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
1. Where does the word ‘tragedy’ originate
from?
2. From which tradition/culture did dramatic
tragedy originate from?
3. Who does P.W. Buckham assert as the creator
of tragedy?
4. Which Roman tragedy did Shakespeare write
early in his career, before Romeo and Juliet?
5. How can we define a tragic hero?
6. How is Othello a tragic hero?
7. What are tragic heroes supposed to make us
think and feel?
8. What are the four main structural parts to a
Shakespearean tragedy?
9. What happens during the ‘falling action’? How
do we see this in Othello?
15 MINUTES – stage 2
 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
 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. Where does the word ‘tragedy’ originate from?
2. From which tradition/culture did dramatic tragedy
originate from?
3. Who does P.W. Buckham assert as the creator of
tragedy?
4. Which Roman tragedy did Shakespeare write early in
his career, before Romeo and Juliet?
5. How can we define a tragic hero?
6. How is Othello a tragic hero?
7. What are tragic heroes supposed to make us think and
feel?
8. What are the four main structural parts to a
Shakespearean tragedy?
9. What happens during the ‘falling action’? How do we
see this in Othello?