Gr 11-English Home Language-Facilitator's Guide Literature 2

Í2+È-E-EHL-FG022Î

1

8

1 1

-

E

-

E

H

L

-

F

G

0

2

ENGLISH HOME LANGUAGE FACILITATOR’S GUIDE: LITERATURE Grade 11

A member of the FUTURELEARN group

English Home Language Facilitator’s guide: Literature

1 8 11 - E - E H L - F G 0 2

Í2+È-E-EHL-FG022Î

Grade 11

CAPS aligned

D Slabbert

Facilitator’s Guide G11 ~ English Home Language: Literature

CONTENTS PREFACE ............................................................................................................................ 5 PRESCRIBED BOOKS ...................................................................................................... 5 INTRODUCTION ................................................................................................................ 5 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ..................................................................................... 6 STUDY TIPS AND METHODS ........................................................................................... 6 YEAR PLAN ........................................................................................................................ 8 LESSON ELEMENTS........................................................................................................ 11 UNIT 1: PRESCRIBED POEMS AND OTHELLO ............................................................. 12 LESSON 1: “Journey of the Magi” by T.S. Eliot ................................................................ 12 ACTIVITY 1: MEMORANDUM…………………………………………………………..12 LESSON 2: Introduction to Othello by William Shakespeare ........................................... 13 ACTIVITY 2: MEMORANDUM…………………………………………………………..13 LESSON 3: Shakespeare’s language ..............................................................................14 ACTIVITY 3: MEMORANDUM…………………………………………………………..14 LESSON 4: Act 1, Scene 1 (Part 1) of Othello ................................................................. 14 ACTIVITY 4: MEMORANDUM………………………………………………………… 14 LESSON 5: “A Piece of Earth” by Douglas Livingstone.................................................... 15 ACTIVITY 5: MEMORANDUM…………………………………………………………..15 LESSON 6: Act 1, Scene 1 (Part 2) of Othello ................................................................. 17 ACTIVITY 6: MEMORANDUM…………………………………………………………..17 LESSON 7: Act 1, Scene 2 of Othello .............................................................................. 18 ACTIVITY 7: MEMORANDUM…………………………………………………………..18 LESSON 8: Act 1, Scene 3 (Part 1) of Othello ................................................................. 19 ACTIVITY 8: MEMORANDUM…………………………………………………………..19 LESSON 9: Act 1, Scene 3 (Part 2) of Othello ................................................................. 20 ACTIVITY 9: MEMORANDUM…………………………………………………………..20 LESSON 10: Act 2, Scene 1 (Part 1) of Othello ............................................................... 21 ACTIVITY 10: MEMORANDUM…………………………………………………………21 LESSON 11: “Do Not Go Gentle into that Good Night” by Dylan Thomas ....................... 21 ACTIVITY 11: MEMORANDUM…………………………………………………………21 LESSON 12: Act 2, Scene 1 (Part 2) of Othello ............................................................... 23 ACTIVITY 12: MEMORANDUM…………………………………………………………23 LESSON 13: Act 2, Scene 2 of Othello ............................................................................ 24 1

© Impaq

Facilitator’s Guide G11 ~ English Home Language: Literature

ACTIVITY 13: MEMORANDUM…………………………………………………………24 LESSON 14: Act 2, Scene 3 (Part 1) of Othello ............................................................... 25 ACTIVITY 14: MEMORANDUM…………………………………………………………25 LESSON 15: Act 2, Scene 3 (Part 2) of Othello ............................................................... 26 ACTIVITY 15: MEMORANDUM…………………………………………………………26 LESSON 16: Act 3, Scenes 1 and 2 of Othello ................................................................ 27 ACTIVITY 16: MEMORANDUM…………………………………………………………27 LESSON 17: “London” by William Blake .......................................................................... 28 ACTIVITY 17: MEMORANDUM…………………………………………………………28 LESSON 18: Act 3, Scene 3 (Part 1) of Othello ............................................................... 29 ACTIVITY 18: MEMORANDUM…………………………………………………………29 UNIT 2: PRESCRIBED POEMS, OTHELLO AND UNSEEN POEM ................................. 30 LESSON 19: Act 3, Scene 3 (Part 2) of Othello ............................................................... 30 ACTIVITY 19: MEMORANDUM…………………………………………………………30 LESSON 20: Act 3, Scene 3 (Part 3) of Othello ............................................................... 31 ACTIVITY 20: MEMORANDUM…………………………………………………………31 LESSON 21: Act 3, Scene 4 of Othello ............................................................................ 32 ACTIVITY 21: MEMORANDUM…………………………………………………………32 LESSON 22: “Their Lonely Betters” by W.H. Auden ........................................................ 33 ACTIVITY 22: MEMORANDUM…………………………………………………………33 LESSON 23: Act 4, Scene 1 (Part 1) of Othello ............................................................... 35 ACTIVITY 23: MEMORANDUM…………………………………………………………35 LESSON 24: Act 4, Scene 1 (Part 2) of Othello ............................................................... 36 ACTIVITY 24: MEMORANDUM…………………………………………………………36 LESSON 25: Act 4, Scene 2 (Part 1) of Othello ............................................................... 37 ACTIVITY 25: MEMORANDUM…………………………………………………………37 LESSON 26: Act 4, Scene 2 (Part 2) of Othello ............................................................... 38 ACTIVITY 26: MEMORANDUM…………………………………………………………38 LESSON 27: Approaching an unseen poem .................................................................... 39 ACTIVITY 27: MEMORANDUM…………………………………………………………39 LESSON 28: Act 4, Scene 3 of Othello ............................................................................ 40 ACTIVITY 28: MEMORANDUM…………………………………………………………40 LESSON 29: Writing the Othello literary essay ................................................................ 41 ACTIVITY 29: MEMORANDUM…………………………………………………………41 LESSON 30: Act 5, Scene 1 of Othello ............................................................................ 42 ACTIVITY 30: MEMORANDUM…………………………………………………………42 LESSON 31: Act 5, Scene 2 (Part 1) of Othello ............................................................... 43

© Impaq

2

Facilitator’s Guide G11 ~ English Home Language: Literature

ACTIVITY 31: MEMORANDUM…………………………………………………………43 LESSON 32: Act 5, Scene 2 (Part 2) of Othello ............................................................... 44 ACTIVITY 32: MEMORANDUM…………………………………………………………44 UNIT 3: PRESCRIBED POEMS, THE FAULT IN OUR STARS AND AN UNSEEN POEM ........................................................................................... 46 LESSON 33: “My Last Duchess” by Robert Browning...................................................... 46 ACTIVITY 33: MEMORANDUM…………………………………………………………46 LESSON 34: Background and Chapter 1 of The Fault in Our Stars ................................. 48 ACTIVITY 34: MEMORANDUM…………………………………………………………48 LESSON 35: Chapter 2 of The Fault in Our Stars ............................................................ 50 ACTIVITY 35: MEMORANDUM…………………………………………………………50 LESSON 36: Chapter 3 of The Fault in Our Stars ............................................................ 51 ACTIVITY 36: MEMORANDUM…………………………………………………………51 LESSON 37: Chapter 4 of The Fault in Our Stars ............................................................ 52 ACTIVITY 37: MEMORANDUM…………………………………………………………52 LESSON 38: “The Night Train” by Fhazel Johennesse .................................................... 53 ACTIVITY 38: MEMORANDUM…………………………………………………………53 LESSON 39: Chapter 5 of The Fault in Our Stars ............................................................ 54 ACTIVITY 39: MEMORANDUM…………………………………………………………54 LESSON 40: Chapter 6 of The Fault in Our Stars ............................................................ 56 ACTIVITY 40: MEMORANDUM…………………………………………………………56 LESSON 41: Chapter 7 of The Fault in Our Stars ............................................................ 57 ACTIVITY 41: MEMORANDUM…………………………………………………………57 LESSON 42: Chapter 8 of The Fault in Our Stars ............................................................ 58 ACTIVITY 42: MEMORANDUM…………………………………………………………58 LESSON 43: “The Secret of the Machines” by Rudyard Kipling ....................................... 59 ACTIVITY 43: MEMORANDUM…………………………………………………………59 LESSON 44: Chapter 9 of The Fault in Our Stars ............................................................ 60 ACTIVITY 44: MEMORANDUM…………………………………………………………60 LESSON 45: Chapter 10 of The Fault in Our Stars .......................................................... 61 ACTIVITY 45: MEMORANDUM…………………………………………………………61 LESSON 46: Chapter 11 of The Fault in Our Stars .......................................................... 63 ACTIVITY 46: MEMORANDUM…………………………………………………………63 LESSON 47: Unseen poem – “Word War” by Ruth Everson ............................................ 65 ACTIVITY 47: MEMORANDUM…………………………………………………………65 LESSON 48: Chapter 12 of The Fault in Our Stars .......................................................... 66 ACTIVITY 48: MEMORANDUM…………………………………………………………66 LESSON 49: Chapters 13 of The Fault in Our Stars ........................................................ 68 3

© Impaq

Facilitator’s Guide G11 ~ English Home Language: Literature

ACTIVITY 49: MEMORANDUM…………………………………………………………68 LESSON 50: Chapters 14 and 15 of The Fault in Our Stars ............................................ 70 ACTIVITY 50 A: MEMORANDUM………………………………………………………70 ACTIVITY 50 B: MEMORANDUM………………………………………………………71 UNIT 4: PRESCRIBED POEMS AND THE FAULT IN OUR STARS ................................ 73 LESSON 51: Chapters 16 and 17 of The Fault in Our Stars ............................................ 73 ACTIVITY 51 A: MEMORANDUM………………………………………………………73 ACTIVITY 51 B: MEMORANDUM………………………………………………………74 LESSON 52: “Walking Away” by Cecil Day-Lewis............................................................ 75 ACTIVITY 52: MEMORANDUM…………………………………………………………75 LESSON 53: Chapter 18 of The Fault in Our Stars .......................................................... 76 ACTIVITY 53: MEMORANDUM…………………………………………………………76 LESSON 54: Chapter 19 of The Fault in Our Stars .......................................................... 77 ACTIVITY 54: MEMORANDUM…………………………………………………………77 LESSON 55: Chapter 20 of The Fault in Our Stars .......................................................... 79 ACTIVITY 55: MEMORANDUM…………………………………………………………79 LESSON 56: Chapter 21 of The Fault in Our Stars .......................................................... 81 ACTIVITY 56: MEMORANDUM…………………………………………………………81 LESSON 57: “Sonnet 30: When to the sessions of sweet silent thought”

by William Shakespeare ......................................................... 83 ACTIVITY 57: MEMORANDUM…………………………………………………………83 LESSON 58: The literary essay – novel: The Fault in Our Stars ...................................... 84 ACTIVITY 58: MEMORANDUM…………………………………………………………84 LESSON 59: Chapter 22 of The Fault in Our Stars .......................................................... 86 ACTIVITY 59: MEMORANDUM…………………………………………………………86 LESSON 60: Chapter 23 of The Fault in Our Stars .......................................................... 87 ACTIVITY 60: MEMORANDUM…………………………………………………………87 LESSON 61: Chapter 24 of The Fault in Our Stars .......................................................... 88 ACTIVITY 61: MEMORANDUM…………………………………………………………88 LESSON 62: Chapter 25 of The Fault in Our Stars .......................................................... 89 ACTIVITY 62: MEMORANDUM…………………………………………………………89 BIBLIOGRAPHY ............................................................................................................... 92 ADDENDUM A: Rubric for the assessment of Literary Essay (Drama/Novel) ............ 95 ADDENDUM B: Rubric for the assessment of Literary Essay (Poetry) ....................... 96

© Impaq

4

Facilitator’s Guide G11 ~ English Home Language: Literature

YEAR PLAN DATE STARTE D

TERM 1

LESSON

Week 1

LESSON 1 “Journey of Magi” by T.S. Eliot LESSON 2 Shakespeare’s life and time

Week 2

LESSON 3 Shakespeare’s language LESSON 4 Othello – Act 1, Scene 1 (Part 1)

Week 3

LESSON 5 “A Piece of Earth” by Douglas Livingstone LESSON 6 Othello – Act 1, Scene 1 (Part 2)

Week 4

LESSON 7 Othello – Act 1, Scene 2 LESSON 8 Othello – Act 1, Scene 3 (Part 1)

Week 5

LESSON 9 Othello – Act 1, Scene 3 (Part 2) LESSON 10 Othello – Act 2, Scene 1 (Part 1)

Week 6

LESSON 11 “Do Not Go Gentle into That Good Night” by Dylan Thomas LESSON 12 Othello – Act 2, Scene 1 (Part 2)

Week 7

LESSON 13 Othello – Act 2, Scene 2 LESSON 14 Othello – Act 2, Scene 3 (Part 1)

Week 8

LESSON 15 Othello – Act 2, Scene 3 (Part 2) LESSON 16 Othello – Act 3, Scenes 1 and 2

Week 9

LESSON 17 “London” by William Blake LESSON 18 Othello – Act 3, Scene 3 (Part 1)

Week 10

Literature test

TERM 2

LESSON

Week 1

LESSON 19 Othello – Act 3, Scene 3 (Part 2) LESSON 20 Othello – Act 3, Scene 3 (Part 3)

Week 2

LESSON 21 Othello – Act 3, Scene 4 LESSON 22 “Their Lonely Betters” by W.H. Auden

Week 3

LESSON 23 Othello – Act 4, Scene 1 (Part 1) LESSON 24 Othello – Act 4, Scene 1 (Part 2)

Week 4

LESSON 25 Othello – Act 4, Scene 2 (Part 1) LESSON 26 Othello – Act 4, Scene 2 (Part 2)

Week 5 © Impaq

LESSON 27 Unseen poetry and poetry essay 8

DATE COMPLETED

Facilitator’s Guide G11 ~ English Home Language: Literature

LESSON 28 Othello – Act 4, Scene 3 Week 6

LESSON 29 The literary essay – Drama LESSON 30 Othello – Act 5, Scene 1

Week 7

LESSON 31 Othello – Act 5, Scene 2 (Part 1) LESSON 32 Othello – Act 5, Scene 2 (Part 2)

Week 9 – 10

Literature test: Poetry (10) Literature essay (25) Revision MID-YEAR EXAMS

TERM 3

LESSON

Week 8

Week 1

Week 2

LESSON 33 “My Last Duchess” by Robert Browning LESSON 34 The Fault in Our Stars – Introduction and Chapter 1 LESSON 35 The Fault in Our Stars – Chapter 2 LESSON 36 The Fault in Our Stars – Chapter 3

Week 3

LESSON 37 The Fault in Our Stars – Chapter 4 LESSON 38 “The Night Train” by Fhazel Johennesse

Week 4

LESSON 39 The Fault in Our Stars – Chapter 5 LESSON 40 The Fault in Our Stars – Chapter 6

Week 5

LESSON 41 The Fault in Our Stars – Chapter 7 LESSON 42 The Fault in Our Stars – Chapter 8

Week 6

LESSON 43 “The Secret of the Machines” by Rudyard Kipling LESSON 44 The Fault in Our Stars – Chapter 9

Week 7

LESSON 45 The Fault in Our Stars – Chapter 10 LESSON 46 The Fault in Our Stars – Chapter 11

Week 8

LESSON 47 Unseen poem LESSON 48 The Fault in Our Stars – Chapter 12

Week 9

LESSON 49 The Fault in Our Stars – Chapter 13 LESSON 50 The Fault in Our Stars – Chapter 14 and 15

Week 10

Literature test

TERM 4

LESSON

Week 1

LESSON 51 The Fault in Our Stars – Chapter 15 and 16 LESSON 52 “Walking Away” by Cecil Day-Lewis 9

© Impaq

Facilitator’s Guide G11 ~ English Home Language: Literature

Week 2

LESSON 53 The Fault in Our Stars – Chapter 18 LESSON 54 The Fault in Our Stars – Chapter 19

Week 3

LESSON 55 The Fault in Our Stars – Chapter 20 LESSON 56 The Fault in Our Stars – Chapter 21

Week 4

LESSON 57 “Sonnet 30” by William Shakespeare LESSON 58 The literary essay – Novel

Week 5

LESSON 59 The Fault in Our Stars – Chapter 22 LESSON 60 The Fault in Our Stars – Chapter 23

Week 6

LESSON 61 The Fault in Our Stars – Chapter 24 LESSON 62 The Fault in Our Stars – Chapter 25

Week 7 – 10

© Impaq

Revision – November examination

10

1

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

UNIT 1: PRESCRIBED POEMS AND OTHELLO Introduction The poems for this year have been selected to give learners the opportunity to study writing from different times and different locations in the world. They will be exposed to work by Renaissance, Romantic, Victorian and Modern poets from America, Great Britain and South Africa. Remember that they each represent a voice that speaks to the concerns of their time as well as their location. It should become clear that there are universal messages in each of the poems, which speak very clearly to us all today no matter where we live. Whether the poems represent poverty, hopelessness, love, death or the natural world, each one has something powerful and moving to communicate to us. Try to be open to what the poet is saying and how this is achieved.

Learners will have an opportunity here to study a play written by an icon of English literature – William Shakespeare. We are so fortunate to have the genius of this man as a model for the very best that there can be in literature. Having said this, it is perfectly understandable that students find studying a Shakespearean play very daunting. For this reason this course offers a comprehensive set of notes and recommendations for other extremely helpful resources to make this text very accessible. Encourage learners to approach this part of their syllabus with a positive attitude and they will be amazed at how rewarding they will find it in the end.

LESSON 1: “Journey of the Magi” by T.S. Eliot

ACTIVITY 1: MEMORANDUM Answer the questions on the poem “Journey of the Magi”

© Impaq

1.

Discuss the effectiveness of the poet’s use of dramatic monologue.

Eliot writes from the point of view of the Magus, one of the men who travelled to Bethlehem to witness the birth of a saviour.  He narrates his journey in the first person, which feels really dramatic  as we are drawn into the story, hearing it personally from someone who experienced it directly.  (3)

2.

Describe some of the hardships of the journey.

It was long, the roads were bad, it was freezing cold, the camels were irritated and stubborn, the camel-men were bad tempered and just left when they felt like it. The Magi battled to find shelter, people were unfriendly, everything was dirty and things were overpriced. (Choose FOUR points.)

(4) 12

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

1

3.

How is an antithesis introduced in the last two lines of stanza 1?

The phrase “voices singing in our ears” brings to mind the voices of the prophets foretelling the most joyous event: the birth of a child who would bring salvation to mankind.  Then in the next line a completely opposing sentiment is introduced. Far from feeling happy, the Magi begin to think that their journey is a really foolish waste of time.  (2)

4.

Discuss the symbols of the crucifixion in stanza 2 and explain how they introduce a darker element into the poem.

The reference to the three trees suggests the three crosses on the hill where Christ was crucified.  The “low skies” remind us of the darkness that came over the place where Jesus died.  The soldiers diced for Jesus’s possessions  and Judas betrayed Jesus for 30 pieces of silver.  The narrator is on his way to visit Jesus at his birth, but these foretelling symbols of his later death cast a shadow over what should be an exciting and happy event.  (5)

5.

Explain the poet’s distinction between “Birth and Death” and “birth and death”.

Eliot writes Birth and Death with capital letters to indicate the significant birth and death of Jesus.  This represents the changed world with a new order and different values.  Then he contrasts this with literal birth and death as he experiences it personally.  (3)

6.

Why is the poet no longer at ease in the end?

He returns home, but finds that he has changed because he has seen a different order being established, so he no longer belongs.  He feels alienated from his own world,  an outsider watching people cling to their doomed pagan beliefs and obsolete culture.  (3) (20)

LESSON 2: Introduction to Othello by William Shakespeare

ACTIVITY 2: MEMORANDUM Answers to the quiz on Shakespeare’s life and time.

1 2 3

b a d

11 12 13

d a d

13

21 22 23

a d d

31 32 33

c d b

© Impaq

1

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

4 5 6 7 8 9 10

c c c a b d a

14 15 16 17 18 19 20

c a b b c c a

24 25 26 27 28 29 30

d b a c d c a

34 35 36 37 38 39 40

c a a b d a d

LESSON 3: Shakespeare’s language

ACTIVITY 3: MEMORANDUM Answers to the quiz on Shakespeare’s use of language.

1 2 3 4 5 6 7 8 9 10

a b c d b c d b b a

11 12 13 14 15 16 17 18 19 20

b a d c c c a b c d

21 22 23 24 25 26 27 28 29 30

b b d c a c b c a d

31 32 33 34 35 36 37 38 39 40

d a b c a d d b c a

LESSON 4: Act 1, Scene 1 (Part 1) of Othello

ACTIVITY 4: MEMORANDUM Answer the questions relating to Act 1, Scene 1 (Part 1) of Othello.

1.

© Impaq

What objections does Iago have to Othello’s choice of Cassio as his lieutenant?

Cassio is a foreigner (he comes from Florence) so Iago thinks that he should not be employed on Venetian business.  According to Iago, Cassio has a weakness for women;  he has no experience in battle strategy;  and he claims that Cassio just knows the theory of war tactics, without the experience. (4) 14

Facilitator’s Guide G11 ~ English Home Language: Literature

2.

Unit

What position has Iago been given?

He is Othello’s ensign.

1

(1)

3.

Why does Iago say he hates Othello?

He resents the fact that he has given the promotion to lieutenant to Cassio rather than to him.  (2)

4.

Why does Roderigo hate Othello?

Roderigo is jealous of Othello  who has eloped with the woman of his desire – Desdemona. (2)

5.

Why is Iago’s speech (lines 38 to 62) important in explaining what happens later?

This speech reveals Iago’s devious nature.  He is not what he appears to others.  Far from the honest and hearty straightforward person that others believe him to be,  he has a very particular agenda and that is to be avenged on the two people who he thinks have wronged him – Othello and Cassio.  He declares his duplicitousness here,  assuring Roderigo and the audience that his first loyalty is always and only to himself and his particular goals.  (6) (15)

LESSON 5: “A Piece of Earth” by Douglas Livingstone

ACTIVITY 5: MEMORANDUM Answer the questions on the poem “A Piece of Earth”.

1.

Describe the predicament of the blue duiker as laid out in the first stanza of the poem.

The duiker is trapped in a metal snare attached to a peg that is driven into the ground  and was covered with leaves to disguise it.  The duiker is exhausted and doomed to die a slow death.  (3)

2.

Provide a character sketch of the poacher.

The poacher is “footloose” and has no fixed home, but travels from place to place without having any responsibilities or commitment.  He has set the traps and then abandoned them, which is dangerous and highly irresponsible.  If he was hungry and hunting for food, he would have checked all his snares, but this action is just careless and senseless. (3) 15

© Impaq

1

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

© Impaq

3.

Discuss the significance of the reference to “the earth’s skin” in stanza 2.

The poet uses personification here giving the earth the human quality of having a skin.  This links humanity with the earth that is holding the duiker in its deadly grip.  It emphasises the connection between man and nature.  (3)

4.

How is the application of anthropomorphism exploited in stanza 2 and 3 to harness our emotions?

The duiker is referred to as “he”, which makes us relate to it more personally than if it were a thing (or an it).  The suffering and thirst of the animal is described, and its attributed to feeling fear. The kind of hyper vigilance associated with “sleepless terror” is something almost human we can relate to.  Its expression with its mouth wide is a grimace of pain and fear normally associated with the human expression of horror.  (Or similar points) (3)

5.

What does the ambiguity of the last line of stanza 3 contribute to the meaning of the poem?

“The earth remains unmoving” could mean two things.  It could mean that the peg was still firmly embedded in the earth and the earth is literally not letting it go  or it could suggest that the earth is “unmoved” figuratively; that it does not care.  (3)

6.

How does the last stanza introduce elements of the unnatural?

First, the duiker is “aghast at his noise” – meaning that the noises he and the snare are making have surprised/disturbed him, so they are not natural. The fact that the duiker will have to use its teeth (which are designed to eat grasses) in order to bite through its own skin and bone is not what nature intended.  The fact that the duiker will then have no foot/will not be able to use its fourth leg (“three-legged stumble”) also introduces a sense of the unnatural. (2)

7.

What does the abrupt ending of the poem contribute to the theme of this work?

We are not told what becomes of the duiker, but just given a sense of the odds against its survival.  We are intended to imagine what becomes of it ourselves.  The abrupt ending gives us an idea of the fate that awaits the little duiker when he attempts his “three-legged stumble through / hyena-patrolled terrain.”  The abrupt ending seals the fate of the duiker firmly in our minds.

(3) (20)

16

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

1

LESSON 6: Act 1, Scene 1 (Part 2) of Othello

ACTIVITY 6: MEMORANDUM Answer the questions relating to Act 1, Scene 1 (Part 2) of Othello.

1.

What does Roderigo negotiate with Brabantio and what information does he reveal to him in the process?

He suggests that Brabantio should search his home to see if Desdemona is still there.  If he finds her then he tells Brabantio that he is welcome to have him arrested. But if he doesn’t, and he realises that it is true that Desdemona has run away from home  with only a gondolier as her escort  to marry Othello,  then he must acknowledge that he has been wrong. (6)

2.

Account for the difference in the tone of Roderigo’s exchanges with Brabantio compared to those of Iago.

Roderigo is apologetic, deferential, even flattering towards Brabantio.  He does not want to get into the man’s bad books as he still hopes to have a chance with Desdemona.  Iago uses crude sexual and racist language to get Brabantio really upset  because he is hoping that this will create more trouble for Othello.  (4)

3.

How does Brabantio’s attitude towards Roderigo change in the course of this scene?

Initially he is angry at Roderigo for waking him up, particularly as he had refused Roderigo permission to woo his daughter Desdemona on the grounds of his inferior character.  However, when he hears that Othello has married Desdemona, suddenly Roderigo doesn’t seem like such a bad partner to Desdemona.  Brabantio is so prejudiced against Othello, so horrified at his daughter having married a black man, that even someone as undeserving as Roderigo (who is wealthy but foolish) is seen to be the better choice of partner.  By the end of the scene he gratefully accepts Roderigo’s help in tracking down Othello and acts in a particularly friendly fashion towards him, expressing the wish that he (instead of Othello) had married Desdemona. (4)

4.

What is Brabantio’s explanation of why his daughter has run off with Othello?

Brabantio is sure that Desdemona has been bewitched by some kind of black magic practiced by Othello. (1) (15)

17

© Impaq

1

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

LESSON 7: Act 1, Scene 2 of Othello

ACTIVITY 7: MEMORANDUM Answer the questions relating to Act 1, Scene 2 of Othello.

© Impaq

1.

What warning does Iago give to Othello at the opening of the scene?

He tells Othello that Brabantio is coming to find him and that he is very angry. He tells Othello that he should be careful because Brabantio is popular in Venice and also is very influential with the senators. He also suggests that Brabantio will have the power to separate Othello and Desdemona.

(4)

2.

Explain what happens between Iago and Cassio in the short time Othello is off stage at the Sagittary (lines 47 – 52).

Iago tells Cassio in the crudest language that Othello is married. He suggests that Othello has married for money. Cassio does not at first understand Iago. (3)

3.

List all of the negative comments or words Brabantio uses to describe Othello. “foul thief”,  “the sooty bosom / Of such a thing as thou”,  “an abuser of the world, a practicer / Of arts inhibited and out of warrant”.  (3)

4.

How does Othello react to the provocation of Brabantio’s attack?

Othello is gentle  and reasonable with Brabantio,  assuring him that he has such respect for Brabantio’s status and age that there is no need for him to seek an angry confrontation.  Othello is extremely composed and fully in control  displaying his natural leadership qualities and powerful magnetism. (5) (15)

18

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

1

LESSON 8: Act 1, Scene 3 (Part 1) of Othello

ACTIVITY 8: MEMORANDUM Answer the questions relating to Act 1, Scene 3 (Part 1) of Othello.

1.

Consider the evidence and reasoning behind the duke’s decision to send his defence force to Cyprus not Rhodes.

Initially the reports they receive are completely contradictory. The first senator warns them not to underestimate the cunning strategic intelligence of their adversary  and reasons that the Turks have been pretending to head for Rhodes as a diversionary tactic.  He says it is most unlikely that the Turkish generals will make a decision that so opposes their first interest, which is the more strategically important island, namely Cyprus.  Eventually a messenger arrives from a source that the duke trusts to say that the Turkish fleet is heading to Cyprus and he now sees that he must send Othello there to defend it from imminent invasion. (5)

2.

Fully describe the initiation and development of the romantic relationship between Othello and Desdemona.

Othello was frequently invited to Brabantio’s home where he shared the stories of his adventurous life. Desdemona was enthralled by his experiences  and, being called away by her household duties, she asked Othello to come and tell her more about himself at other times.  She slowly learned to appreciate his great qualities of endurance and bravery, and his knowledge of the world and some of its more extraordinary wonders.  She encouraged him to declare his feelings for her by hinting that if he had a friend who could tell this same story it would make her fall in love with him.  He takes her at her word and their romance takes off.

(5)

3.

Why is Desdemona’s response to her father’s question particularly effective?

Desdemona’s response to her father is respectful and full of love. She reminds her father that she is only doing what any good daughter would naturally do, indeed what her own mother did, in shifting her obedience from her father to her husband. She maintains to her father that she will, however, always be his daughter. (4)

4.

What advice does the duke give to Brabantio in this case?

He advises Brabantio to accept their decision and make the best of it. (1) (15) 19

© Impaq

1

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

LESSON 9: Act 1, Scene 3 (Part 2) of Othello

ACTIVITY 9: MEMORANDUM Answer the questions relating to Act 1, Scene 3 (Part 2) of Othello.

© Impaq

1.

Describe the way in which Brabantio accepts the marriage between Desdemona and Othello.

It is a very grudging acceptance.He is extremely bitter about it and only accepts it since it is already done  and because the duke seems to think that he should.  He still does not think that Othello is a fitting husband for his daughter in spite of his many excellent attributes  and wants nothing further to do with either of them. (5)

2.

Quote the line that best describes what Desdemona sees in Othello.

‘I saw Othello’s visage in his mind.’

(1)

3.

Why does Desdemona argue that she should be allowed to go with Othello to Cyprus?

She says that her actions in eloping with Othello have already proven the strength of her love for him and her commitment to living with him.  She also says she could not endure the anxiety of waiting for him while he is far away fighting in a war. What is more, her father clearly does not want her and she does not want to submit to living with him, subject to his bitter disapproval and anger.  By marrying Othello she has given him her heart and all her material possessions and her place as his wife is at his side. (4)

4.

How does Iago manipulate Roderigo in lines 330 to 370?

He plays on Roderigo’s masculinity, telling him to “be a man”, to take action in pursuit of what he wants – in this case Desdemona. He makes it appear as if it will still be possible for Roderigo to win Desdemona. He assures Roderigo that Desdemona’s love for Othello is just a fleeting thing, a passion that will inevitably burn itself out when the physical attraction fades. He points out how different they are – “an erring barbarian and a super-subtle Venetian” and says that it is impossible that such a marriage can survive. He suggests that Roderigo should “put money in [his] purse”, which is ambiguous advice meaning that he should commit himself to direct action, but also leaving space for us to believe that he is hoping to keep this silly rich man close to him to share some of his wealth. (5) (15)

20

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

1

LESSON 10: Act 2, Scene 1 (Part 1) of Othello

ACTIVITY 10: MEMORANDUM Answer the questions relating to Act 2, Scene 1 (Part 1) of Othello.

1.

Describe Iago’s reaction to the way Cassio greets Emilia.

Iago is jealously possessive of Emilia, which he demonstrates in his reaction to the flirtatious way in which Cassio has kissed Emilia on her arrival in Cyprus.He lashes out at her by accusing her of having a sharp tongue and nasty temper. This sets him off on a whole criticism of women  that he disguises by adopting a joking manner. (4)

2.

What is Iago’s opinion of women as demonstrated in the verse he shares with Desdemona on the subject?

We see how he hates anything good as he proceeds to describe the perfect woman,  yet in the last rhyming couplet he reveals that all this paragon is good for is rearing children  and doing trivial, menial and unimportant domestic things.  This reflects his general sense of the unimportance of women.  He despises them. (5)

3.

What is revealed about Cassio in the way that he treats Desdemona?

He is very susceptible to women in general,  but his treatment of Desdemona is always highly respectful.  He clearly knows her well  and displays his charm and good manners in his interactions with her. (4) (13)

LESSON 11: “Do Not Go Gentle into that Good Night” by Dylan Thomas

ACTIVITY 11: MEMORANDUM Answer the questions on the poem “Do Not Go Gentle into that Good Night”.

1.

Discuss the nature and tone of the advice that the poet offers us through the use of his refrain?

The lines “Do not go gentle into that good night, / Rage, rage against the dying of the light” form a refrain repeated throughout the poem, advising the reader not to accept death, but to fight it  passionately and intensely. (3)

21

© Impaq

1

Facilitator’s Guide G11 ~ English Home Language: Literature

Unit

2.

3.

© Impaq

What do “wild”, “good”, and “grave” men realise with the approach of death?

Wise men realise that they have not achieved all the great things of which they were capable. Good men realise that they have let time slip past and lost opportunities to let their “frail” deeds achieve much more. Wild men have been so idle and heedless that they have lost the opportunity to live a better and fuller life.  Grave men realise that they have been so serious about life that they have not experienced the joy that it can offer. (4) To whom is the poet addressing his advice?

He addresses the reader in general  and then in the last stanza he directs his advice more personally to his father. (2)

4.

Discuss the use of contrasting images in the poem.

Dylan Thomas uses day and night as images representing life and death. He supports this central metaphor with words that bring day or life to mind, such as “bright” and “light”. He uses symbols like lightning, the sun and a meteor, which similarly emphasise the idea of life, energy and power. He also contrasts “gentle” with “rage” to accentuate our emotional reaction to death. We should not be accepting, but live passionately and intensely. (4)

5.

Discuss the effectiveness of the use of alliteration in stanzas 3 and 5.

The short, sharp “d” sound in “deeds” and “danced” imitates the tapping sound of feet making a staccato sound on a dance floor. The “b” sound in “Blind” and “blaze”  is a harsh plosive supporting the explosive burst of light from the meteor appearing suddenly and then disappearing. (4)

6.

Write notes on the effectiveness of the villanelle form at conveying Dylan message in this poem.

The villanelle form allows Thomas to make use of repetition, which drives his message home. The musicality of the form also gives it a lyrical or song-like appearance, which is more emotive and supports the passionate intensity of the central theme of the poem. (3) (20)

22