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This idea reinforces what the students know first, allows them to apply it to what they are reading (text) and identify the concept in the text and then support their analysis of the text with text evidence and then a connection to theme and authors purpose.

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Give students five minutes at the end of the period for an exit slip: Students could provide the character they chose for Fool and support their choice with evidence.

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Create a visual representation of the Fool Archetype. A one-pager can be developed in which a visual metaphor is created for a chosen character. 

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Create a visual representation of the Fool Archetype. A one-pager can be developed in which a visual metaphor is created for a chosen character. 

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One of the things that she is missing is streamlining what she is expecting. So, it would be great to create a chart like "Says Means Matters" chart on page 30 that deals specifically with the three things she is trying to drag out of them.

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Writing from the perspective of another:

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Writing from the perspective of another:

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I think it would be interesting to have students write a short bio poem or short biographical paragraph(s) from the perspective of the fool. By having students assume the role of the fool, it would provide more insight into their understanding of how a fool behaves in a story.

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Before having students share with each other, have them identify examples of fools and then after the share out and review of the criteria, have students return to the list and revise based on the new information. Then use the strategy on page 25 to compose "a well-organized paragraph" explaining their thinking about how their examples (and non-examples) reflect the criteria AND WHY. This will force cognitive struggle as students would have to review their previous ideas and match them against the criteria

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A Fool's Perspective on Rhetorical Precis

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A Fool's Perspective on Rhetorical Precis

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I think this teacher could've gone one of two ways. 1st, she could've had them to do the Rhetorical Precis index card where they needed to explain and summarize a character as a fool with support for what they know based on the characteristics given. This gives them a chance to double back on their original thoughts and either support or shift their views based on the new information.
2nd, she could have them to do the perspective writing, having them to extend the idea of their "fool" character and say what type of commentary they might have on the society of the world they occupy. This would show what they know of the archetype as well as their understanding of the novel/play/text itself.

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Students could use the three slide presentation as a way to identify their example, explain choice with evidence and identify the relevance of this character within the text.

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I would recommend this teacher use some type of questioning techniques to ensure that students are understanding the lesson. Using the rhetorical precis structured summary notes could assist the teacher with this.

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I would recommend this teacher use some type of questioning techniques to ensure that students are understanding the lesson. Using the rhetorical precis structured summary notes could assist the teacher with this.

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Writing from the perspective of another:

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Writing from the perspective of another:

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Students could write an imagined scene, letter, or diary entry from the perspective of the fool character.  The focus should be on the rationale of the character, where he or she might explain the fool's actions and words.  The imagined writing would also reveal the student's understanding of the role of the fool and defining archetypal characteristics.

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Writing from perspective of character in the text 

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Writing from perspective of character in the text 

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I would have student create their own scenario taking on the identity of the fool. They could use an example from their own lives and apply it to the lesson. A secondary choice would be to act out a scene with others in a group.

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Now that students have reviewed the character type, and understands its role in society, and how it functions in literature, the teacher can create a writing or presentation task that allows students to demonstrate their ability to analyze the fools’ purpose/impact on a particular character in the text, or in a particular situation.

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Now that the teacher has given them a basis of understanding, it is time to see if they really understand the role of the fool and if they can explain it. I like the rhetorical precis on a notecard (figure 1-8 on page 25) where they can articulate HOW they know that the fool they chose is an appropriate choice; they can defend their answer with examples and go back to the teacher's definition of a fool for support.

They could then turn and explain their notecard to a peer and get feeback on it to see if they can make their case stronger.

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In the beginning of Act IV of Othello, consider the impact of the clown's role on the meaning of the text as a whole.  What does he do?  What does he say?  What does he know?
How does Shakespeare use this character to enforce meaning?
Construct a presentation of 3 slides.  Consider 3 Dimensional Traits of a character and the traits of the Fool Archetype -
Slide One; student identifies the traits the clown possess.
Slide Two: student articulates Shakespeare's possible purpose in creating Othello as a social critique.
Slide Three: Student explains Shakespeare's CHOICE in the clown and its impact on the meaning of the play as a whole.

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My recommendation includes building in literary analysis through the use of Google docs. I would have them use Burke's strategy of students questioning and responding to each other (p. 27). After they had responded to the teacher provided excerpts of passages from Romeo and Juliet (Perhaps they can argue the effectiveness of Mercutio versus the musicians on lightening the mood), I'd have them then choose a peer's opposing response and write a new piece from a peer's perspective.