Year 8 The Tempest Homework

Term 5 and
Reading and Speaking and Listening assessment

S&L AF3 drama

Reading AF 2, 3 and 5.

Outcomes
Dramatic monologue (S&L)
Analytical essay on character (Caliban or Prospero)
(Reading)
Based on 6 weeks of 4 lessons (total 24 lessons)
1 LO to practise Shakespearean stagecraft (RAF7) Project on
NOTE TO TEACHER YOU WILL NEED A BOX OF magicians
PERCUSSION INSTRUMENTS AND A SUNNY DAY! learn a trick
Go outside with some chairs to create a ship on a stormy for end of
sea. Explain we are going to have a go at performing the term
opening scene of the play The Tempest even though presentation
they dont know what the play is about. Resource 1
Use Resource 2 which are some lines from the play.
Students can say these in pairs and shout them out when
instructed or randomly.
The idea is to create a lot of noise that they have to shout
the lines over.
Plenary This can then be used for a discussion about
problems that Shakespeare might have faced in staging
this opening scene convincingly.
2 LO to explain the importance of social status in
Shakespeares theatre
Starter Use Resource 3. Explain these are the
characters in the play.
Main students to work in pairs to rank them in order of
importance.
Plenary discussion about power and hierarchy. Could
also include discussion about the status of women. This
might also touch on the fact that female roles would have
been played by men.
3 LO to understand the plot
Watch the animated tale on You tube. It is about 35 mins
long.
http://youtu.be/2XZ091CEgNU
Resource 4 with some basic comprehension questions.
4/5 LO to pick out quotations that show Prosperos
relationship with Miranda (AF2, 3 and 5)
Explore Prosperos relationships in Act 1 scene 2. Use
Resource 5 to go through the lines of the play.
Use Resource 6 to help structure some PEA chain
responses.
Plenary - Use Resource 7 with some words to describe
Prospero here. What type of father is he?
6 LO/to use quotations to explore the power Prospero has
NOTE over Ariel (AF2, 3 and 5)
MISS Use Resource 8 to read about Prospero and Ariel. Use
THIS ONE
OUT IF
Resource 9 to gather evidence about their relationship.
YOU Plenary summarise their relationship in the box
HAVE
LIMITED
TIME
7 /8 LO/to analyse the relationship between Prospero and
Caliban (AF2, 3 and 5)
Use Resource 10 to read about the relationship between
Prospero and Caliban. Explore the relationship between
Caliban and Prospero using Resource 11.
Plenary how are the relationships different? Explore as
a class.
9 LO/to structure an essay
NOTE you Essay title: How might an audiences feelings towards
might need to
amend Prospero vary or change during Act 1 scene 2?
scaffold if you Starter :Use Resource 7 which has words describing
are not
looking at Prospero. What words would they use and why
Ariel Main
Help students plan an essay: Use Resource 12 to scaffold
10/11/12 Write the essay use success criteria and link to AFs 2, 3 Written
and 5. assessment
Use Resource 18 for success criteria. on Prospero
RAF2, 3 and
5
13 LO to identify iambic pentameter and comment on its
effect (RAF5)
Starter look at some magic tricks on You tube
http://youtu.be/EYAril5KqoY
Look at Prosperos spell in Act 5 scene 1 Resource 13.
Discuss iambic pentameter
Plenary why is this meter useful for a spell? Write
your own spell to conjure up a feast in iambic
pentameter.
14 LO/to practise stagecraft skills
Read And Act 2 scene 2 extract when Trinculo discovers
Caliban Resource 14
Design a costume for a stage production of The
Tempest for Caliban. Label your design using
quotations from the text (AF2).
15 LO/to draw conclusions from a characters speech
Go back over Resource 10 Calibans speech to Prospero
Act 1 scene 2 lines 331-344
Look at his vocabulary: single syllable words, references
to nature, strokst and camst. What does his
language tell us about him? Why does he speak in this
way?
16/17/18 NOTE this is either a back-up essay or an opportunity
 to do a less scaffolded essay on Caliban.

To what extent does Shakespeare make the audience

sympathise with Caliban throughout the play?

Use the Resource 15 grid and Resources 10, 16 and 17,

to structure PEA chains.

Write the essay.

Use Resource 18 for success criteria

19 LO/to use a characters speech as inspiration for drama
(S&L 3)
Go back to the speech that Caliban makes about Prospero
taking away his island. How would you feel if
something you owned was taken away from you?
Main work in pairs. One person take the character of
Prospero; the other Caliban. Write a script about
Prospero telling Caliban that he is taking the island away
from him. They can do it as separate monologues; they
can think about positioning on stage to symbolise the
relationship between the 2 characters.
20 LO/to deliver a script
Starter look at objectives for successful s&l drama.
What will be looked for?
Main pupils deliver their drama.
Plenary feedback and mark from peers and teacher