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