms Iago as a diabolical presence?

In 'Othello', what could Iago be said to have planted metaphorically in Othello's mind?

How does Iago expose his racism and prejudice against Othello in the play 'Othello'?

Exploring motifs in 'Othello'

Lesson outcome

Content guidance