Othello Characters

Othello

Character Sheet

DIRECTIONS:  Identify who each of the following characters are/

Othello:  Hero of the story; black Moor.  War hero and leader.

Iago:  Othello’s “ancient.”  Pretending to be loyal to Othello but really working with Roderigo to undermine Othello

Desdemona:  Othello’s wife.

Cassio: Othello’s lieutenant and friend.

Emilia:  Iago’s wife

Roderigo:  Working with Iago to undermine Othello.  Wanted to marry Desdemona.

Brabantio:  Desdemona’s father.  Angry about Desdemona eloping with Othello

 

Poetry Terms

Alliteration: repetition of beginning sounds in words

            example:  Peter Piper picked a peck of pickled peppers.

Diction: author’s word choice

            Connotation vs. Denotation: feelings and associations with words vs. literal dictionary definitions

Imagery: descriptions that appeal to the 5 senses

            example: a howl, a wailing shriek

Irony: opposite of what is expected

Figurative Language: when language means something other than its literal meaning

Metaphor: compares two things by saying one is the other

            example: Her eyes are the windows to her soul.

Motif: recurring symbol, image, pattern, or idea

Onomatopoeia: words that are the sounds they describe

            example: bang, buzz, splat

Personification: giving a non-human object human-like traits

            example: The sun was smiling.

Repetition: repeating words, phrases, sounds

Rhyme: same ending sound in words

            example:  tree and me

Rhythm: beats and meter, overall flow of a poem

Simile: compares two things using “like” or “as”

            example: You’re as cute as a button!

Symbol: one thing that represents something else

            Ex. American flag symbolizes freedom.

           

Theme: Overall message of a piece of literature.

            example:  “Tell-Tale Heart”: Guilt will drive you mad.

Tone: author’s attitude toward his/her subject

examples: straightforward, understated,  approving, proud, disliking, harsh,  acerbic, angry,  confident, energetic, ironic, mocking, bitter, grim, cynical, interested,  sympathetic, pitiful, detached, cold,  uninterested, disinterested, apathetic, impartial, objective, humorous, playful, flippant, childish, child-like, tranquil, peaceful, subdued, sad, upset, depressed, afraid, fearful,  panicked, wistful, nostalgic,  sentimental, solemn, serious, somber, apologetic, rebellious, anxious, thoughtful, dreamy, excited, exhilarated,  exuberant, happy, contented, joyful, skeptical, urgent, commanding, demanding, condescending,  arrogant, lofty, dramatic, scornful, bold, provocative,  seductive

What’s the difference between a narrative poem and a lyrical poem?
Tells a story vs. conveys an idea/emotion

Creative Writing Week 2: 1/30-2/3

Complete and submit the following activities by Friday, February 3, 2012.

1.    Read three fables.  You may Google search "Aesop's fables" to find them.  For each of these fables, find and record: the characters, the setting, and the theme. 

2.    Write your own fable.  Remember, a fable should be short, have animal characters and provide a lesson to the readers, often stated at the end of the story as “the moral of the story.”

3.  Edit your fable.  There should be no spelling or grammatical errors.  If you need assistance, see Ms. Kappelman or another teacher for editing tips (Ms. Q or Mrs. Vogel can help).  You should turn in at least two drafts of your fable so that I can see your editing.

4.  Find a fairy tale to read/study.  Read it, and complete this worksheet to analyze the story.

Obama's 2012 State of the Union Address

On a piece of paper or an email, answer what is the purpose of a State of the Union Address?

Watch this clip from last night's State of the Union Address.

As you are watching, copy down at least three main points that Obama makes on the piece of paper or the email.

Now, watch the Republican's response by Senator Rand Paul.  As you are watching, copy down at least three main points that Obama makes on the piece of paper or the email.

Make sure that your Obama notes are labled and your Republican notes are labled.

Who do you tend to agree with more?  Why?  Write a sentence or so on the same paper/email and submit it for a grade.

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Finally, watch "Fact-Checking President Obama's Third State of the Union"  presented by PBS News.  Write at least five notes that may support your stance.

Then, you will write a paragraph that either praises or criticizes the president, using information from all three of these three videos.  Note, you may praise some portions and criticize others portions of the president and/or his speech, OR you can straight-up

Vocabulary Defininitions

 

from Shakespeare's Othello

• Beguile: to influence through trickery
• Censure: express disapproval and/or punish
• Chaste: innocent/virginal
• Cunning: smart,clever, sly
• Devise: to plan or invent
• Disposition: general attitude of a person
• Ignorance: not knowing
• Insinuate: to hint something without saying it outright
• Malice: doing something to cause harm or being mean on purpose
• Modest: shy, conservative, not showy
• Notorious: known for something bad
• Paradox: something that contradicts itself
• Repent: to regret something you did/said and try to make up for it
• Solicit: to try to get something by appealing to someone
• Vice: a bad habit or negative quality in a person
• Vouch: to support as true or good

 

Vocabulary from the stories and poems of Edgar Allan Poe

1. vex- annoy, bother, irritate     
2. sagacity- wisdom                
3. audacity- boldness, especially in the face of danger  
4. perverseness- determination to do the opposite of what is expected or desired                    -
5. insufferable- something that you can’t stand            
6. malevolence- evil intentions               
7. catacomb- underground cemetary     
8. dreary- causing sadness                     
9. ominous- hinting toward something bad happening in the future     
10. sepulchre- burial chamber (grave, tomb)         
11. morbid- unusual interest in death, unwholesome 
12. apathy- not caring, lack of interest                
13. pestilence- highly contagious disease    
14. revel- to take pleasure or enjoyment             
15. melancholy- depressed           
16. despair- hopelessness             

Othello Prereading

 Copy the following information/definitions for questions 1-3.  Questions 4-7 are your opininions.

1.   the troubled part of the hero's life

2.  Tragic hero, reversal of fortune, irreversible trouble that usually leads to death(s)

3.  a “good” character who is destined for downfall and suffering due to a tragic flaw

Creative Writing Week 1: 9/10-9/14

Course expectation:  In this course, we will study various forms of creative writing.  This will include both reading the works of others as well as writing our own original pieces.  I will post your assignments week by week.  All of the tasks will be due on Friday (or the last day of the school week if we do not have school on Friday of a particular week) of that week either submitted via email to ms.kappelman@gmail.com or turned in by hand (my mailbox works). 

If an assignment is late, I will deduct 10% of the grade per day late, up to 50% off.  That is, if you turn in an assignment on Monday that was due the previous Friday, the maximum score you can get on it is a 90.  If you turn it in on Wednesday after its due date, you can receive a maximum of 70 on it.  If you turn it it a week late or later, the most you can get is 50.

I will take into account shortened weeks will less work.

A note about plagiarism:

What is plagiarism?

Unless you properly cite it, you are not allowed to turn in for a grade anything that someone else has created: that includes any sentences or phrases, thoughts or ideas, images or graphs.  In A Primer on Plagiarism, Louis Sirico says students typically commit plagiarism in one of three ways:

• using someone else’s words without quotation marks or citation.
• paraphrasing someone else’s words without citation.
• using someone else’s ideas without citation.

Plagiarism is also defined as:

• copying or paraphrasing all or part of another’s homework.
• allowing another person to copy or paraphrase your work.
• receiving help on assignments that have been identified by the teacher as work to be completed individually.

 Consequences of plagiarism at Scarborough High School:

Plagiarism is cheating, and according to the student handbook, “Students committing academic dishonesty will receive a zero for their work and a Loss of Credit Form will be issued.” (133)

If you cheat, you will be assigned a zero for the assignment, without the option to make it up, and I reserve the right to grant you loss of credit for the class meeting (which is 3 hours that you will NOT be able to make up.

If asked, you must be able to prove that a piece of writing is your original work.  Therefore, it is important that you compile evidence of your writing through prewritings, rough drafts, edits, etc.  If a piece of writing is suspected of being plagiarized, the burden of proof will be on you.

Week One:  For this week, please complete the following tasks:

1. Complete this worksheet about the elements of fiction.  You will need to use the ReadWriteThink link to find your answers.  Please note, the elements are in a different order on the website than they are on the worksheet.
2. Learn about the different types of literary genres with this slideshare presentation. As you go through the presentation, take notes answering the following questions: 
1. What is a genre? 
2. What are the main genres of fiction? 
3. What are the defining characteristics of each genre? 
4. Which genre do you find most appealing and why? 
3. Focus in on some of the oldest forms of fiction: myths, legends, fables, folktales, and fairy tales.  
1. In a few sentences, write down what you think the similarities and differences between these terms are.  
2. Visit the following websites and create a good definition for each of the terms (myths, legends, fables, folktales, and fairy tales): http://www.ability.org.uk/mytholog.html, http://classiclit.about.com/cs/10th14thcentury/a/aa_definemyth.htm.

Remember, this is all due by Friday September 14, 2012.

Art During the Depression

Examine the following pieces of art.  You will be asked to determine if some of them werereflective of the Great Depression and the struggles that people were facing.  On the other hand, some of the pieces are escapist in nature.  Escapist means avoiding reality by absorbing the mind in something else, such as entertainment.

Grant Wood, American Gothic, 1930
 

Anna Mary Robertson ("Grandma") Moses, Apple Butter Making, 1944/1947
 

Jacob Lawrence, Interior Scene, 1937. 

Jacob Lawrence, Ironers, 1943. 

 

Clips from Gone with the Wind

"Stormy Weather" performed by Lena Horne (1943)

"It Don't Mean a Thing (If It Ain't Got That Swing)" by Duke Ellington (1943)

 "Didn't It Rain" performed by Mahalia Jackson

"Dustbowl Blues" by Woody Guthrie (video featuring photos by Walker Evans, Dorthea, Lange, and Carl Mydans)

Computer Apps Project

Web 2.0 Tools to consider exploring for your project.

http://www.scoop.it/

http://www.wallwisher.com/

http://voicethread.com/#home

http://slowmation.com/

http://www.google.com/intl/en/about/products/index.html

Evernote- a way to capture, index and remember information using a computer, phone, and web. Students can take notes, capture favorite videos, save webpages, and collaborate on projects using Evernote. It is the notebook of the 21st century.

Glogster- an online interactive poster/collage maker. Students can combine text, music, pictures and video to create a dynamic poster or collage online to share. This is an alternative to the classic scissors, glue and magazines approach to poster and collage making.

Tiki-Toki- an esthetically pleasing web-based timeline tool. Students can create interactive multimedia timelines using images, text and videos that are easy to embed.

Pixton- an online comic maker that allows students the creativity to design their own characters, add sound, upload pictures and images, use a variety of speech bubbles, and print, download or embed the finished comic.

StudyBlue- an online tool for making flashcards with video and audio elements, taking notes, and preparing for exams

voki.com – Talking avatars

Quizlet-  The best way to study languages, vocabulary, or almost anything

Animoto- Video Slideshow Maker with Music

Museum Box-   presentation tool

Dropbox – cloud storage for files etc.

Computer Apps  Period 1 Assignment

1.       Choose a tool from the above listing or one of your own to review

2.      Find a video clip/ tutorial on the tool of choice to share.

3.      Research/ play/ learn how to use the tool.

4.      Demonstrate how to use this tool to classmates

5.      Write a brief reflection/ summary of the tool.  Did you like learning about it? Would you consider using it in the future?  Why or why not. 

Give an example(s)  of how the tool can be used.  

6.      Members of the class will follow your lead and learn how to use this tool.

Depending on timing, the sharing/presentation piece may serve as our final. 

Anthem by Ayn Rand: Daily Assigments

Directions:  Answer five of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY ONE:  chapter 1

Chapter I

1. (a) Describe the society in which Anthem is set. Some areas to consider are: the political structure, degree of technology, social relationships, quality of life, and education.

(b) Would you want to live in this society? Explain why or why not.

2. (a) When does this novel take place—in the past, the present, or the future? How do you know?

(b)   In this chapter Equality 7-2521 states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in his society.

3. Clearly, Ayn Rand intended Equality to stand out from his “brothers.” Explain how she accomplishes this by contrasting Equality’s physical qualities and character traits to those of his fellow men.

4. (a) How would your teachers react if you had Equality’s “curse”?

(b) Why do Equality’s teachers disapprove of his quick mind?

(c) Why does the Council of Vocations assign Equality the job of street sweeper? Is it due to error, incompetence, or a more sinister motivation? Explain.

5. At this point in the novel, does Equality accept the moral teachings of his society? If so, why doesn’t he feel shame or remorse when he knows that he’s committing a crime? Find textual evidence to support your answer.

6. (a) Would you want to be friends with someone like Equality? Why or why not?

  (b) Would this answer change depending on if you lived in the society depicted in the book or in our society today?  Why or why not?

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Directions:  Answer five of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY TWO:  chapters 2-3

Chapter II

1. Reread the account of Liberty 5-3000 on page 38. What character traits are revealed in this brief description?

2. Find several examples of the ways in which this society tries to obliterate each individual’s mind (and self) by quashing personal choices, desires, and values.

3. (a) Contrast Equality with the rest of the men living in this society (pg. 46).

  (b) Of the whole range of feelings possible to man (joy, excitement, anger, embarrassment, etc.), why is fear the prevalent emotion in this society?

4. (a) What word is Equality struggling to recapture on page 49?

(b) In your opinion, why is mentioning this word the only crime punishable by death in this society? How does this word contradict the ideals of this society? What could its rediscovery possibly lead to?

Chapter III

5. (a) What does Equality discover in this chapter?

(b) How important is this discovery? Describe four or five ways in which it would help society, and make life easier or more enjoyable.

6. Outline some of the Council of Scholars’ beliefs, and Equality’s refutation of each of those beliefs.

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Directions:  Answer each of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY THREE:  chapters 4-6

Chapter IV

1. Discuss the appropriateness of Equality’s new name, “Unconquered.”

Chapter V

2. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Discuss.

3. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?

Chapter VI

4. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not?

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Directions:  Answer each of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY FOUR:  chapters 7-8

Chapter VII

1. (a) Outline four of the Council’s reasons for rejecting Equality’s invention.

(b)  What are the real reasons behind the Council’s rejection and fear of the gift?

2. What does Equality mean, at the beginning of the chapter, when he says, “We are old now, but we were young this morning” (pg. 68)?

Chapter VIII

3. What is Equality experiencing for the first time in this chapter, and what does he feel as a result?

4. Explain why Equality laughs when he remembers that he is “the Damned.”

5. What does the Uncharted Forest symbolize in Anthem?

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Directions:  Answer each of the following questions in complete sentences/paragraphs so that someone who has not read the question but has read the book would know what you are talking about.

DAY FIVE:  chapters 9-10

Chapter IX

1. On pages 93–94, Liberty contrasts Equality to his fellow men. Paraphrase this passage.

2. In this chapter, Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.

Chapter X

3. Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange and unique.

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Directions:  Answer five of the following questions in complete sentences/paragraphs so that someone who has not read the question but has read the book would know what you are talking about.

DAY SIX:  chapters 11-12

Chapter XI

1. What great discovery does Equality make in this chapter?  What effect does this discovery have on him?  How will his life change because of this?

2. Explain the following quotations in your own words, and discuss how they can be applied to your life:(a) “Whatever road I take, the guiding star is within me.”(b) “For the word ‘We’ must never be spoken, save by one’s choice and as a second thought.”

3. What does Equality now realize is the proper goal and purpose of his life?

4. In what ways is “I” like a God?

5. Reread the incident with the Saint of the Pyre (pg. 50). What was he trying to communicate to Equality?

Chapter XII

6. Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?

7. What does Prometheus plan to do in the future? Why does he make theses plans?  What will he have to do to accomplish these things?

8. Prometheus reaches the important realization that “To be free, a man must be free of his brothers” (pg. 118). Cite several examples from Anthem that illustrate the truth of this statement.