Genre Tragedy

Genre- Tragedy

Othello

What, to you, is truly tragic?

AOs are equally weighted in this unit (10% to each AO) so students must aim to: AO1 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression AO2 Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts AO3 Explore connections and comparisons between different literary texts, informed by interpretations of other readers AO4 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received

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1. 2. 3. 4. 5. 6. 7. 8. 9.

Where does the word ‘tragedy’ originate from? From which tradition/culture did dramatic tragedy originate from? Who does P.W. Buckham assert as the creator of tragedy? Which Roman tragedy did Shakespeare write early in his career, before Romeo and Juliet? How can we define a tragic hero? How is Othello a tragic hero? What are tragic heroes supposed to make us think and feel? What are the four main structural parts to a Shakespearean tragedy? What happens during the ‘falling action’? How do we see this in Othello?

15 MINUTES – stage 2    

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Each group should convert the resource material into a ‘visual display’: a poster. The poster must be for the other groups to see and understand. The poster can have up to 10 words and no more You can have as many numbers, diagrams, symbols, pictures and initial letters as you want. Towards the end of this Stage, each group will be given a minimum requirement sheet. These are the precise details to be included on the poster which will ensure that visitors get access to the right information for the test. The minimum requirements will be questions taken from the test. For example: As a minimum make sure that your poster gives the answer to these questions ... .

Stage 3 – 10 minutes 

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Each group should decide which one of its members will ‘stay home’. The others will go ‘out and about’. The person who stays home will have the job of explaining the group’s poster to visitors during Stage 4. This person will be allowed only to answer questions asked by visitors. Those who go out and about will need to visit all the other aspects of the topic. You can divide up the labour. You are allowed, indeed encouraged, to take notes. You should look at other groups’ posters and ask questions for clarification, explanation and expansion.

Stage 5 – 10 minutes This Stage gives those who were out and about chance to teach the person who stayed home. It is an opportunity to clarify understanding.  You can run back to look at posters again or to ask questions in order to check details.  The aim is for everyone by the end of this Stage to be ready for the test. 

Stage 6- Test! 1. 2. 3. 4. 5. 6. 7. 8. 9.

Where does the word ‘tragedy’ originate from? From which tradition/culture did dramatic tragedy originate from? Who does P.W. Buckham assert as the creator of tragedy? Which Roman tragedy did Shakespeare write early in his career, before Romeo and Juliet? How can we define a tragic hero? How is Othello a tragic hero? What are tragic heroes supposed to make us think and feel? What are the four main structural parts to a Shakespearean tragedy? What happens during the ‘falling action’? How do we see this in Othello?