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It's an accessible and popular option, and there's an ever-increasing amount of material becoming available to assist teachers and students. I usually approach the pairing by having students read The Tempest in one goand then looking at Shakespeare's text through the lens of Hag-Seed.
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One of the literary structural conceits used by Atwood in her novel is the Growth Mindset In Othello. In this context, an epigraph is the use of a quote or phrase at the beginning of a text to 'prime' the reader. This is a form of textual allusion, which Othelll fitting when we consider that Hag-Seed itself is a giant piece of textual allusion. Atwood isn't shy in this regard, she uses not one epigraph but three. Here's a sheet that invites students to analyse the epigraphs: The Art of the Epigraph in Hag-Seed In this activity, students: Look at what an epigraph is and how it functions. Take the intertextuality a step further by using a quote from either The Tempest or Hag-Seed as Can Dogs Eat Avocado Research Paper epigraph for their own piece of writing.
Epigraphs are important for Advanced students to learn about because they exist as a higher order form of comprehension. They are a sophisticated Growth Mindset In Othello potentially obscure way for writers to experiment http://pinsoftek.com/wp-content/custom/life-in-hell/abraham-lincolns-assassination.php abstraction, a way to distil the essence or thematic core of a piece of writing, or to even ironically write against the idea of a piece. Socratic Discussion Another way of getting Advanced students to better comprehend the textual conversation between The Tempest and Hag-Seed Othelll the use of Socratic circles. This allows for the generation of discussion about the texts without focusing too much Othelpo lower order skills like grammar and sentence construction. I've already written about this approach Growyh while back if you're source Socratic circles and, for the purposes of this blog entry, I've included some useful discussion questions below.
I like to use these questions around the halfway mark in the module - they're intended to push quieter students into forming and voicing opinions, and can also give struggling writers Growtn opportunity to demonstrate their advanced thinking. The beauty of Socratic discussion is in sparking a single comment from a more forthright student and then watching other students build on this or react to it. Growth Mindset In Othello, here are the questions: Does Prospero have the right to enslave Caliban? Prospero's most prized possession is his books and he arranges to take these with him to the island, along with his daughter. What two items would you take? Should Prospero have forgiven Antonio? Does he have a right to revenge? Felix tells himself to 'trust the play' but then learn more here himself with 'but is the play trustworthy?
Thinking of Caliban and the inmates in Hag-Seed, which is more influential - nature or nurture? In what way is Miranda a product of her time? Prospero was overthrown by his own brother, which is indicative of a familiar thread in Shakespeare's plays. What is this theme and is it still relevant today? Who is more justified in his methods - Prospero or Felix?
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In what way is the theme of 'performance' relevant to our everyday lives? Who is 'the Other' in our society? Are they fairly represented in the media? Fairly represented in Shakespeare's time?]
Excuse, that I can not participate now in discussion - it is very occupied. I will be released - I will necessarily express the opinion on this question.
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