Othello: A Project-Based Learning Novel Unit
Learning Module
- Creator(s):
Perhaps no name comes up more when discussing outmoded, canonical texts than Shakespeare’s. The poster-child for reading texts written by “dead, white men,” Shakespeare’s plays are listed a whopping four times out of the fifty most popular texts used in a high school English classroom.[1]
Recent calls to diversify literature have evidence to support their argument: a recent US study shows “…that of 3,200 children's books published in 2013, only 93 were about black people, 34 about Native Americans, 69 about Asians and 57 about Latinos.”[2] Simply put, authors don’t represent the diverse classrooms that we teach in today.
And yet, I will argue that the use of Shakespeare’s Othello in our sophomore curriculum is as relevant now as it was in the past. Discussing with issues of manipulation, influence, trust, feminism, and racism, among a myriad of other universal topics, Othello could have been written about modern society.
That being said, the way that we teach Shakespeare is ripe for change. Typically a didactic experience, in this Work I will explore ways to utilize Project-Based Learning, modernizing not the text itself, but the way in which students interact with it and what they take away from this experience.
This unit is designed for 10th students enrolled in the college prep World Studies English course. These student have conducted smaller research projects throughout the year, so already understand basic research concepts such as reliable sources, annotation, sourcing, etc.
Reading:
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Writing:
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Research:
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
In a world where we are bombarded by outside influences, how do we make decisions for ourselves?
Watch the following video, focusing on the idea of influence:
Next, read the following study on Cyber bullying. Take notes on facts and statistics that stand out to you.
Comment: Which example of the “insta-lie” or fact from the study stood out to you the most? Why?
Update: In what ways have you been influenced by social media? Provide an example and use anecdotal evidence to explore how this image/video/post has influenced you. Be sure to cite and embed/link to any sources you may choose to reference.
Rationale:
This unit begins with a definition and discussion of influence, as this topic will carry throughout. The Driving Event (used to capture students' interests) is the "Insta-Lie" video and Bullying survey. I start with social media because every single student in my classroom will have had experience with social media in some way, even if they are not active users (hearing about it from peers, media coverage, problems arising because of it, positive uses taught in school, etc.).
Objectives:
Notes/Tips:
Additional Resources:
Below are some videos that helped me get started and assess the project:
http://www.bie.org/about (This website is the basis for the first video, as well as the source of the rubrics that will be used to assess students progress with the project)
Consider the image above and the questions below. All are themes in Othello that have real-world connections and implications:
Jealousy
Race
Gender and Sex
Relationships, Marriage, and Family
Manipulation and Influence
Warfare
Hate
Identity
Comment: Which thematic questions most interest you? Considering your life, experiences, culture, etc. why do these speak to you the most?
Now that you’ve reflected on some of the topics, it's time to narrow your focus:
Update: Take some time to do preliminary research on the topic you commented on. Based on your research, why is this topic so necessary to study? How do these topics or themes relate to real life? Provide at least three examples of text or media (images, videos, infographics, etc.) that prove your argument.
Finally (whew!): Now that we've been through the process itself, take the following survey to self-assess your strengths and weaknesses when it comes to research. Please be as honest as possible; we will use these results to determine our next steps in strengthening these skills!
Rationale:
These lessons will help students determine the critical knowledge and skills necessary to create a solution to the driving question. Because students already possess basic research skills, they are prepared for initial research. The goal of the survey is to determine students' strengths and weaknesses to help plan mini-lessons in areas of improvement. The results could also be used to create groups (see below).
Objectives:
Notes/Tips:
Additional Resources:
The survey link on the student side was adapted from the following sources. Both are great resources for teaching or reviewing necessary research skills:
Watch the video below for some inspiration before commenting:
Comment: Review last week’s Updates. Which topic do you want to study as we read and analyze Othello?
Use the attached rubrics and project example to analyze what this project is all about. These guidlines will not only be used to assess your project; you will be using them to peer review others as well:
Update (Project Proposal):
What kind of project and presentation you want to create (Why is this format the most effective for you?)
Who is your audience for this project? (local community, web, peers, parents, teachers, etc.)
Rationale:
The purpose of this post is to get students prepared to delve deeply into their chosen topic and project. Although as the project progresses students will want to change elements of their proposals, having a clear starting point will give them a sense of direction. This is especially important for students who may not have been asked to work in this way before.
Class time will be given to explain the project, expectations, and an overview of presentation methods students may choose. We will also work together to analyze the sample project ("Save the Beach") before asking students to create their project proposals.
Below is a list of presentation methods. Review with students so that they have an idea of the project they want to create. This will help them to focus their research in the coming weeks (for example: if students want to make a facebook page, they will look at examples on facebook that show effective communication methods for information).
Objectives:
Notes/Tips:
Rubrics:
The video below is what a sample project may look like. To get students familiar with the rubrics, show the video and ask them to assess what they see:
Presentation Possibilities (not all-inclusive, but a good starting point to give students):
Web-based resources:
As we perform Act I of the play, annotate for connections to your project, as well as the projects of your peers. Because these topics do not operate in isolation (ex: Brabantio is motivated by family, gender, and power), be sure to look for connections between ideas as well.
The resources below contain audio of the text, a summary, and an analysis. Use these resources to clarify questions you may have from class. These can also be used if you are absent during part of the performance
Comment: How do ideas, themes, topics, etc. from this act relate to your project?
Update: As a group, post an update on your progress with your project:
Objectives:
Notes/Tips:
Additional Resources:
As you perform the play in class, point to parts that will benefit topics and themes. Here are some suggestions for Act I:
As we perform Act II of the play, annotate for connections to your project, as well as the projects of your peers. Because these topics do not operate in isolation, be sure to look for connections between ideas as well.
The resources below contain audio of the text, a summary, and an analysis. Use these resources to clarify questions you may have from class. These can also be used if you are absent during part of the performance.
Comment: How do ideas, themes, topics, etc. from this act relate to your project?
Update: As a group, post an update on your progress with your project:
Objectives:
Remember to ask students to self- and peer-review their group work after each act. This will help students to remain accountable to one another and help you to facilitate problem-solving as needed.
Additional Resources:
As you perform the play in class, point to parts that will benefit topics and themes. Here are some suggestions for Act II:
As we perform Act III of the play, annotate for connections to your project, as well as the projects of your peers. Because these topics do not operate in isolation, be sure to look for connections between ideas as well.
The resources below contain audio of the text, a summary, and an analysis. Use these resources to clarify questions you may have from class. These can also be used if you are absent during part of the performance.
Comment: How do ideas, themes, topics, etc. from this act relate to your project?
Update: As a group, post an update on your progress with your project:
Objectives:
Remember to ask students to self- and peer-review their group work after each act. This will help students to remain accountable to one another and help you to facilitate problem-solving as needed.
Additional Resources:
As you perform the play in class, point to parts that will benefit topics and themes. Here are some suggestions for Act III:
As we perform Act IV of the play, annotate for connections to your project, as well as the projects of your peers. Because these topics do not operate in isolation, be sure to look for connections between ideas as well.
The resources below contain audio of the text, a summary, and an analysis. Use these resources to clarify questions you may have from class. These can also be used if you are absent during part of the performance.
Comment: How do ideas, themes, topics, etc. from this act relate to your project?
Update: As a group, post an update on your progress with your project:
Objectives:
Remember to ask students to self- and peer-review their group work after each act. This will help students to remain accountable to one another and help you to facilitate problem-solving as needed.
Additional Resources:
As you perform the play in class, point to parts that will benefit topics and themes. Here are some suggestions for Act IV:
As we perform Act V of the play, annotate for connections to your project, as well as the projects of your peers. Because these topics do not operate in isolation, be sure to look for connections between ideas as well.
The resources below contain audio of the text, a summary, and an analysis. Use these resources to clarify questions you may have from class. These can also be used if you are absent during part of the performance.
Comment: How do ideas, themes, topics, etc. from this act relate to your project?
Update: As a group, post an update on your progress with your project:
Objectives:
Additional Resources:
As you perform the play in class, point to parts that will benefit topics and themes. Here are some suggestions for Act V:
Once done with reading, dedicate more time for students to finalize their projects in class.
This week, we will present our rough drafts of projects to our peers. Below are some resources to help you prepare:
Comment: Which of these tips will you keep in mind as you present? Why are these important to you?
Please review our rubrics one more time so that you can offer meaningful feedback to your peers:
Update: Now that you have a completed draft of your project, finalize your plans for presentations. How and when will you present your piece? Refer to your project proposal and any changes you have made. What do you need? Who is your audience? etc. etc.
Objectives:
Rationale:
Presenting first to peers will help students to become more comfortable with presenting, as well as offer opportunities for revisions based on feedback.
Notes/Tips:
Of course, we are done with our presentations, but we can't stop there can we?
Now that you have completed our first Project together, let's reflect on the process.
Please retake the research skills survey below:
https://goo.gl/forms/PPEoDhRaPHo1PMbn1
Comment: How have your strengths and weaknesses changed? What do we still need to work on in class?
Update: Write a reflection on this Project. What worked? What didn’t? What can we improve upon for next time? Be sure to reference not only your work, but the work of peers, the peer review process, and presentations.
Short Essay: Now that you have given your presentation and participated in the presentations of your peers, it is time to reflect on our unit as a whole. In a 2-3 page essay, answer the Driving Question: In a world where we are bombarded by outside influences, how do we make decisions for ourselves? Be sure to reference not only your work, but the work of peers, the peer review process, and presentations.
(Oh. And yes, I'll bring in some ice cream to celebrate)
Objectives:
Rationale:
Ending this unit with reflection will re-emphasize for students that this is not a "one-and-done" assignment, that we will continue to work on all the skills we have practiced with throughout the unit. The feedback provided in individual students' updates will be especially informative.
Asking students to write a more extended piece on the Driving Question as a whole will tie this unit together. Although groups chose different topics, purposes, and presentation methods, they were all discussing issues that impact our lives, as well as our decision-making. I will dedicate time to discussing these written pieces in class.
Notes/Tips: