Good Samaritan Catholic College

Year 10 English Task 3: Oral Presentation

(William Shakespeare - Othello)

Unit William Shakespeare’s Othello

Date Due Monday 26th August, 2024 (Week 6)

Hand In Submit a copy of your transcript to your classes Google Classroom by 08:25 am on the due
Instructions date.

You will also be required to submit ONE printed copy of your transcript of your presentation and
ONE set of palm cards to your teacher on the due date / your next English period; this copy
can be used as notes during your presentation.

You will be assessed on Speaking and Listening in class during your first lesson on or after the
due date.

Total marks 20% (Knowledge and understanding 10%, responding and communicating 10%)

Outcomes EN5-1A: Responds to and composes increasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure.
EN5-4B: Effectively transfers knowledge, skills and understanding of language concepts
into new and different contexts.
EN5-8D: Questions, challenges and evaluates cultural assumptions in texts and their
effects on meaning.

Context In class you have been studying William Shakespeare’s Othello and how its themes and
ideas, such as love, race, jealousy, have been represented in Shakespeare’s play.
Through your class studies, you have come to a deeper understanding about the
representation of the concerns in the text, and how they may reflect the context in which
Shakespeare was writing. Your oral presentation will reflect your understanding of the
concerns and of the way in which Shakespeare explores these ideas.

Task You are to present to your class a two to three (2-3) minute oral presentation in response to the
Description chosen question.

Question Options:
- Othello is the villain of the play because he allows himself to reveal the
dangers of jealousy.
Based on your understanding of the play, to what extent is this statement true?

Your oral presentation should demonstrate a holistic understanding of the characters in the
play, particularly Othello and techniques and include evidence to support arguments;
please note that quotes should be in the original Shakespearean text

Your presentation should also utilise sophisticated speaking and presentation skills,
including effective use of voice control, volume, pace, pause, eye contact and body
language.
Criteria for You will be assessed on your ability to:
Assessment ● Compose responses to key questions with understanding of key issues pertaining to
Othello and integrate textual evidence.
● Present a perspective on the ideas explored in Othello.
● Speak with confidence in response to ideas of set texts.

All My Own By submitting this task I acknowledge that it is all my own work. Where I have used the work of
Work others in my task I have acknowledged this by referencing the work that I have borrowed.

Name:___________________________________

Year 10 English Task 3 2024

MARKING CRITERIA

● Demonstrates sophisticated understanding of the concerns of Othello, presenting

convincing and logical arguments in response to the chosen question. (K1)
17-20 ● Supports responses with perceptive integration of judicially chosen textual evidence
A and thoughtfully analyses how it conveys meaning. (K2)
● Employs sophisticated and sustained speaking and presentation skills, including
effective use of intonation, volume, pace, pause, eye contact and body language
(S1)
● Communicates confidently and cohesively using language appropriate to purpose,
context and audience. (S2)

● Demonstrates detailed understanding of the concerns of Othello, presenting

convincing arguments in response to the chosen question. (K1)
13-16 ● Supports responses with effective integration of appropriate textual evidence and
B describes how it conveys meaning. (K2)
● Employs sophisticated speaking and presentation skills, including effective use of
intonation, volume, pace, pause, eye contact and body language (S1)
● Communicates confidently using language appropriate to purpose, context and
audience. (S2)

● Demonstrates sound understanding of the concerns of Othello, presenting

9-12 arguments in response to the chosen question. (K1)
C ● Supports responses with some integration of chosen textual evidence (K2)
● Employs sound speaking and presentation skills, including sound use of intonation,
volume, pace, pause, eye contact and body language (S1)
● Communicates soundly using some language appropriate to purpose, context and
audience. (S2)

● Demonstrates limited understanding of the concerns of Othello, presenting

arguments with little relevance to the chosen question. (K1)
5-8 ● Composes limited responses to key questions with limited textual evidence. (K2)
D ● Employs limited speaking and presentation skills, such as limited use of intonation,
volume, pace, pause, eye contact and body language (S1)
● Communicates in a limited fashion, with limited use of language appropriate to
purpose, context and audience. (S2)
 ● Demonstrates minimal responses to key aspects of the texts’ exploration of the
ideas in the question. (K1)
1-4 ● Presents few, generalised points about the texts with minimal engagement with key
E questions and no textual evidence (K2)
● Makes no attempt to employ presentation skills, including no use of intonation,
volume, pace, pause, eye contact and body language (S1)
● Presents few, generalised points about the texts with minimal use of language
appropriate to purpose, context and audience. (S2)

Mark Feedback:

/20
Scaffold for a Speech
Introduction

Greeting - address the question you have chosen

Outline of topic - your response to the chosen

question. Ensure you make use of evaluative
language.

Identify the arguments you will discuss, and how

they contribute to your overall argument.

Use technique to engage the audience - humour,

anecdote, rhetorical question

Body #1: Othello

Begin with an evaluative sentence that clearly
outlines your argument about how Othello is or isn’t
the villain in the play.

Ensure you make reference to Othello and his

interactions within the play, as well as any
relevant techniques and evidence, including
quotes in their original Shakespearean form.
Think particularly about the techniques, such as
simile, metaphor, contrast, imagery, and the quotes
from the play you can use to support the
techniques and ideas.
For example, the (technique) used in the line (quote
the line here) demonstrates how (come back to
your argument from the opening sentence).

Body #2: Jealousy

Begin with an evaluative sentence that clearly
outlines your understanding of the dangers of
jealousy in the play.

Ensure you make reference to dangers of

jealousy within the play, as well as any relevant
techniques and evidence, including quotes in
their original Shakespearean form.
Think particularly about the techniques, such as
simile, metaphor, contrast, imagery, and the quotes
from the play you can use to support the
techniques and ideas.
For example, the (technique) used in the line (quote
the line here) demonstrates how (come back to
your argument from the opening sentence).

Conclusion
Summarise your key points
Restate your thesis
Leave audience with a provoking thought
 The Differences Between an essay and a speech

Similarities Differences

● Need to address the question ● Essay is in third person, speech may use first person.
● Need an argument/ assumption Using “I” is more meaningful and immediate. Include
● Need to analyse (Techniques, personal anecdotes - tell a story!
examples, effects) ● A speech is not just informative, it needs to be engaging.
● Need a link The audience is directly in front of you when delivering
● Use language of evaluation a speech, so you need to keep them engaged and
● Use language of representation address them throughout.
● Formal language ● Need to include language techniques such as rhetorical
questions, emotive language, repetition, anaphora,
anecdotes, direct quotations from other sources,
humour etc which can help to engage your audience as
well as persuade your audience
● Delivery is critical in keeping your audience engaged as
well as in enabling you to get your message across
successfully.
● Delivery is your punctuation in a speech - tone,
inflection, movement, hand gestures and facial
expression replaces punctuation.
● In a speech it is important to repeat key points as your
audience can’t reread confusing bits or something
they’ve forgotten, so you need to remind them.
● Use sound devices such as alliteration and rhyme, or
repetition and anaphora to highlight key points.
● Use analogies, imagery, hyperbole and metaphors to
evoke emotion from your audience
● Use high modality language to come across as confident
and knowledgeable
● Use transitions - sometimes your audience won’t
recognise what’s important so you can use a rhetorical
question like “What does this mean?” and follow it with
a pause. Or a phrase like “So here’s the lesson…” alerts
them that something important is about to be shared.
● Use sequencing words to indicate you are starting a
new point - the audience can’t see a new paragraph has
started. For example “Another important idea evident in
this text is…”