TEACHING SHAKESPEARE: Year 8 Shakespeare Festival - The Tempest - Scheme of work
by Jan Heron
Extracted from Scene 2011-12 March Issue 3
TEACHINg SHAkESPEARE
Year 8 Shakespeare Festival
– The Tempest – Scheme of Work
By Jan heron
Assessment Focuses
Speaking and listening
AF 1 – Talking to others;
AF 2 – Talking with others;
AF 3 – Talking within role-play and drama;
Af 4 – Talking about talk.
Reading
AF 2 – Understand, describe, select or retrieve
information;
AF 3 – Deduce, infer or interpret information,
events or ideas;
AF 5 – Explain and comment on writers’ use
of language, including grammatical and
literary features;
AF 6 – Identify and comment on writers’
purposes and viewpoints.
Lesson 1: The Storm
Starter
Divide class into two or three groups. Hand
out image of ship - what would the sailors have to
do on a ship like this?
There is a good slideshow at http://www.
goldenhind.co.uk/gallery.php which would be a
great stimulus for this.
Exploring Act 1 Scene 1
Groups sit and listen:
Before our play starts, Naples is ruled by a King
named Alonso. He has one son named Ferdinand,
and a daughter, Claribel, whom he loves dearly.
Claribel has just been married to the King of Tunis,
and Alonso with his whole court sailed in a fleet
of ships like this to Africa for the ceremony. The
celebrations over, the Neapolitan fleet starts for
home again.
Pupils get to their feet, take on the character
of a member of the crew and re-create the scene
on the ship, taking their cues from the story.
All goes smoothly until suddenly, out of a clear
blue sky, there is a loud crack of thunder and the
ship is hit by a tremendous storm. The rain lashes
down, the ship lists violently to one side, then as
suddenly rolls to the other ... the sailors rush to
release the sails so they won’t tear or pull the ship
over ...others run to tie down objects that might
be of value or might slide around dangerously.
The frightened passengers rush on deck, getting in
the way of the crew and hampering their frantic
efforts......until with a great crash and tearing, the
ship’s timbers split under the buffeting power of the
waves and all are thrown into the sea.
Now give out a fragment of text to each
pupil. Ask them to consider:
• Wheninthescenemightthisbespoken?
• Bywhatsortofcharacter?
• How?
Each group has a few minutes to put together
26 Issue 3 | 2011-12 March | Scene
a short performance of the scene incorporating
their text.
If time, show the work to each other.
Plenary
Why might Shakespeare have chosen to start
with this scene? How effective would it be in
hooking the audience? Relate this to Elizabethan
theatre conditions/context of exploration if
appropriate.
What questions do the audience have? What
do you think will happen?
What have we learned/enjoyed? Or not?
Possible extension
You could end by explaining that this storm
was no accidental freak of weather. It has been
deliberately conjured by a powerful sorcerer who
has watched the fleet from a nearby island.
Why might he have done this? Groups
compose a back-story and either perform or tell it.
Resources for Lesson 1: The Storm
Handout images of battleships from the 1800’s –
can be found online.
Act 1 Scene 1:
Text Fragments
Speak to the mariners: fall to’t, yarely,
We run ourselves aground: bestir, bestir!
Yare, yare! Take in the topsail.
Cheerly, good hearts!
Out of our way, I say.
Down with the topmast! yare! Lower, lower!
Bring her to try with main-course.
A plague upon this howling! They are louder than
the weather!
Lay her a-hold, a-hold!
Set her two courses off to sea again; lay her off.
All lost! To prayers, to prayers! All lost!
‘Mercy on us! We split, we split!
Farewell, my wife and children!
We split, we split, we split!
Lesson 2: Prospero and Miranda
The back-story - Prospero and Miranda
Starter
Individuals moving around the room/varying pace/
freeze into ‘Show me...’
a King
a happy child
a studious man
Getting into various groupings of 3/4/5, ‘Show
me...’
a family
a leader and his deputy
power
jealousy
seizing the throne.
Exploring the back-story
Pairs: back to back, read through the edited
dialogue between Prospero and Miranda.
A volunteer pair (or teacher + volunteer)
read it aloud.
Collectively, work out what has happened &
write the story in bullet points on board.
Divide the class into four groups. Devise a
staging of the story in four parts, where Prospero
tells Miranda the story with the rest of the group
acting out the events as he relates them.
Show the performances.
Plenary
Why does Shakespeare include this long
conversation? What does the audience learn from it?
How can actors and directors prevent it being
too static and boring onstage?
Miranda: what do we know about her? What
has her life been like?
What can we tell about her relationship with
her father?
Additional activity:
Round game
Each pupil takes a card and reads out the
question. The pupil holding the card with the
answer calls out the answer and reads their
question and so on. It should end back at the first
player.
There are 25 cards; these can be added to
for larger classes.
Homework suggestion:
Write a monologue or diary entry as Miranda,
reflecting on the events of the day.
Resources for lesson 2: Prospero and
Miranda
Text extracts:
Act 1, Scene 2 (Lines 53 – 187) Prospero and
Miranda
Part 1
Act 1, Scene 2 (Lines 53 – 109) Prospero and
Miranda
Part 2
Act 1, Scene 2 (Lines 121 – 131) Prospero and
Miranda
Part 3
Act 1, Scene 2 (Lines 132 – 150) Prospero and
Miranda
Part 4
Act 1, Scene 2 (Lines 159 – 186) Prospero and
Miranda
Lesson 3: The Island
This activity is taken from the Little Angel/
RSC Education Pack which can be found at http://
www.rsc.org.uk/education/secondary/ks3.aspx
Prospero and Miranda land on a remote
island. Exactly what that island is like is open to
interpretation: it might be anything from a tropical
paradise to an arctic wasteland.
Alonso
What was the name of
Prospero’s daughter?
Three
Where did Prospero spend
most of his time?
His library
Who is Prospero’s
brother?
Antonio
Why did Antonio betray
his brother?
He wanted absolute
power
What is the name of
Prospero’s loyal friend?
Gonzalo
How did Alonso’s army
get to Prospero?
Antonio opened the gates
of the city
Why did Alonso agree to
overthrow Prospero?
He has been his enemy for
a long time.
When did Alonso’s men
come for Prospero?
‘In the dead of darkness’
Why did they not kill
Prospero at once?
They didn’t dare because
the Milanese loved
Prospero and would rebel.
What did they do to
Prospero and Miranda?
Put them to sea in a rotten
boat
How did they
survive?
Gonzalo had given them
food and water
What did Prospero ‘prize
above his dukedom’?
His books
How did his magic books
get to the island?
Gonzalo gave them to
him.
How long have they been
on the island?
Miranda
How old was Miranda
when she left Milan?
Twelve years
Who is travelling on the
great ship?
Alonso and all his court
Why are they making the
sea voyage?
They are returning from
the wedding of the King’s
daughter.
Where are the ships
headed?
Naples.
Why did Gonzalo give
Prospero things to help
him and Miranda?
‘Out of his charity’
Why does Miranda feel so
tired?
Prospero has put a charm
on her.
What magic has Prospero
performed?
He raised a tempest.
What has happened to the
King’s ship?
It broke up in the storm.
Which relation of
Prospero’s was on the
King’s ship?
His brother Antonio.
How did Prospero
and Miranda find the
island?
By divine Providence.
Who is the King of the
Naples?
You and your students can create your own
version of the island using a ‘word carpet’. You
will need a good number (enough for 2 or 3 per
student) of scraps of A5 paper and some large
marker pens. Create a ‘word carpet’:
Ask the students about the sort of island they
imagine Prospero and Miranda arriving on. One
might say, for example, that they landed on a
beach of golden sand.
Write the phrase ‘beach of golden sand’ on
one of the scraps of paper and place it on the
floor or blu-tack it on the wall.
Walking a little way from it, ask what you
would see if you crossed the beach. Add this idea
on a second piece of paper and put that on the
floor.
Show how this technique can be used to
build on each other’s ideas to create an entire
island of words with scraps of paper all over the
floor and walls.
As they write and add their own scraps to
the word carpet, encourage the students to use
rich descriptive language to give a sense of what
different parts of their island are like.
Now show them how to take a partner on a
‘guided tour’ of the island.
Your partner closes his/her eyes and you lead
them through the landscape of words, describing
what you see as you go, by using words and
phrases from the word carpet. When everyone
has had a go at leading and being led, talk about
the kind of island they have created and how
Prospero and Miranda might have felt when they
first arrived.
Extension/Homework
Design a stage set, or make a picture or
collage of the way you see the island. Label it with
some descriptive phrases or explanatory notes.
The RSC pack has information about how
the puppets for the Little Angel production were
made and guidance for pupils to make their own if
you’re feeling especially creative!
A commission – ask every pupil to bring in an
www.ista.co.uk
object that might have been found on the island
and ‘show and tell’ - explain how it came there
or tell a story connected with it. If you have your
own room, you could put together a display.
Lesson 4: Prospero and Ariel
Starter – Ariel
What qualities are suggested by the name
Ariel? Mind-map in pairs or on board.
Class in a circle: read through the extract
from Act 1 Scene 2 lines 194 - 206.
Read a line at a time
Questions on vocabulary? (Jove? Trident?
Sulphurous?)
Read round again changing at each
punctuation mark. What do we notice?
What can we deduce about the relationship
between these two characters?
In groups of 3 – 5; with A3 or flipchart paper
- sketch your impression of Ariel and surround
the drawing with comments/bullet points about
the character and his powers. Limit to 10
minutes. Brief feedback from one or two groups.
Blu-tack up posters if possible.
Exploring the relationship of Prospero and
Ariel
Pairs sit back to back - literally, sitting on the
floor if possible so there is full connection. Read
the edited extract lines 189 & following. Take
turns reading Prospero so everyone has a go.
Discuss what emerges about their story/their
relationship.
Pairs on their feet. Read the scene again, this
time Prospero must stand still but Ariel can move
around/towards/away from him as he sees fit,
according to his lines.
Now reverse it – only Prospero can move
How does this feel? What do we learn?
How could actors show the changing mood
and emotion by their movement/posture/
tone and volume of voice on stage?
Extension – if time
Take two confident volunteers to read the
scene slowly; the rest of the group act as directors
and suggest movement, posture.
Plenary
A pupil representing Prospero stands in
the middle of the room. Everyone positions
themselves nearer or further away to him
according to how they feel about the character
– near if they like and sympathise, further away
if they don’t. Call on some pupils to justify their
choice, by reference to the text.
Repeat the process for Ariel.
Homework suggestions
Comprehension on this scene from teachit –
worksheet A
Or wordsearch - worksheet B
Or design a costume for Ariel and write about a
side explaining your choices, with reference to
the text.
Resources for lesson 4: Prospero and Ariel
Act 1, Scene 2 (Lines 190 – 220, 240 – 300)
Prospero and Ariel
Worksheet A
The Tempest
Act 1 Scene 2 (lines 189–321)
Use full sentences in your answers and select
quotations as evidence where appropriate.
1.Explain who and what Ariel is. What is his
relationship to Prospero?
2.Look at lines 189–193 again. What does
Ariel’s attitude towards Prospero appear to
be here? What do his words reveal about his
feelings?
3.What had Ariel ‘performed’ as Prospero’s
bidding? Look at lines 193–194.
4.How was it possible that everyone survived
the shipwreck?
5. What happened to the sailors and the ship?
6.How does the mood of the scene change
when Prospero asks Ariel to carry out
another task for him?
7.According to Ariel, what had Prospero
promised him but not yet given?
8.How does Prospero show Ariel that he is the
master and Ariel should be subservient?
Scene | Issue 3 | 2011-12 March 27
9.How did Prospero help Ariel when he first
came to the island?
10.What does the audience discover about
Caliban’s character and background before
seeing him?
11.What impression of Sycorax can be gained
from the conversation between Ariel and
Prospero? Are there any parallels between
Sycorax and Prospero?
12.What does Prospero threaten to do to Ariel
and why does he make this threat?
13.What is the next task Ariel is told to perform
for Prospero?
14.Prospero tells Miranda that they must visit
Caliban. How does she feel about this?
15.How does Prospero greet Caliban? What
does this tell you about their relationship?
Worksheet B
The Tempest, Act 1 Scene 2
DELSAYOAOBFTKYA
IGRYFSDARRPSLLG
IHZCFNAKKYYPGTC
CPWOAPFCYTREBIL
DIHRRIBEFRRLGRI
ONIAVNLRFIJEIIO
EMAXBEVWAXVJEPY
VVONIUWPMAGICSX
LPLRIMRICALIBAN
XDAEKDOHTKMFCJC
YEDWWPRSOCRRDGT
BOFESTVEPIHSLEZ
GEZWWMSWFLOXXHA
JAVZXMIDZNWQZHU
MWSOOVHTOJOMUOH
1.Where was Sycorax banished from before
she came to the island? A_ _ _ _ _ _ _
2.The ‘moody’ spirit who demands his freedom
from Prospero. A_ _ _ _
3.The son of Sycorax who is also Prospero’s
slave. C_ _ _ _ _ _
4.Alonso the King of Naples’ son. Miranda falls
in love with him. F_ _ _ _ _ _ _ _
5.Another word for freedom: Ariel demands
this of Prospero. L _ _ _ _ _ _
6.Prospero uses his books to perform this. It
is the source of his power and he threatens
both Ariel and Caliban with it. M _ _ _ _
7. Prospero’s beloved daughter? M _ _ _ _ _ _
8.Prospero threatens to imprison Ariel in this if
he doesn’t do as Prospero demands.
O_ _ T_ _ _
9.What sort of tree did Sycorax imprison Ariel
in, until Prospero rescued him? P_ _ ¬_
10.What is Miranda watching at the beginning
of the scene? Her father raised the storm to
cause it. S_ _ _ W_ _ _ _
11.How is Caliban related to the ‘foul witch’
Sycorax? S _ _
12.What sort of creature is Ariel? S _ _ _ _ _
13.Who is Caliban’s mother? She imprisoned
Ariel for not carrying out her demands.
S______
14.How many years was Ariel imprisoned in the
tree for? T _ _ _ _ _
15.What sort of magical creature was Sycorax?
W____
Lesson 5: Caliban
Starter (from the Little Angel/RSC pack)
Ask the students to move around the room
on the command ‘go’ and stop on the command
‘stop’.
After each ‘stop’, call out a line about Caliban
28 Issue 3 | 2011-12 March | Scene
from the list and ask them to make a ‘statue’ in
response. Take time to look at examples of their
representations of Caliban, but keep the activity
pacey so that you get spontaneous, physical
responses. You can use each phrase a number of
times, encouraging the students to come up with
a fresh interpretation each time.
Now talk about the kind of character Caliban
seems to be.
Exploring the character of Caliban
Explain how he came to be on the island Sycorax’s child. The only human on the island
when Prospero arrived.
Pairs read the extract ‘Prospero and Caliban’
from Act 1 Scene 2, on their feet.
What have we discovered about:
• the past history between Caliban, Prospero
and Miranda?
• how the characters feel towards each other
now?
• how might Caliban look on stage?
• what Caliban’s side of the story would be?
Pairs join together to make groups of 4. Give
out images of Caliban from various productions.
Groups discuss how the various costumes
and representations affect our view of Caliban.
Plenary
After about 5 –10 minutes discussion,
interrupt and ask them to choose the image
they think is best and stick it onto a sheet of A3
or flipchart paper. Surround this with quotations
or comments to justify their choice and also
add any ideas to improve upon the director’s
presentation. Groups present their poster to the
class, explaining why they made their choice.
Resources for Lesson 5: Caliban
Caliban - lines for starter activity
‘Tis a villain, sir,
I do not love to look on.
Thou earth, thou!
Come, thou tortoise!
Thou poisonous slave,
... got by the devil himself
Hag-seed, hence!
Shrug’st thou, malice?
I’ll rack thee with old cramps,
Fill all thy bones with aches
moon-calf
A most ridiculous monster
this thing of darkness
This mis-shapen knave
Act 1, Scene 2 (Lines 320 – 370) Prospero and
Caliban
Lesson 6: The Story
Whoosh
Depending on the class, you could choose
to spend a whole lesson on the ‘Whoosh’
storytelling, or divide it over two lessons with
some other activities built in. For example, at the
mid-way point you could leave the Whoosh and
ask pupils to write and present the story from the
viewpoint of some of the characters: for example,
Ariel/Caliban/Antonio/Gonzalo/Alonso/Sebastian.
This could be done as an individual, paired
or group activity and could be written up for
homework. It can be presented as a story or a
series of performed scenes. The key thing is that
they begin to explore different interpretations
of the play and the different motivations of the
characters.
The character cards would be useful prompts
if you choose this option.
Resources for Lesson 6: the story
Whoosh (adapted from RSC materials)
Once upon a time there was a great and
powerful Duke of Milan called Prospero. He
was fascinated by learning and magic, and sat all
day in his library reading and learning. He read
deeply, practiced spells with his magic staff and
was happy in his own world. Now, Prospero had
a little daughter, Miranda, who was only three
years old. She would play happily at her father’s
feet as he worked and he would sometimes stop
his studies to play with her.
Prospero had a brother called Antonio.
While he was busy with his magic, Prospero
asked Antonio to look after the business of ruling
Milan. So Antonio gave orders, made speeches,
signed cheques and did all the things a Duke has
to do. But as time went by, Antonio began to feel
resentful. He did all the work - why should he not
be the Duke of Milan? He began to plot to get rid
of his brother.
In a neighbouring Kingdom lived the King of
Naples, called Alonso, a bitter rival to Prospero.
He also had a brother, Sebastian, who was a
bit of a thug and a bit jealous that Alonso should
be King and not he. Alonso had a faithful servant
called Gonzalo who did everything his King
asked, and a son called Ferdinand who was
about five years old. One day, Antonio leaped
on his horse and galloped off to see Alonso.
He knew Alonso was desperate to rule over
Milan too, and he offered him a deal – lend him
some men to get rid of Prospero, and in return
Ferdinand would one day rule over Milan – and
meanwhile Milan would pay him tribute. Alonso
was tempted, and they shook on the deal.
At midnight, Sebastian, Antonio and Gonzalo
with a band of ruffians rode hard to Milan,
where Antonio unlocked the gates of the city. The
men rushed in, grabbed Prospero and MIranda
and rushed them out of Milan, leaving Antonio to
sit on the throne and take over the Dukedom.
Whoosh!
Down on the seashore was a little boat, old
and decrepit, and the men bundled Prospero
and Miranda into it and set them adrift in the
great wide sea. All around them was nothing
but waves and wind, which rocked the boat
from side to side. The waves got bigger and the
winds grew wilder until they were sure they
would be drowned. Then all of a sudden they
spotted an island. As the boat was blown closer,
they could hear strange sounds all around them;
birds singing, apes chattering, and strange
music. The boat landed on the island.
Whoosh!
Many years ago, there lived on this island a
witch called Sycorax. She had control over the
many spirits who lived there. As she raised
her wand they hummed and they howled and
they flew to do her bidding. There was one
spirit called Ariel. He could fly as fast as the
curled clouds and run upon the surface of the
salt deep. But he was inclined to be moody and
argumentative and one day he refused to do what
Sycorax told him. She raised her wand and spilt in
two a huge old pine tree, pinning Ariel inside
Now Sycorax too had a son, called Caliban
– a wild creature who roamed the island at will.
When Sycorax died, Caliban was left alone on
the island, and he knew every inch of it, where
to forage for food and where the fresh springs of
water were.
When Prospero and Miranda arrived, they
were friendly to Caliban. Prospero would teach
him language, pointing up at the sun and teaching
him its name. Each night all three lay down to sleep
in Prospero’s cell. But one night, as Prospero and
Miranda slept, Caliban crawled over to Miranda
and tried to kiss her. She screamed and woke
her father, who was furious. He forced Caliban
to kneel and called him ‘abhorred slave’ and
‘Hag seed’. Caliban cursed Prospero: ‘All the
charms of Sycorax, toads, beetles, bats
light on you!’ but there was nothing he could do.
Prospero’s magical power was too strong – he was
now in charge and Caliban had to obey.
Prospero discovered the cloven pine tree
where Ariel was imprisoned, and with a sweep of
his magic staff set him free. Ariel was overjoyed,
and agreed to serve Prospero for twelve years in
return.
Whoosh!
Twelve years later, a great ship passed the
island. The mariners ran about, tidying ropes
and hauling in sails. It was taking a royal party
home from a wedding in Tunis – on board were
Alonso, the King of Naples; his son Ferdinand,
now a handsome teenager; Antonio, Prospero’s
usurping brother; Sebastian, and a host of
courtly attendants. Prospero knew this was
his chance of revenge. He raised his staff and
summoned up a great sea storm – the waves
crashed against the vessel, the winds howled and
shrieked, and the thunder roared. The mariners
were terrified. As the ship was flung from side
to side. They cried ‘Mercy on us! We split,
we split!’ and with a terrible tearing sound, the
wooden vessel cracked apart and all were thrown
into the roaring sea.
Whoosh!
Prospero and Miranda watched as the ship
was wrecked. The gentle Miranda was horrified
and pleaded with her father: “If by your art,
my dearest father, you have put the wild
waters in this roar, allay them!... My heart
has suffered with those that I saw suffer.’
Prospero assured her all would be well: ‘There’s
no harm done.’
Several sailors washed up on a beach on
the island, coughing and spluttering. They were
delighted to find a huge barrel of ale bobbing
around in the surf, and waded in to save it. They
each found a coconut shell and drank, and drank,
until they were roaring drunk and passed out.
In another part of the island, Ferdinand
managed to swim ashore. He sat grieving over
his father, whom he thought must be drowned.
Miranda watched him, and fell instantly in love.
She said to her father ‘Oh, I might call him a
thing divine!’ She went to speak to him, and for
him too, it was love at first sight. Miranda asked
‘Do you love me?’ and he replied ‘I, beyond
all limit of what else in the world, do love,
prize and honour you.’
Whoosh!
In another part of island washed up
Antonio, Alonso, Sebastian and Gonzalo
with a few courtiers. Prospero, still watching,
sent Ariel to them to torment them. Ariel put
them to sleep, and called on all the spirits of
the island to whisper to them, call out their
names and howl and roar at them. Then Ariel
awoke them, and in the shape of a terrifying
www.ista.co.uk
monster, cried out to them ‘You are men of
sin! Lingering perdition shall step by step
attend you and your ways.’ They were
shaking with fear.
Whoosh!
Meanwhile, the mariners had come to
and were still drinking. They met with a sulking
Caliban, who was muttering and groaning as
he carried wood for Prospero: ‘This island’s
mine, by Sycorax my mother!’ The mariners
thought he was some kind of monster, and gave
him drink, and he sat down with them and roared
and moaned and told them all about Prospero.
Then one of the mariners leaped up and said,
‘Monster, I will kill this man. His daughter
and I will be King and Queen.’ And he led
them off, staggering, to do the deed.
Whoosh!
Prospero had seen all this. He decided that
it was time to set everything right. He stood at
the centre of the island and called Ariel to him.
He put on his magic cloak and raised his staff.
The mariners came along, staggering drunk,
and Ariel called up all the spirits in the shape
of hunting hounds, to chase the drunks so that
they ran for their lives, through bog and marsh,
standing pools and briars.
Then with another wave of his staff he
summoned Antonio, Alonso, Gonzalo and
Sebastian who were still quaking with fear.
Alonso was crying over his son Ferdinand who he
thought was drowned; Gonzalo trying to comfort
him. Prospero turned to them and said: ‘Most
cruelly, didst thou, Alonso, use me and
my daughter...and you, most wicked sir,
whom to call brother Would even infect
my mouth.’
They fell to their knees in front of him and
Alonso said ‘Thy dukedom I resign, and do
entreat thee pardon me my wrongs’. With
a hand on each of their heads, Prospero forgave
them, saying ‘The rarer action is in virtue
than in vengeance’. He sent Ariel to bring
Miranda and Ferdinand, hand in hand. Alonso
leaped up with joy and embraced his son.
Just then, the great ship, miraculously
unharmed, sailed into the harbour. The
bedraggled mariners crept back ashamed, and
everyone boarded the ship. Prospero was the
last to leave, and he turned to Ariel and said ‘My
Ariel, chick, to the elements be free.’ And Ariel
flew away, free as the wind. Caliban crept out
and watched as Prospero declared ‘This rough
magic I here abjure... I’ll break my staff ...
And deeper than did ever plummet sound,
I’ll drown my book’. Then, with a last look
around at the island that had been his home for
twelve years, he boarded the ship and they all
sailed back across the sea, where he would take
his rightful place as Duke of Milan.
Whoosh...The End!
Caliban
You are the only son of a witch, Sycorax,
who was brought to the island before you
were born.
You know every inch of the island well and
have roamed it freely since you were a child.
You have no magic powers yourself and
have to obey Prospero because of his
power. He sends the spirits to pinch and
torment you if you displease him.
Now you have to bring in wood for his fires
and do the heavy jobs that he and Miranda
don’t want to do.
Alonso
You have always wanted to rule over the
nearby Dukedom of Milan. You never much
liked Prospero.
You are basically a good King and a decent
man, but were sorely tempted by Antonio’s
offer.
Now you are shipwrecked, you believe all
the crew and your beloved son are dead.
Antonio
You are Prospero’s brother. He inherited
the title of Duke of Milan because he is older
than you. He loved to study and left it to
you to look after the State.
You decided you wanted to be the Duke in
reality... and so you made this plan...
Now you are shipwrecked. The King Alonso
is forever weeping about his lost son. You
think it’s his own fault for letting his daughter
marry an African prince and dragging you all
off on this journey in the first place.
Sebastian
You are Alonso’s brother. You were part of
the group that deposed Prospero twelve
years ago.
You’re a practical sort of person. your
conscience doesn’t trouble you. You have to
look after number 1.
You get on OK with Antonio, the duke of
Milan. He got rid of his brother. Yours is a bit
of a waste of space in your opinion. You’re
beginning to wonder...
Gonzalo
You are the servant of the King of Naples,
Alonso. You are loyal and follow his orders
conscientiously.
You were part of the group that deposed
Prospero twelve years ago. You hated doing
it, and though you had to follow orders,
you secretly gave the old Duke some food,
clothing and the magic books that meant so
much to him.
It grieves you to see him so desperately
unhappy over Ferdinand. You had a glimpse
of him swimming as the ship went down;
you hope he may be alive somewhere.
Ariel
You are a spirit of air and fire. You can fly
faster than the wind, you can turn yourself to
fire and divide yourself and reform again.
You didn’t like the witch Sycorax who
made you do horrible things. One day she
imprisoned you in a cloven pine - when she
died you were stuck there for years, howling
and weeping.
Prospero released you, and you are grateful.
He is a powerful magician and you have to
serve him. You really want to be free...and the
time you agreed with Prospero is almost up.
Prospero works you hard, always sending
you to do something or other. Sometimes
you get a bit fed up.
Scene | Issue 3 | 2011-12 March 29
Lesson 7: The Tempest in Eleven Scenes
(From RSC Teachers’ Prompt: A Practical
Approach to teaching Shakespeare at KS3)
1. Pupils form eleven groups of 2 -3. Each group
is given one of the mini-scenes to prepare for
presentation to the rest of the class.
The narration (not in bold) may be read either
by a member of the group or by the teacher if
more appropriate.
Each group acts out the mini-scene after ten
minutes preparation time.
2. Pupils form groups of four, and name
themselves ABCD. A is asked to start telling
the story in the past tense, as if looking back
after many years on the events. The others
listen and can ask questions to clarify and
prompt the story.
After a few minutes, the teacher interrupts
and asks B to take over the story, but this
time telling the story from the point of view of
Prospero telling the court of Milan what has
happened to him while he has been away,
using first person narrative. The rest of the
group are now courtiers, and ask questions in
this role.
Next time the teacher stops the story, C picks
it up as Alonso talking to his grandchildren at
some future time. Finally, D is Caliban talking
to the spirits of the island.
Plenary
Point out that there are many ways of telling
the same story according to point of view. Draw
out any differences in viewpoint between the
characters.
Resources for lesson 7
Pages 1- 6 of the RSC mini-scenes from
Tempest booklet.
Lesson 8: Prospero’s Resolution
1. Starter/warm up
each pupil is given a line from the speech to
speak aloud. Move around the room, and on
the teacher’s count of 3, say your line:
in your normal voice
whispered, as a secret
shouted at the ceiling
spoken sadly
spoken as you think suits the meaning.
Form a circle. Each says their line. What
thoughts/images/ideas/emotions emerge?
what words or phrases are memorable or
interesting, and why?
2. Divide pupils into 14 groups of 2 - 3. Each is
given a line or two of the speech and asked to
read them aloud to the class. Now they are
to prepare a physical reading of these lines,
matching a gesture or action to every word.
After a few minutes, call the class into a circle
in order of the lines, and read it through once
or twice with the gestures.
3. Now individuals ‘walk’ the speech - walk
around the room, turning at each punctuation
mark.
What can we discover from this about
Prospero’s state of mind/meaning? Why is the
punctuation as it is?
Plenary
Individual or paired, improvisation or writing;
can be extended for homework
Write Prospero’s answer to the questions:
Why are you giving up your magic powers?
and/or
How does it feel to leave the island after all
these years?
Alternatively, ‘hot seat’ Prospero and have the
rest of the group ask him questions.
Resources for lesson 8: Prospero’s
Resolution
The Tempest - 5.1.33 - 5.1.57
Come and join us for...
ONEN July 28 - 31 2012
DIU August 1 - 4 2012
“A chance to work in such a beautiful location
with great people, and to participate and
explore new activities and ways of creating. I
thank ISTA for a refreshingly creative festival!”
James Huson,18, Calderdale
“I had a fantastic time and I'm definitely going
next year :D”
Jenny Dewhirst, 14, Cheshire
“ISTA was totally life changing! I loved every
moment of it. I now find it so much easier to
talk to new people and socialise.”
book now
www.ista.co.uk
30 Issue 3 | 2011-12 March | Scene
11
h 20
watc here
Fest
Reece Whetter, 14, Cornwall