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Tempest intro
The document provides instructions for predicting ideas about William Shakespeare's play "The Tempest" by having students look at character names and imagery and use them to create a story. Students then compare their stories to an abridged version of the actual play to analyze similarities and differences. The activity aims to help students make informed guesses about the plot and themes of the play based on limited contextual clues.
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Tempest intro
- 1. PREDICTING You makeinformed guesses about the text.
- 2. When someone makes a point that isn’t obvious and you have to read ‘between the lines’ to find the meaning INFERRING
- 3. LO: To predictideas about the play of ‘The Tempest’ THINKING: What does predict mean?
- 4.
- 6. Memory Test! 10characters…. • Prospero • Sebastian • Miranda • Gonzalo • Caliban • Trinculo • Alonso • Stephano • Antonio • Boatswain
- 7. Would could happenin a play, with these ingredients? • A storm magic Slaves • father, daughter king • Fairy spirit • Clown jester • the sea an island
- 8. The Tempest byWilliam Shakespeare Working with your learning partner arrange the images you have been given, to create a story. (5mins)
- 9. Working independently Use yourimages to help you write a prediction for your story using no more than 40 words. (10 mins)
- 10. Mini Plenary: • Feedbacktheir ideas to the rest of the class
- 11. The Tempest byWilliam Shakespeare The play begins when King Alonso of Naples and his entourage sail home for Italy after attending his daughter's wedding in Africa. They encounter a violent storm, or Tempest. Everyone jumps overboard and are washed ashore on a strange island inhabited by the magician Prospero who has deliberately conjured up the storm. Prospero and Miranda live in a cave on the island which is also inhabited by Ariel, a sprite who carries out the bidding of Prospero, and the ugly, half human Caliban. Various plots against the main characters fail thanks to the magic of Prospero. The play ends with all the plotters repenting the Tempest is calmed.
- 12. Plenary: Compare yourstory with the abridged version of the play and make note of the similarities and differences. My story Abridged Version
- 13. Read through theAbridged version of the play
- 14. Homework Due • Imagineyou are a director of The tempest movie, pick which film actors you might cast to play each character from the play.
- 19. The following charactersare on their way to Italy for the wedding of Alonso’s daughter:- Stephano King Alonso Trinculo Antonio Gonzalo Boatswain Ferdinand
- 20. • These charactersare on board a ship that is being battered by a storm - or tempest. The ship's crew are hard at work trying to stop the ship from sinking.
- 21. Some passengers goup on deck. Alonso, the King of Naples Sebastian, Alonso's brother Antonio, brother of Prospero (a magician, who appears later) Ferdinand, Alonso's son Gonzalo, a servant of Alonso They think they are going to drown. Only Botswain has no fear.
- 22. 1.Prospero and hisdaughter, Miranda, look out to sea and see the shipwreck. 2. Miranda is worried by the storm.
- 23. 1. Prospero tellsMiranda not to worry as he planned the storm. 2. Prospero tells his daughter about how he was once the Duke of Milan and she was a princess, before his brother Antonio made plans against him and they had to escape to the island. Propspero makes Miranda fall asleep.
- 24. 1. Ariel, theservant of Prospero, tells Prospero that she created the storm as he asked. 2. Ariel tells Prospero how she led Prospero’s brother Antonio and the others to the island. Ariel says how the people left on the boat thought that they had died and returned to Italy. Ariel made sure the people from the boat were spread all over the island.
- 25. Prospero thanks Arielfor her service. Ariel tells Prospero she wants her freedom. Prospero says she can have it in 2 days time. Prospero sends Ariel to check on the people who have been washed up around the island. Miranda wakes up.
- 26. Prospero tells Mirandathat they are going to visit Caliban. Prospero and Miranda do not like Caliban. Miranda calls him a “villain” that she “does not care to look upon. “ Prospero does not like Caliban because he once attacked his daughter. After Prospero and Caliban arguing, Caliban sends him away to get firewood.
- 27. Ariel sings asong. She leads Ferdinand to Prospero and Miranda. Ferdinand thinks he is the only survivor on the island.
- 28. Miranda has neverseen another human on the island. She instantly falls in love with Ferdinand. Miranda thinks Ferdinand is a spirit and he thinks Miranda is a goddess. Prospero is not happy and makes Ferdinand his prisoner. .
- 29.
- 30. What is thename of Prospero’s two servants? A: Caliban +Ferdinand B: Ariel +Sebastian C: Ariel+ Flounder D: Caliban + Ariel
- 31. What is thename of Miranda’s father ? A: Ferdinand B: Prospero C: Antonio D: Gonzalo
- 32. What of thefollowing do you think Caliban would live in? A: skyscraper B: cave C: Villa D: house
- 33. Prospero puts thischaracter in prison? A: Alonso B: Gonzalo C: Antonio D: Ferdinand
- 34. Which of thefollowing characters is the King of Naples? A: Gonzalo B: Antonio C: Alonso D: Boatswain
- 35. Congratulations !!!! You’ve won £1,000
- 36. Arrival Activity Imagine thatyou have a magical servant who can change shape, become invisible, control the weather and create hypnotic music. Make a list of things you would tell your servant to do.
- 37. Caliban Learning Objectives To explore the relationship between key characters
- 38. Trading Insults http://www.pangloss.com/seidel/Shaker/ A B C simpering mad-headed dog wretched lily-livered whore-son insolent iron-witted noisem-aker bawling languageless slave blasphemous stretch-mouthed filth poisonous glass-gazing foot-licker abominable frosty-spirited hag-seed slovenly foul-spoken boil
- 39. Prospero: Awake, dearheart; we’ll visit Caliban. Miranda: (Waking) One, sir, I do not love to look on. Prospero: He fetches our wood, and serves in offices That profit us. (Calling) What, ho! slave! Caliban! Got by the devil himself upon they dam! Come forth, I say! There‟s business for thee! (Enter Caliban.) Caliban: A wicked dew drop and blister you all o’er! (Miranda recoils in fear.) Prospero: For this, be sure, tonight thou shalt have cramps!
- 42. Caliban: This island‟smine, by Sycorax, my mother. When thou camest first thou made much of me, And I showed thee all the qualities of th‟ isle. Cursed be I that did so! For now am I Your subject, which first was mine own king. Prospero: I used thee, lying filth, with human care, Till thou didst seek to violate my child! Caliban: (Roaring with laughter) O ho! O ho! Would’t had been done! I had peopled else this isle with Calibans! (Miranda buries her head in her father’s cloak. He comforts her.) Prospero: I took pains to make thee speak! Caliban: And now I know how to curse. (Spitting) The red plague rid you! Prospero: Hag-seed, hence! Fetch us in fuel, and be quick!
- 43. Prospero and Caliban •What do you learn about their relationship? • How do they speak to each other? • Caliban is stronger than Prospero, why doesn’t he fight him?
- 44.
- 46. Imagine you areputting on a stage production of The Tempest at school. Which of the images is closest to how you would portray Caliban, and why? Rank the pictures from most to least!
- 47. Imagine you areputting on a stage production of The Tempest at school. Which of the images is closest to how you would portray Caliban, and why? Rank the pictures from most to least!
- 49. 4. Caliban’s Complaint,1.2 330-435 • Read Caliban’s speech around the class, stopping when you reach a punctuation mark for the next person to take over. (Pass if you would rather not – but you may only have one word!) • Now read it in pairs as follow: Sit back to back. A has the script, B does not. A reads the first sentence or phrase with a blank voice – no expression. B repeats it, adding expression. Continue to the end. • Swap roles so that A repeats B. This time, A should sound as angry as possible.
- 50. • Using theShakespeare insults write a spell for Caliban to cast on Prospero
- 51. Learning Objective: To understand how characters are connected to each other.
- 52. Characters… • Pick twoof the characters from the book. • Read the description of them. • Draw the character and label the picture with their personality & character information.
- 53. Pupil Teacher • Shareyour character descriptions with the person next to you. • Teach them about the characters you have described.
- 55. Imagine you area director of the new ‘The Tempest’ movie, pick which film actors you might cast to play each part.
- 56. Prospero • He hasbeen living on a remote island with his daughter for 12 years after he fled from Italy. He was the Duke of Milan but his evil brother was working with the King to get rid of Prospero. Prospero has worked really hard on his magic which gives him the power he needs to punish and forgive his enemies.
- 57. Prospero NicolasCage Sid Owen Ralph Fiennes Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 58. Miranda • She isa young, innocent and naïve teenage girl who has lived with her father on a remote island since she was a baby. Her father is fiercely over-protective. Miranda is unfamiliar with the “real” world.
- 59. Miranda Ann Hathaway Miley Cyrus Patsy Palmer Pick one and write your reasons why you have chosen this particular actress e.g. I have chosen....because....
- 60. Ariel • A mysteriousspirit, neither male or female, who has magical abilities to fly and become invisible. Ariel feels trapped on the island and longs to be free. However, Ariel is also loyal and obedient if you could offer the opportunity of freedom from the island.
- 61. Ariel Daniel Radcliffe Elijah Wood Alison Hannigan Pick one and write your reasons why you have chosen this particular actor/actress e.g. I have chosen................because....
- 62. Caliban • A nativeof an island, sometimes described as a fish, and at other times as a monster. It is rumoured that his father is the devil himself. He is full of foul language, but will work hard for you – if you can tame him!
- 63. Caliban Shrek Danny DeVito Eddie Murphy Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 64. Alonso • Alonso isa king who has recently attended the wedding of his daughter. He fears that his son has been drowned and is at risk from political plots against him.
- 65. King Alonso Samuel LJackson Russell Crowe Robert DeNiro Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 66. Ferdinand • He isa good looking teenage prince, who has recently lost contact with his father, the King Alonso. Ferdinand is very romantic, and prone to falling in love quite easily.
- 67. Ferdinand Tom Welling Edward Cullen Zac Efron Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 68. Antonio • He isa Duke, who gained his title by dishonest means. Antonio is selfish and likes to bully and intimidate others. He is friends with Sebastian, King Alonso’s brother.
- 69. Antonio Sean Bean Simon Cowell Joe Pesci Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 70. Sebastian • Sebastian isKing Alonso’s brother. He sometimes envies his brother’s position, and can be cruel and unkind. He is also easily led by Antonio.
- 71. Sebastian DrEvil Ben Stiller Daniel Craig Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 72. Trinculo • Trinculo isa clown who likes to keep people entertained. He is also a coward, and likes to drink too much alcohol.
- 73. Trinculo Johnny Depp Dick or Dom (BBC) Jackie Chan Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 74. Gonzalo • He isan honest old man with very idealistic views about the world. Gonzalo is a loyal friend and companion who always looks on the bright side of life. He can be a little naïve.
- 75. Gonzalo Sean Connery Sir Alan Sugar Morgan Freeman Pick one and write your reasons why you have chosen this particular actor e.g. I have chosen................because....
- 76.
- 77. Learning Objective: Todevelop an understanding of Shakespeare’s language.
- 78. You or Thou? ‘Thou’was used instead of ‘you + verb’ • Thou art = you are • Thou hast = you have • Thou dost = you do Re-write into modern English: •Thou art swift •Thou hast beautiful eyes •Thou dost sing well!
- 79. Asking quesTions????? • Asin modern English, we ask questions like this: Are you? Have you? Did you? Would you? • In Shakespeare's day it would have been: Art thou? Hast thou? Dost thou? Wouldst thou? Re-write these sentences into Elizabethan English: Who are you? What do you do? Too easy????? Write one of your own…….
- 80. Thee • Thee wasused when the person was the object of the sentence- ‘you’: I give thee an apple. I defy thee. I love thee. Re-write these sentences I hate you I want you to be quiet Too easy????? Write one of your own…….
- 81. ThY And Thine •‘Thy’ means ‘your’ “This is thy doing.” “ I wish thy heart were mine.” “ It is thy love I want.” • Thine used in the same sense as ‘mine’. • This apple is now thine; All I have is thine; Re- write these sentences- It is your money I want This is your car This phone is mine That house is mine!
- 82. Modern Language • Tryto re-write this scene into modern English. • Egeus – Full of vexation come I, with complaint against my child, my daughter Hermia. • Egeus – I am very angry and I have a complaint against my daughter Hermia.
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- 89.
- 90. Learning Objective: To understand how characters develop and action is created.
- 91. Translate the Bard… Writeout these phrases in modern English… • What age art thou? • Which football team dost thee support? • What place dost thou visit for thy holidays?
- 92. Egeus’s Speech • Egeushas asked the Duke to help him persuade Hermia to marry Demetrius.
- 93. Egeus’s Speech Answer thequestions – remember to use a quote. • Why is Egeus angry? • What does Egeus want Theseus to do? • What does Egeus say that Lysander has been doing?
- 94. Learning Objective: To understandthe characters and main events of the play.
- 95. Remember… • Write downthree things you remember about the play. • E.g. A character name or something that happens.
- 96. Learning objective: To understandhow to select and use quotes that show how character’s emotions are communicated through speech.
- 97. Who are thefour lovers? (work out the anagrams)
- 98. The language oflove (or hate) • Shakespeare uses language to show how the lovers feel about each other. • Hermia: I frown upon him, yet he loves me still. • This tells us that Demetrius is in love with Hermia, even though she is horrible to him. • Find two other quotes that tells the audience how Hermia treats Demetrius.
- 99. Love Connections? • Whatdoes Helena think about Demetrius? – Find and write down at least three quotes. • What does Demetrius think about Helena? – Find and write down at least three quotes. Write your answers in full sentences. Use PEE chains.
- 100. Learning Objective: Tobe able to empathise with characters.
- 101. Empathy • Write downwhat the word means. • If you’re not sure – look in the dictionary.
- 102. Hermia Lysander Demetriu Helena s
- 103. Love Map! Demetrius • Create your own version of the love map. Helena • Show how and why Lysander the characters fall in and out of love during the story. Hermia
- 104. Facebook Status… • Pickone of the four lovers. • Imagine they are updating their Facebook status during their night on the island. • Write what their entries might be during the course of the night. Alonzo…is in lost on the island.
- 105. Learning Objective: To understandthe effect of fairies on the play.
- 106. What are fairies? •Write a short explanation of what you think fairies are.
- 107. Fairy Characters… • Shakespeareincluded a number of fairy characters in the play. • Remember and write down the names of fairy characters from the play. E.g. Peaseblossom.
- 108. Oberon’s Speech • Writea summary of Oberon’s speech. – Where is he describing? – Who will be sleeping there? – What does he want to do to Titania? – What is he asking Puck to do to the lovers? – When does he want to meet Puck?
- 109. Learning Objective: Tobe able to understand and explain a writer’s main idea.
- 110. The Mechanicals • Writedown anything you can remember about the Mechanicals. • E.g. • Names. • Jobs. • Parts played.
- 111. Act 3 Scene1 • Bottom. • Quince. • Snout. • Starveling. • Snug. • Flute. • Puck.
- 112. Character Descriptions • Pickone of the mechanicals. • Draw what you think they would look like. • Describe their character. • Find any quotes you can to back up your description.
- 113. The Audience • Howdid Shakespeare want the audience to react to the mechanicals? • Are they supposed to be serious characters or funny ones? Explain how you know this. Consider Names Jobs What they do in the play.
- 114. Learning Objective: To understandhow match a piece of writing to it’s purpose.
- 115. Who’s Who inTHE TEMPEST
- 116. What is areview? • Write a brief description of what a review is (e.g a play review). • Explain what the purpose of a review is. (Inform? Entertain? Describe?)
- 117. Film Review • Imaginativelanguage. • Show a clear opinion. • Be detailed – but don’t give away the ending. • Use the notes you made to structure your Remember review – one paragraph for each heading. Capital Letters Full Stops Punctuation – commas, etc.. Paragraphs. Spelling.
- 118. Learning Objective –To understand why a piece of writing is structured in a particular way.
- 119. Newspapers • What isthe purpose of newspapers? • Think about why people buy newspapers…
- 120. Newspaper Layout • Lookat the covers of two different newspapers. • Make a list of all the common features… – E.g. Pictures.
- 121. Masthead Sub-headline Text in Photographs columns Headline Caption
- 122. What Should YourNewspaper Have? • Headline article – A story that appears on the front page of the newspaper. It needs to be of real interest to a lot of readers, something that is going to make them want to buy the newspaper.
- 123. What Should YourNewspaper Have? • News articles – Stories that are about current events that will inform, educate and entertain many readers. • Entertainment section – Reviews of recently released books, films, plays.
- 124. Plan Your NewspaperLayout • Think of a name for your newspaper. – E.g. The Daily Athenian. Remember to include all the • Plan your articles elements of a newspaper. – One article on the lovers. – One article on the fairies. – One article on the workmen’s play.
- 125. Job Advert You willbe assessed using writing AF4, AF1 and AF2.
- 126. TASK • You area director of a theatre company. You are going to put on a production of The Tempest. You need an actor to play one of the key characters (Ariel, Prospero, Miranda or Caliban). • Your job is to create an advert to attract the best possible candidates.
- 127. • Paragraphs andCohesion (AF3/4) • *Make sure your writing has a clear beginning, middle and end • *Organise your writing into paragraphs (remember the TIPTOP clues for changing paragraphs) • *Use topic sentences to start each paragraph to tell your reader what you’re writing about • *Use some connectives in your paragraphs to link the sentences together (e.g. also, however,
- 128. • on Imagination & Appropriateness (AF1/2) • Level 3-4 • *Try to include extra description in your writing using adjectives & adverbs • *Ensure that you maintain the point of view of a single writer • *Choose features of the style of writing you are trying to use
- 129. AF1 – Imaginativetexts • I can write using relevant ideas and I develop my material with some imaginative detail. • I develop my ideas appropriately and establish a clear viewpoint and add detail where possible.
- 130. AF2 – Audienceand purpose • I can write so that the main purpose of my writing is clear and consistently maintained. • I can write using the correct form and features of specific types of writing and this appropriate style keeps my reader interested.
- 131. Theatre Programme You willbe assessed using writing AF7, AF8 and AF5.
- 132. TASK • A frontcover design, with title, production details and a relevant picture associated with the play. • A cast list including all of the characters and some information about who they are. • A synopsis of the plot (without giving the ending away).
- 133. AF7 – AmbitiousVocabulary • I choose my vocabulary to have an effect on my reader. • I use a reasonably wide vocabulary • Try to use the most ambitious word possible
- 134. AF8 – Spelling •I can identify the main purpose of a text, often through a general overview, e.g. ‘the writer is strongly against war and wants to persuade the reader to agree’. • I can identify the viewpoint in texts, with some, often limited, explanation • I have a general awareness of the effect on the reader, with some, often limited, explanation.
- 135. AF5 – Varietyof sentence types • I can use simple and complex sentences in my writing to make my ideas clear. • I regularly use connectives in my work to show the relationship between my ideas, eg. although, on the other hand, meanwhile etc. • I can also add in extra detail and change the word order of my sentences for effect.
Editor's Notes
- #6 Using this image, taken from a programme, and any prior knowledge of the play that they might have, students should create a brainstorm showing what the expect to find in the play. Eg its possible themes, events, setting, characters, storyline. Emphasise that you are interested in their expectations, not just what they actually know. When new impetus is required, introduce the next image (slide 3) – ask pupils to adapt or develop ideas in the light of it and repeat this process for the third image.
- #7 Give pupils one minute to focus on the names of the main characters and to commit them to memory. Then cover the names and challenge pairs to write all ten. Secure some of the more problematic spellings through a whole class look (teacher shows name on mini-whiteboard), cover (teacher removes from sight), write (pupils write on mini-whiteboards) check (teacher shows correct spelling and they compare.) Repeat or use another name, depending on the response.
- #16 Tell pupils that Caliban has been portrayed in a range of ways – both as an exploited native, forced to learn a new language, adapt to new customs and to give up the riches of his island to a colonial exploiter and as brutish, evil monster – capable of rape and without remorse. Ask pupils, in pairs, to decide how they would present the character if they were staging the play and which of the above images they would therefore choose.
- #17 Take feedback on the following series of portrayals of Prospero asking pupils which they would choose for a programme they were designing, if their intention was to communicate their own interpretation. Focus on gesture and body language - linking back to the status game. Now have a volunteer stand in front of the class as a lump of clay! Volunteer sculptors should then come out to turn the clay into a portrayal of Prospero. The class should be able to provide feedback on whether he appears benevolent, dictatorial etc. Experiment with adding other characters – eg Caliban, Miranda to the picture – how do sculptors convey important elements of these relationships? (Refer back to the final two slides in the series of images) If there is room, this could become a paired activity. Half the class could then evaluate the sculpture park created by the other half, and vice versa.
- #22 Introduction of characters 1 by 1.
- #39 The Tempest is a play full of conflicts. How many can pupils think of? Because of this, many insults are traded. Ask pupils to create their own by choosing a word from column A, one from B and one from C. They will want to share these! Working with a partner, they should then make up a conversation of insults between Caliban and Prospero.
- #46 Tell pupils that Caliban has been portrayed in a range of ways – both as an exploited native, forced to learn a new language, adapt to new customs and to give up the riches of his island to a colonial exploiter and as brutish, evil monster – capable of rape and without remorse. Ask pupils, in pairs, to decide how they would present the character if they were staging the play and which of the above images they would therefore choose.
- #47 Tell pupils that Caliban has been portrayed in a range of ways – both as an exploited native, forced to learn a new language, adapt to new customs and to give up the riches of his island to a colonial exploiter and as brutish, evil monster – capable of rape and without remorse. Ask pupils, in pairs, to decide how they would present the character if they were staging the play and which of the above images they would therefore choose.
- #48 Tell pupils that Caliban has been portrayed in a range of ways – both as an exploited native, forced to learn a new language, adapt to new customs and to give up the riches of his island to a colonial exploiter and as brutish, evil monster – capable of rape and without remorse. Ask pupils, in pairs, to decide how they would present the character if they were staging the play and which of the above images they would therefore choose.
- #50 Briefly paraphrase the speech before it’s read to maximise students chances of understanding. Pupils could read this several times, directed to make Caliban’s words sound despairing, or sarcastic, or as if he thinks the whole thing is very funny etc. Each row of pupils could be given different directions with the more successful interpretations being shared with the class.
- #52 AF3
- #53 Hand out & read the character notes.
- #78 AF2
- #83 Handout 2 – read with class.
- #91 AF2
- #93 Handout three
- #96 Play the animated tales version – pupils fill in quiz sheet as they watch. Share answers afterwards.
- #97 AF3
- #99 Read hand out 6 – discuss what lysander suggests they do. Then discuss how Shakey uses language to show how characters feel about each other.
- #100 Handout 8 – share some of the quotes on the board & talk through what they mean.
- #101 Writing AF
- #108 Read handout on superstitions.
- #109 Read act 2 – scene 1 summary sheet. In pairs read Oberon’s speech a couple of times.
- #116 Fill in missing answers worksheet.
- #118 Read the example film review on The Railway Children. Handout review sheets & watch the play (Pyramus & Thisbe) on the video on the system. 1hr 33 mins.
- #119 Newspapers
- #122 Students stick in and annotate their own front cover.
- #125 Pupils then spend one or two lessons planning & creating their newspaper front pages.