Hello, it's great to see you today.

Welcome to your lesson on writing an analysis of Othello.

I'm Ms. Sutherland and I'll be teaching you today.

Our learning outcome for today is to be able to write a detailed paragraph of analysis.

And our analysis will be focusing on the character of Othello.

And in particular we will be looking at how Othello is presented in Act One Scene Three of the play.

We have four keywords.

Let's go through the definitions together.

Esteemed means to be held in great respect or admired.

Modest means having a moderate estimate of one's merits or importance.

So if you are modest, you might downplay how good you are at something.

Eloquent.

Eloquent means fluent, clear or persuasive in speech.

And Blank verse.

Blank verse is poetry written in unrhymed but metered lines, usually in iambic pentameter.

I'll give you a moment to jot down those key words.

Fabulous.

So we have two learning cycles today.

We're going to start off by looking at topic sentences and introducing quotes.

They are two very important components of analytical writing.

So we'll be learning how to make really good topic sentences and how to introduce our quotes in an effective way.

In that second learning cycle, we'll be writing our very own analytical paragraph about Othello in Act One Scene Three.

So let's get started with our topic sentences and introducing quotes.

So I have a little snippet of a paragraph here.

We're going to read it and I want you to think about what is good about it and what could be improved? So Shakespeare presents Othello as honourable when we meet him as he mostly speaks in blank verse.

"Most potent grave, and reverend signiors, my very noble and approved good masters," this address shows his esteem as he gives respect to others despite having his own dignity questioned by Brabantio's harsh accusations.

Now, what is good about this paragraph and what could be improved? Pause the video and discuss that question.

I heard some really interesting comments there.

Some people said the paragraph is good because it includes a quote, which is not too long as well.

And other people said they've noticed that it includes one of the writer's techniques, blank verse, which makes it quite effective.

However, perhaps we could make that topic sentence a bit more clear.

Let's take a look at what we can do to improve this paragraph.

We're going to work on improving a small section at a time.

So let's look at the topic sentence first.

This is the topic sentence of that paragraph.

Shakespeare presents Othello as honourable as he mostly speaks in blank verse.

I want you to think about is there anything that doesn't quite fit here or that could be added to make it stronger? Pause the video and have a think.

Let's look at what this student, Alex has said.

Alex has said that maybe the mention of blank verse is not suitable here as that's a language device that he would save for his analysis.

Laura replies, "Yes, good idea.

If we delete that, it would make more room to create a strong point about Shakespeare's purpose.

After all, a topic sentence is for expressing a firm well thought out idea." Perhaps you agree with these students.

Let's look at how we can take their advice on board.

So we can change that topic sentence in accordance with the student's advice.

We can change it to, "Shakespeare successfully defies other characters' opinions of Othello." What we've done there, is we've got rid of the mention of a technique 'cause we can talk about that later.

And we've also talked about what Shakespeare does when he presents Othello.

And what his purpose is.

His purpose is to successfully defy other characters' opinions of Othello.

So Alex now gives a response to this topic sentence and he says, "That looks great.

I love the use of the evaluative adverb successfully.

This topic sentence is much more specific and thoughtful." Let's look at what Laura has to say next.

Laura agrees, "It is much better." But she thinks that topic sentence can be pushed further.

She is now thinking a bit more deep about why Shakespeare chose to defy other characters' opinions of Othello in Act One Scene Three.

So now, help us improve this topic sentence further.

Why do you think that Shakespeare presents Othello as defying Iago, Brabantio and Roderigo's beliefs about him? Because remember in Act One Scene One, they are very prejudiced against him.

They mock him.

They compare 'em to an animal.

So why do you think Shakespeare wanted to prove them wrong almost in Act One Scene Three? Pause the video and have a think.

Alex has said, "Perhaps Shakespeare defies other characters' opinions of Othello because he wants to build the audience's positive opinion of Othello.

Because after all, a tragic hero has to be viewed positively by the audience." Laura says, "Yes." But she thinks we could potentially use a participle phrase to include that statement about Shakespeare's purpose.

Laura says, "I often use a word ending in -ing to start my participle phrase and I place it directly after the author's name." So it could sound a bit like this then, Shakespeare, criticising the society in which he lived, successfully defies other characters' opinions of Othello.

And the participle phrase is in purple there.

Alex has used a participle phrase to talk about Shakespeare's purpose.

And Laura thinks that's an excellent use of our participle phrase and it can be adapted to make the point that you want to make.

So if Alex and Laura go back to their idea of.

That Shakespeare defies other people's opinions of Othello to present Othello as a true tragic hero.

The topic sentence could look a bit like this.

Shakespeare, consciously crafting his tragic hero, successfully defies character's opinions of Othello.

Again, the participle phrase is in purple there.

So here is our new and improved topic sentence with the help of Laura and Alex.

Shakespeare, consciously crafting his tragic hero, successfully defies other characters' opinions of Othello.

Well done on your input to improve that topic sentence as well.

We're going to now move on to the next section of the paragraph.

Let's read how it looks altogether, so far.

Shakespeare, consciously crafting his tragic hero, successfully defies other characters' opinions of Othello.

That's the bit we've just improved.

"Most potent, grave, and reverend signiors, My very noble approved masters," this address shows his esteem as he gives respect to others despite having his own dignity questioned by Brabantio's harsh accusations.

Let's see what we can improve from this paragraph now.

I want you to discuss if there's anything that could be improved in this section before we introduce the first quote.

Pause the video and discuss that.

Let's hear what Izzy has to say.

Izzy said, "It is not clear what scene is being discussed here and there is no discussion of the context the quote was said in." That is very true.

The quote is almost just plunked, straight after the topic sentence.

We haven't introduced it, we haven't given it any context.

So let's look at how we can give a bit of context to that quote.

We could say, "Despite being accused by Brabantio in Act One Scene Three, Othello response respectfully and calmly.

See there, we've said what scene Othello says that quote, and we've also talked about why he says that? What the context surrounding the quote is? Izzy's top tip for introducing quotes is to cite the moment of the play in which it was said, and she thinks that makes it so much clearer.

I'd agree.

Do you? We could extend this even further by providing a quote to show what exactly Brabantio accused Othello of.

That's great advice from Izzy.

Let's give it a go.

So now the paragraph reads, "Despite being accused by Brabantio of witchcraft and stealing, abusing corrupting his daughter in Act One Scene Three, Othello responds respectfully and calmly.

We have really shown a solid understanding of the play, by the way we've introduced that quote.

Izzy said, "Talking about the moment in which the quote was said, and providing other quotes is a great way to link characters' interactions and quotes together." She says that no moment stands in isolation in a play, and she's absolutely right.

That paragraph is looking much better already.

Thanks, Izzy.

Now Sam is really impressed by the way that paragraph has been improved.

He said he's learned a lot from talking with his peers about a small section of analytical writing.

He wants your help summarising the tips from Alex, Laura, and Izzy.

Here are the five tips that Alex, Laura and Izzy gave us.

What you need to do is fill in the blanks to summarise each tip.

So pause the video and have a go at completing those tips.

Off you go.

Wonderful work.

The first tip is, try not to mention language devices in the topic sentence.

The second tip is use the topic sentence to discuss the writer's purpose, using evaluative adverbs such as clearly, successfully, cleverly.

The third tip is use a participle phrase to expand on the writer's purpose.

The fourth tip is to provide context for a quote by discussing the moment it occurs in the text before introducing it.

That not only shows your solid understanding of the play, but makes your paragraph so much clearer.

And finally, link moments and quotes together.

No point in the play stands in isolation, so always discuss as one moment, or event, or quote as being linked to other moments in the play.

Well done on summarising those tips.

You are now going to create a paragraph about Othello with some help.

So the first task is to rearrange the sentence fragments in the box to create a complex sentence with a participle phrase that explains how Shakespeare presents Othello.

So here are your sentence fragments.

Presents Othello as modest.

When he defends himself in Act One Scene Three.

Contradicting Iago's earlier claims that he's boastful.

Shakespeare.

So you have to rearrange all those fragments to make a coherent, meaningful topic sentence.

Your second task is to then expand on that idea by creating a paragraph.

Starting your next sentence with, In particular.

So you'll start your sentence with, In particular.

You could discuss Othello's comment that his own speech is rude.

And lastly, you could discuss, Iago's earlier claims that Othello is loving his own pride and purposes.

So your task in summary, is firstly, rearrange the sentence fragments to create a complex sentence.

And your second task is to add a further sentence, expanding on the idea to create a paragraph.

Pause the video and write your paragraph.

Great writing everyone.

I really enjoyed how you linked quotes together in that paragraph.

Here's what you may have written.

Shakespeare, contradicting Iago's earlier claims that he is boastful, presents Othello as modest when he defends himself in Act One Scene Three.

In particular, Othello states that he is rude in speech and little blessed with the soft phrase of peace.

It is clear to the audience that Othello's gentle, clear, and measured speech in this scene is at odds with this claim that his speech is rude as he defends himself eloquently against past accusations without any bitterness or contempt.

Perhaps his modesty stands from his own knowledge of 16th century Venetian prejudice against people of colour, which informs his self-image.

His self-depreciation contradicts Iago's earlier claim of Othello as loving his own pride and purposes.

The audience begin to doubt Iago's bias representation of Othello and from their own opinion of the tragic hero as someone who despite prejudice and stereotyping from other characters, demands respect and sympathy.

No worries if your paragraph doesn't look exactly the same, as long as you created a really meaningful and clear topic sentence and included a couple of quotes and really tried hard to link them together.

Very well done.

We are now moving on to our second learning cycle.

In this learning cycle, we're going to be writing our very own analytical paragraph about Othello in Act One Scene Three.

So as I said, we'll be writing one more paragraph on Othello, and this time we'll focus on his eloquence in telling the story of how Desdemona and he fell in love.

Here are the tips that we've gathered throughout this lesson to help you write this paragraph.

Number one, try not to mention language devices in the topic sentence.

Use the topic sentence to discuss the writer's purpose.

You can use evaluative adverbs such as clearly, successfully, and cleverly.

Number three, use a participle phrase to expand on the writer's purpose.

Provide context for a quote by discussing the moment it occurs in the text before introducing it.

Link moments and quotes together.

And I'm going to introduce you to one more tip, which is explore language connotations and devices.

That's gonna help you really dig into your quotes and analyse them effectively.

So as I said, we'll be looking at Othello's eloquence in this paragraph.

I want you to zoom in to line 149 to 196 of Act One Scene Three, where Othello defence his love for Desdemona.

And I want you to explore interesting examples of language in this section.

Here's some ideas to help you.

How does Othello clearly express his innocence? "She loved me for the dangers I had pass'd, and I loved her that she did pity them." What is special about this line in particular? How do you know Othello has been persuasive in his account? Because as we know, part of being eloquent is being persuasive.

And lastly, what form does his speech take which shows his fluency? Pause the video and have a go at finding some ideas for each of those questions.

Off you go.

So we know that that Othello is successful at declaring his innocence quite clearly because he said he responds directly to Brabantio's accusations.

He never deflects.

He never tries to change the subject.

He says, "This is the only witchcraft I have used." You can see he's not shy away from being accused of witchcraft.

He's not trying to bat away the accusation and talk about something else.

He is very, very clear and direct in the way he defends himself, which supports his innocence, supports that he is a convincing talker.

"She loved me for the dangers I'd pass'd, and I loved her that she did pity them." This line is very special and important.

It's one to remember throughout the play because it uses iambic pentameter split neatly over two lines.

And that proves the reciprocity of Desdemona and Othello's love.

Reciprocity means that the love goes two ways.

So we can see if the iambic pentameter is split in half over two lines that reflects their love.

How it is definitely two-sided, not one-sided like Brabantio suggests.

We know Othello has been persuasive because the Duke says, "This tale would win my daughter too." So Brabantio is quite weary of Othello, and thinks that Othello's used a witchcraft and thinks that someone like Othello could not win over his daughter.

But we know that Othello's story about how he fell in love with Desdemona and how Desdemona fell in love with him has been convincing because the Duke replies that such a amazing tale of war like Othello told, would also win his own daughter.

And lastly, Othello speaks in blank verse throughout Act One Scene Three, which gives a steady rhythm to his speech.

That adds to his fluency and reflects his authority.

Because characters of high status would often speak in blank verse in Shakespeare's plays.

Well done on answering those questions.

We've definitely explored some interesting examples of language in Act One Scene Three.

I want to check your understanding now.

We've just looked at Othello's eloquence and we've looked at evidence of it.

So what does not prove Othello's eloquence? That he was a great warrior? That he speaks in blank verse? Or that he successfully persuades the Duke of his innocence? Pause the video and answer that question.

Well done if you said, being a great warrior does not prove Othello's eloquence.

Being eloquent is about being fluent and persuasive in your speech.

So whilst Othello was indeed a great warrior, that doesn't mean he was fluent and persuasive in his speech.

It is the fact he speaks in blank verse that proves he's fluent and the fact he successfully persuades the Duke of his innocence that proves his eloquence.

It's now over to you.

You are going to write a paragraph answering the question, how does Shakespeare present Othello as eloquent in Act One Scene Three? Use the checklist that we've been referring to throughout the lesson to help you.

Here it is again.

I'll give you a moment to reread those tips.

Great, pause the video and write your paragraph.

Good luck, everyone.

Let's go through a possible answer.

Remember, it doesn't have to be exactly the same as what you've written.

But as long as you can take some ideas from it and compare it to your own to see what you may want to include next time.

So let's begin.

"Next, Shakespeare firmly places Othello as a noble character in Act One Scene Three, as he eloquently tells Brabantio, the Duke and the senators the story of how he and Desdemona fell in love, using blank verse which speaks to his dignity and authority.

He talks of his impressive war stories that she devoured, concluding 'She loved me for the dangers I had pass'd, and I loved her that she did pity them.

' The spitting of this sentence across two lines of iambic pentameter shows the genuine reciprocity of their love, proving his innocence against Brabantio's claims but not deflecting them.

'This is the only witchcraft I have used,' showing his directness.

He was not only able to win Desdemona over with his eloquent speech and tales of war, but also the Duke, who claims that 'This tale would win my daughter too.

' This shows how skilled Othello is at speech and conduct.

He is able to prove every negative opinion of him wrong, allowing Shakespeare to characterise him firmly as a tragic hero here as the audience now regard him highly and develop their sympathy towards him, knowing that Iago is plotting this honourable man's downfall." I'll give you a moment now to pause the video and check your own work.

Is there anything you want to add after reading that paragraph? Pause the video and check your work.

You've worked really hard on your writing today, everyone.

Great job.

Here's what we've learned in today's lesson.

Evaluative adjectives should be used in topic sentences, not devices.

A participle phrase can be added to a topic sentence to comment on the writer's purpose or links to context.

You could outline the moment in the plot before quoting.

And you should use multiple linking quotations, exploring language connotations, and devices when writing and analytical paragraph.

I hope you've enjoyed today's lesson.

I look forward to seeing it in another one very soon.