Tempest Plans and notes

1. PREDICTING
You make informed 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 predict ideas about the
play of ‘The Tempest’
THINKING:
What does predict mean?

4. I predict...

6. Memory Test! 10 characters….
• Prospero • Sebastian
• Miranda • Gonzalo
• Caliban • Trinculo
• Alonso • Stephano
• Antonio • Boatswain

7. Would could happen in a play,
with these ingredients?
• A storm magic Slaves
• father, daughter king
• Fairy spirit
• Clown jester
• the sea an island

8. The Tempest by William Shakespeare
Working with your learning partner arrange the images you have
been given, to create a story. (5mins)

9. Working independently
Use your images to help you write a prediction for your
story using no more than 40 words. (10 mins)

10. Mini Plenary:
• Feedback their ideas to the rest of the class

11. The Tempest by William 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 your story with the abridged version of the
play and make note of the similarities and differences.
My story Abridged Version

13. Read through the Abridged version of the play

14. Homework Due
• Imagine you are a director of The tempest
movie, pick which film actors you might
cast to play each character from the play.

19. The following characters are on their way to
Italy for the wedding of Alonso’s daughter:-
Stephano
King Alonso
Trinculo
Antonio Gonzalo
Boatswain
Ferdinand

20. • These characters are
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 go up 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 his daughter,
Miranda, look out to sea and
see the shipwreck.
2. Miranda is worried by the
storm.

23. 1. Prospero tells Miranda 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, the servant 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 Ariel for 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 Miranda that 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 a song. She leads Ferdinand to Prospero and Miranda.
Ferdinand thinks he is the only survivor on the island.

28. Miranda has never seen 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. Shakespeare
THE TEMPEST
MATHMATICIAN

30. What is the name of Prospero’s two servants?
A: Caliban +Ferdinand B: Ariel +Sebastian
C: Ariel+ Flounder D: Caliban + Ariel

31. What is the name of Miranda’s father ?
A: Ferdinand B: Prospero
C: Antonio D: Gonzalo

32. What of the following do you think Caliban would live in?
A: skyscraper B: cave
C: Villa D: house

33. Prospero puts this character in prison?
A: Alonso B: Gonzalo
C: Antonio D: Ferdinand

34. Which of the following 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 that you 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, dear heart; 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‟s mine, 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. http://www.petelevin.com
http://www.museangel.n
http://www.pangloss.com

46. Imagine you are putting 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 are putting 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 the Shakespeare 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 two of 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
• Share your character descriptions with the
person next to you.
• Teach them about the characters you
have described.

55. Imagine you are a director of the new
‘The Tempest’ movie, pick which film
actors you might cast to play each
part.

56. Prospero
• He has been 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
Nicolas Cage 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 is a 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 mysterious spirit, 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 native of 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 is a 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 L Jackson 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 is a 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 is a 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 is King 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
Dr Evil 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 is a 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 is an 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. Who am I?

77. Learning Objective: To develop
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?????
• As in 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 was used 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
• Try to 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.

83. Title: Tempest Characters
LO:

84. WHO?

85. WHO?

86. WHO?

87. WHO?

88. WHO?

89. WHO?

90. Learning Objective: To
understand how characters
develop and action is created.

91. Translate the Bard…
Write out 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
• Egeus has asked the Duke to help him
persuade Hermia to marry Demetrius.

93. Egeus’s Speech
Answer the questions – 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
understand the characters and
main events of the play.

95. Remember…
• Write down three things you remember
about the play.
• E.g. A character name or something that
happens.

96. Learning objective: To
understand how to select and use
quotes that show how character’s
emotions are communicated
through speech.

97. Who are
the four
lovers?
(work out the
anagrams)

98. The language of love (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?
• What does 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: To be able
to empathise with characters.

101. Empathy
• Write down what 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…
• Pick one 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
understand the effect of fairies
on the play.

106. What are fairies?
• Write a short
explanation of
what you think
fairies are.

107. Fairy Characters…
• Shakespeare included 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
• Write a 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: To be able to
understand and explain a writer’s
main idea.

110. The Mechanicals
• Write down anything you can remember
about the Mechanicals.
• E.g.
• Names.
• Jobs.
• Parts played.

111. Act 3 Scene 1
• Bottom.
• Quince.
• Snout.
• Starveling.
• Snug.
• Flute.
• Puck.

112. Character Descriptions
• Pick one 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
• How did 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
understand how match a piece of
writing to it’s purpose.

115. Who’s Who in THE TEMPEST

116. What is a review?
• 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
• Imaginative language.
• 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 is the purpose of newspapers?
• Think about why people buy newspapers…

120. Newspaper Layout
• Look at 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 Your Newspaper
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 Your Newspaper
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 Newspaper Layout
• 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 will be assessed using writing
AF4, AF1 and AF2.

126. TASK
• You are a 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 and Cohesion (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 – Imaginative texts
• 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 – Audience and 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 will be assessed using writing
AF7, AF8 and AF5.

132. TASK
• A front cover 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 – Ambitious Vocabulary
• 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 – Variety of 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.