Othello Group Test:
Lesson Objectives:
Know: Key concepts in Othello including but not limited to: extended metaphor, simile, hyperbole, tragic flaw, foil, rhetoric, repetition, etc.
Understand: Students understand the techniques employed by successful test-takers, including: use of textual support, reflection, process of elimination, and inference.
Do: Analyze key passages from Othello and transfer enhanced analytical skills to sophisticated test questions.
Test Format and Procedures
v Students will review
multiple-choice strategies and organize notes prior to test.
v Students will begin by
reading the questions/answer choices and selecting initial answer choices (13
minutes.)
v Students will write down
concerns and questions that they have after individually attempting all
questions.
v Students will be placed in
“round one” of groups (3-4 students) to discuss questions of concern/confusion.
Emphasis will be on returning to the text for support/evidence.
v Students will be placed in
“round two” of groups (3-4 students) to discuss questions of concern/confusion.
Emphasis will be on returning to the text for support/evidence.
v Students will return to
their original location, review their notes from prior to the test, round one
and round two, and will commit to their final answer choices.
v Students will hand in their
tests.
v Students will reflect on the
process and what they have learned from the process.
Terms to know
for the test:
Simile
Personification
Metaphor
Hyperbole
Assonance
Alliteration
Repetition
Tragic Flaw
Pathetic
Fallacy
Irony
Understatement
Exposition
Rhetoric
Foil
Extended
Metaphor
Rhetorical
Question
Heroic
Couplet
Internal
Rhyme
Syntax
Parallel
Construction
How to approach sophisticated multiple-choice questions
1.
Situation
• who? to whom?
2.
Structure
•
poetry: how stanzas relate
• what word in ______ relates back to ______
•
prose: how one paragraph relates to another
• progression of thought and overall structure
3.
Theme
• whole and parts
4.
Grammar and Word Meaning
• specific word
choice definitions within context
• pronoun references
• paraphrase word choice
• subject of long sentence is…
5.
Diction
• poetry: Use of _______ indicates
• poet’s idea of _________ is suggested by _______
• prose: choice of verbs in paragraph 4 suggests
_______
• speaker’s anger is implied by ________
6.
Images/ Figurative language/ Literary Technique
• Purpose of a metaphor
• analogy in 2nd paragraph
7. Tone
8.
Rhetoric (mostly in prose)
• function of last sentence
• effect of shift in point of view
Styles of Questioning:
A. FACTUAL
•
phrase presents example of…
• all
are Figurative language except
• Man
in line ___ is pictured mainly in his role as ___
• in
line ___ the ___ is seen chiefly as …
• in
line ___ the speaker regards himself as …
•
beginning in ___ speaker does which …
•
excerpt is written in …
•
according to the speaker, …
•
“they” in line ___ refers to …
• the
object of “to” in line ___ is …
B. MAIN IDEA
•
______ hated ______ because _____
•
parable of _______ serves to _______
•
_______ believed human nature is ________
• which
best describes ______ at the end
• tone
• which
describes how ____ felt about …
•
passage is concerned with …
•
relation between line ____ and line ___ is best described as …
• main
point about ___ is …
• line
___ speaker attempts to …
• style
is characterized by …
• irony
rests chiefly on ______
C. HIDDEN IDEA
• ____
interpreted to mean
•
phrase evokes ______
• image
of _______ refers to …
•
________ most likely represents ______
• can
be inferred
• in
line ___ the phrase “ ____” means _____
• line
___ suggests that …
• can
be inferred speaker would agree with …
REASONS ANSWERS ARE WRONG
1.
Irrelevant to the question
2.
Contradictory to the passage
3.
Unreasonable (the “Huh?” choice)
4. Too
general or too specific
5.
Never addressed in the passage
6. Look
for the SPECIFIC WORDS that make the answer wrong. Remember the difference
between a right answer and the BEST (credited) answer. More than one can be
right; look for the best. Avoid distractions!
sample collaborative group
Instructor discussing collaborative groups
Group Test Reflection:
sample collaborative group
Instructor discussing collaborative groups
Group Test Reflection:
The most challenging aspect(s) of
sophisticated multiple-choice questions is/are:
Through the group test discussions
I was able to clarify my understanding of the following concept/thought
process/questioning techniques.
As a result of group testing,
students often witness strategies from their peers that typically aren’t shared
and discussed in individual testing situations. After today’s group test, identify a strategy,
organizational method or thinking process that you improved by working with
your peers. Be sure to indicate
the name of the student who deserves the credit.
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