1/10/2011 – 1/14/2011
Unit 3: The Tempest Acts I and II & MCAS
Preparation
PLEASE SIT IN YOUR HISTORY SEATS!

See the front board if you cannot remember
where you sit 
MONDAY, 1/10/2011
OBJECTIVES: SWBAT
1. DESCRIBE THE CHARACTERS AND SUMMARIZE THE MAIN EVENTS IN ACT
ONE OF THE TEMPEST.
MONDAY, 1/10/2011
OBJECTIVES: SWBAT
1. DESCRIBE THE CHARACTERS
IN ACT ONE OF THE TEMPEST.
Do Now:




Take out your HW
You will have 8 minutes
to work with your
partner to go over
questions #1-14 for Act
I, scene ii
Write down on your Do
Now sheet which
questions you are
unsure of
What questions do you
have about Act I of The
Tempest?
AND SUMMARIZE THE MAIN EVENTS
Agenda:
Do Now – review HW
 Organize Interactive
Notebooks
 Review Act I, scene ii
 Act I, level 2 questions
 Quiz next period!

PREVIEW OF: THE TEMPEST AC T I, SCENE 1
The play begins
with a tempest– a
storm created by
Prospero and Ariel
as a way to
disorient Prospero’s
enemies who
happen to be
sailing by his
island on their way
back to Italy from
Africa, where King
Alonso ‘s daughter
was just married.
Prospero wants
them to be
frightened and
stranded on his
island. This storm
sets up all of the
important action in
the entire play.
IMAGES FROM ACT ONE, SCENE 2
Prospero and
Miranda talk
about the past
and he tells her
the real story
about who she is
and how she
ended up on the
island and why
he created the
storm she saw.
ACT ONE SCENE 2
Ariel and
Prospero talk
about the
storm– Ariel
asks for his
freedom and
Prospero gets
angry.
Prospero’s
plans are
revealed
through this
conversation.
ACT ONE, SCENE 2
Prospero and
Miranda go and
speak with
Caliban, who is
ordered to work
for them and
they argue.
Through this
scene we learn
more about the
past– what
happened when
Prospero and
Miranda first
arrived on the
island.
ACT ONE, SCENE 2
Ariel carries
out the next
part of
Prosepro’s
plans and
leads
Ferdinand to
Miranda where
they fall in love
at first sight.
1.05.2011
THE TEMPEST ACT I, SCENE II
GUIDED READING ASSIGNMENT
Objective/SWBAT: Describe the
characters and summarize the main
events in act one of The Tempest.
Reading Comprehension: Answer the following questions in 2-3 complete sentences
each as we read Act One, scene 2 (we’ll stop together to answer as many of these in
class as we can). Write your answers on page 68 of your Interactive Notebook.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Describe the setting: where does the action in this scene take place?
How does Miranda feel about the shipwreck she witnessed off the coast of
the island?
What does Prospero tell his daughter about the shipwreck in lines 33-41?
How old was Miranda when they came to the island and how long have they
been there?
What does Miranda tell her father she remembers about life in Milan before
they came to the island?
What does Prospero tell Miranda about his past? How does Miranda react to
what he tells her?
How did Gonzalo help Prospero?
What does Ariel ask Prospero for on page 29 and how does Prospero react?
What was life like for Ariel before Prospero arrived?
How does Prospero describe Sycorax?
How does Prospero describe Caliban?
Summarize the conversation between Caliban and Prospero on pages 35-39.
What happens when Ferdinand and Miranda meet?
How does Prospero treat Ferdinand?
ACT I ANALYSIS --- LEVEL 2 QUESTIONS






In Prospero’s questioning of Ariel, we learn that the storm is part of
Prospero’s design. Does he want to punish those who conspired against
him or lead them to repent (ask for his forgiveness)?
Ariel was imprisoned by Sycorax --- why? How does the physical
description of Sycorax compare to your impressions of Ariel?
What connection does Shakespeare establish between the outward
appearance and inner spirit? What do you think he wants the
reader/audience to feel about these characters?
What is your reaction to Prospero’s treatment of Caliban? Does Caliban
have a legitimate complaint against Prospero? Why does Prospero keep
Caliban as his servant/slave even though he despises him? Why do you
think Caliban attempted to “violate the honor” of Miranda?
Prospero is happy that when Miranda first sees Ferdinand she is
immediately captivated by his appearance. Why? What is his plan?
Ferdinand and Miranda fall in love at first sight. Prospero says, “They
have changed eyes.” Does this seem feasible/possible, given the
emotional state of these two young people?
TUESDAY, 1/11/2011
OBJECTIVES: SWBAT
1. DESCRIBE SIMILE AND IDENTIFY EXAMPLES OF SIMILES ON PRACTICE MCAS
PASSAGES.
2. IDENTIFY AUTHOR’S PURPOSE ON SEVERAL PRACTICE MCAS POETRY PASSAGES.
NEW SEATS!
Door
Jasmin
Jasmine
Gustavo
Danika
Josh
Nicole
Reggie
Rishab
Jisraele
Brian
JJ
Mildred
Aaliyah
Djinnie
Milly
Andrea
Dimitri
Nelson
Jennifer
Gabriel
Rachelle
Stan
Larissa
Ashley
Jefferson
TUESDAY, 1/11/2011
OBJECTIVES: SWBAT
1. DESCRIBE SIMILE AND IDENTIFY EXAMPLES OF SIMILES ON PRACTICE MCAS
PASSAGES.
2. IDENTIFY AUTHOR’S PURPOSE ON SEVERAL PRACTICE MCAS POETRY PASSAGES.
Do Now:
Act One Review: Read the following quote
spoken by Prospero from Act One, scene 2.
 “I thus neglecting worldly ends, all dedicated
to closeness and the bettering of my mind with
that which, but by being so retired, O’er prized
all popular rate, in my false brother awakened
an evil nature.”
Questions:
The word “bettering” most closely matches the
word
a.
Intelligent
b.
Improvement
c.
Concentration
d.
Focus

Agenda:
1.
Do Now
2.
HW
3.
Review: Go over Do
Now and pass back
quiz from yesterday.
Go over quiz
4.
Organize Interactive
Notebooks
5.
Watch Act I, scene ii
6.
Fill out The Tempest
summary sheet for Act
I, scene ii
7.
MCAS lesson on
elements of poetry and
figurative language
8.
Speaker vs. author/poet
9.
Clickers!
“I NEED YOUR NOTEBOOK!”













Jisraele
Jefferson
Reggie
Josh
Jasmine
Brian
Gustavo
Gabe
Djinnie
Stan
Jasmin
Dimitri
Danika
QUIZ MAKE-UPS ARE AFTERSCHOOL
THURSDAY IN ROOM 405
HOMEWORK – CHARACTER CARDS
DUE

THURSDAY!
10 total (character sheet + Sycorax)
FRONT
 A photo/drawing that represents the character
 The name of the character along with a brief
description of the character
BACK
 Two quotes from the original text (along with
who said it and which lines) ABOUT the
character or BY the character
 Your name and class (10C)
ACT I ANALYSIS --- LEVEL 2 QUESTIONS
DUE THURSDAY!






In Prospero’s questioning of Ariel, we learn that the storm is part of
Prospero’s design. Does he want to punish those who conspired against
him or lead them to repent (ask for his forgiveness)?
Ariel was imprisoned by Sycorax --- why? How does the physical
description of Sycorax compare to your impressions of Ariel?
What connection does Shakespeare establish between the outward
appearance and inner spirit? What do you think he wants the
reader/audience to feel about these characters?
What is your reaction to Prospero’s treatment of Caliban? Does Caliban
have a legitimate complaint against Prospero? Why does Prospero keep
Caliban as his servant/slave even though he despises him? Why do you
think Caliban attempted to “violate the honor” of Miranda?
Prospero is happy that when Miranda first sees Ferdinand she is
immediately captivated by his appearance. Why? What is his plan?
Ferdinand and Miranda fall in love at first sight. Prospero says, “They
have changed eyes.” Does this seem feasible/possible, given the
emotional state of these two young people?
WATCH ACT I, SCENE II
1.38-5.42
 http://www.youtube.com/watch?v=2XZ091CEgNU
&feature=related

NOTES ON POETRY AND THE MCAS
EXAM
Objective/SWBAT: Describe simile and
identify examples of similes on practice
MCAS passages
Directions: Take notes during this lesson on what kinds of poetry questions you might
be asked on the MCAS exam.
1. What kinds of questions might be asked?
2. What will you need to know to answer questions about
poetry on the MCAS?
3. What elements of poetry relate to sound?
4. What elements of poetry relate to the form, or
structure of a poem?
5. What elements of poetry are examples of figurative
language?
6. Which elements of poetry mentioned in this lesson do
you already know?
7. Which elements of poetry mentioned in this lesson are
unfamiliar to you?
Objective/SWBAT: Describe simile and
identify examples of similes on practice
MCAS passages
MCAS POETRY NOTES






Questions on the MCAS exam will be on poetry passages.
These questions ask about the elements of poetry, such as
sound, form, figurative language and structure.
These questions may be multiple choice or open response.
Some questions might ask you to interpret the meaning of
selected lines in a poem. Other questions might ask you
about a more specific choice the poet has made– for
example, the idea the poet conveys by choosing to use a
certain word or phrase in a poem.
Many questions will ask you to choose the poetic technique
an author uses to convey a certain point.
You might also be asked to identify metaphors or similes in
the passages as well as instances of personification and
symbolism as well as the effect of sound (rhyme, assonance,
alliteration) or the form of the poem (ballad, sonnet,
couplet).
REVIEW:
SIMILE
LG/SWBAT: Identify
examples of Describe simile
and identify examples of
similes on practice MCAS
passages.
A simile is a type of figurative language in
which two unlike things are compared
using the words like or as to convey a
meaning/point.
Examples:
1.
I am as lazy as a sloth. In this example
the person/speaker is being compared to
an animal/sloth.
2.
You are as beautiful as the sun. Here
a person is being compared to the sun to
convey the person’s radiant beauty.
3.
He is fast like the wind. Here, a person
is being compared to the wind to convey
the person’s speed.

PRACTICE PASSAGE 1: EXCERPT
FROM BEOWULF
You have heard of the Danish
Kings
in the old days and how
they were great warriors.
Shield, the son of Sheaf,
5took many an enemy’s chair,
terrified may a warrior,
after he was found an orphan.
He prospered under the sky
until people everywhere
10listened when he spoke.
He was a good king!
1
Questions:
1. What does the poet most likely
mean when he writes in line 5
that the king “took many an
enemy’s chair”?
a. He stole his enemies belongings.
b. He forgave many of his enemies.
c. He dethroned many of his enemies.
d. He helped many of his enemies.
2. How does the poet help readers
understand that his subject was a
“good king”?
a. By listing details
b. By using short lines
c. By saying he was an orphan
d. By using a historical setting
3. What does the poet describe in
lines 1,2, and 3?
a. The work of another famous poet
b. The history of an area
c. The lives of his parents
d. A war between warriors and kings
PRACTICE PASSAGE #2:
I WANDERED LONELY AS A CLOUD
BY WILLIAM WORDSWORTH
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils,
5Beside the lake, beneath the trees
Fluttering and dancing in the breeze.
1
Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never-ending line
10Along the margin of a bay:
Ten thousand saw I at a glance
Tossing their heads in sprightly dance.
For oft, when on my couch I lie
20In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills
And dances with the daffodils.
Questions:
4. What does the speaker mean when he says in
lines 15 and 16, “A poet could not but be gay/in
such a jocund company”?
a. The sight is so uplifting, it makes him happy.
b. The smell is so strong, it makes him tired.
c. There are so many flowers that he feels lonely.
d. The flowers are so bright that he has a headache.
5. What does the author describe in line 12?
a. the way the ladies danced
b. the way the clouds shifted
The waves beside them danced, but they c. the way the flowers moved
d. the way the stars sparkled
Out-did the sparkling waves in glee:
A poet could not but be gay
6.
In such a jocund company:
I gazed– and gazed– but little thought
a.
What wealthy the show to me had brought.b.
15
What simile does the speaker use for the
amount of flowers he sees?
Clouds in the sky
Hills in the valley
c. Stars in the galaxy
MONDAY, 1/10/2011 (SECOND BLOCK)
OBJECTIVES: SWBAT
1. DEMONSTRATE THEIR UNDERSTANDING OF ACT I OF THE
TEMPEST BY TAKING AN ACT I READING QUIZ.
Do Now:

List and describe 5
important events from
Act One. Use your
books and your
homework to help you.
Agenda:
3 minutes review
 Act I reading quiz!
 Watch Act I, Scene ii
on video
 Work on Analysis
Questions

TUESDAY, 1/04/2011
OBJECTIVES: SWBAT
1. DESCRIBE THE CHARACTERS AND SUMMARIZE THE MAIN EVENTS IN ACT
ONE, SCENE ONE OF THE TEMPEST.
Do Now: Review from this
morning
1. In your own words,
describe what
happened in Act I,
scene i.
2. What characters were
involved in this scene
and what was the
tension between
them? Why was there
tension?
Agenda:
1.
2.
3.
4.
5.
6.
Do Now
Read and act out Act I,
scene i.
The Tempest summary
sheet
[if time permits]
Continue reading (acting
out) Act I, scene ii.
Partner work– go over
reading comprehension
questions
Exit Ticket
EXTRA CREDIT PACKETS?

Or MCAS Prep Packet #4?
 Turn

them in now!
Also, do not be late to class! I am keeping track of
tardies… check with me AFTER class to see how
many you have.
3 = Incident Report
 Any after 3 = Incident Report for each thereafter

THE TEMPEST ACT I, SCENE I POSTREADING
On your The Tempest Summary sheet,
summarize this scene by answering the following
questions:
1. Who? Who is involved in this scene and
how are they involved?
2. What? What happens?
3. Where? Where does this scene take place?
4. Why? Why do you think this might be an
important scene?
http://www.youtube.com/watch?v=2XZ091CEgNU&
feature=related

WEDNESDAY, 1/05/2011
OBJECTIVES: SWBAT
1. DESCRIBE THE CHARACTERS
IN ACT ONE OF THE TEMPEST.
AND SUMMARIZE THE MAIN EVENTS
Do Now:
What questions do you
have about act one,
scene i of The Tempest?
 What three adjectives
would you use to
describe the
Boatswain?
 What three adjectives
would you use to
describe the noblemen
(i.e., Alonso, Sebastian,
Gonzalo)?

Agenda:
Do Now
 Review homework
 Read Act I, scene ii
(Prospero & Miranda)
 Answer questions --MCAS packet check
 [if time permits] read
Prospero + Ariel parts

COLLECT DO NOW SHEETS!
HOMEWORK

Due MONDAY

Read “No Fear Shakespeare” version of The Tempest
Read left-side (original text) FIRST
 Read right-side (modern-day translation) NEXT
 Re-read original text… !!

Answer questions 1-14 on page 68 of Interactive
Notebook
 Fill in ‘Analysis Two’ graphic organizer – staple, this
side up on page 68 (on top of questions)


Due TUESDAY

MCAS Packet #4 “Test” Corrections

Write on pages 69-70 of your Interactive Notebook
ACT I QUIZ IS MONDAY!

The semester is quickly ending; this is a good
way to bring up your grade by doing well on this!
WHERE THIS TAKES PLACE…
MCAS STRATEGIES:
1.
2.
3.
4.
5.
Preview the questions
Read Actively (annotate the text– margin
summary notes, underline key words/phrases,
paraphrase).
Use process of elimination when answering
multiple choice questions
Re-read short passages
Look back at the text as you answer questions.
OPEN RESPONSE QUESTIONS
Open response questions are connected to a
reading passage.
 You must write one-two well, written and
organized paragraphs.
 You need to include specific and direct quotes
from the passage to support your answer to the
open response question.
 You need to include a topic sentence, two pieces
of evidence, contextualization and analysis.

STEPS FOR ANSWERING OPEN RESPONSE
QUESTIONS ON THE MCAS
1.
Turn the prompt/ORQ into a question in your
own words




Example MCAS ORQ: “Based on the poem, explain
how the poet shows that he feels guilty about killing
the man. Use relevant and specific information
from the poem to support your answer.”
Example KFQ (kid-friendly-question): How does the
poet show that he feels guilty about killing the man?
Your answer to the questions becomes your topic
sentence. Make sure you include the title and
author in the topic sentence as well.
Example: In the poem “The Man He Killed” by
Thomas Hardy, the poet shows his guilt over killing
the man in several ways.
FRIDAY, 1/14/2011
OBJECTIVE: SWBAT
1. DESCRIBE THE CHARACTERS AND SUMMARIZE THE MAIN EVENTS IN ACT
TWO, SCENE ONE OF THE TEMPEST.
Please sit as close to your seat
as possible in this room.
Door
Jasmin
Jasmine
Gustavo
Danika
Josh
Nicole
Reggie
Rishab
Jisraele
Brian
JJ
Mildred
Aaliyah
Djinnie
Milly
Andrea
Dimitri
Nelson
Jennifer
Gabriel
Rachelle
Stan
Larissa
Ashley
Jefferson
FRIDAY, 1/14/2011
OBJECTIVE: SWBAT
1. DESCRIBE THE CHARACTERS AND SUMMARIZE THE MAIN EVENTS IN ACT
TWO, SCENE ONE OF THE TEMPEST.
Do Now:
1.
2.
3.
Based on what
happened in Act I, what
do you think Act II is
going to be about?
Why?
When you are finished
fill out the summary
sheet for Act I (scenes I
and ii)
Agenda:
1.
2.
3.
4.
Do Now
The Tempest
summary sheet for
Act I
Read Act II through
whole class and
partner work
Partner work
NOTES ON POETRY AND THE MCAS
EXAM
Objective/SWBAT: Describe simile and
identify examples of similes on practice
MCAS passages
Directions: Take notes during this lesson on what kinds of poetry questions you might
be asked on the MCAS exam.
1. What kinds of questions might be asked?
2. What will you need to know to answer questions about
poetry on the MCAS?
3. What elements of poetry relate to sound?
4. What elements of poetry relate to the form, or
structure of a poem?
5. What elements of poetry are examples of figurative
language?
6. Which elements of poetry mentioned in this lesson do
you already know?
7. Which elements of poetry mentioned in this lesson are
unfamiliar to you?
Objective/SWBAT: Describe simile and
identify examples of similes on practice
MCAS passages
MCAS POETRY NOTES






Questions on the MCAS exam will be on poetry passages.
These questions ask about the elements of poetry, such as
sound, form, figurative language and structure.
These questions may be multiple choice or open response.
Some questions might ask you to interpret the meaning of
selected lines in a poem. Other questions might ask you
about a more specific choice the poet has made– for
example, the idea the poet conveys by choosing to use a
certain word or phrase in a poem.
Many questions will ask you to choose the poetic technique
an author uses to convey a certain point.
You might also be asked to identify metaphors or similes in
the passages as well as instances of personification and
symbolism as well as the effect of sound (rhyme, assonance,
alliteration) or the form of the poem (ballad, sonnet,
couplet).
REVIEW:
SIMILE
LG/SWBAT: Identify
examples of Describe simile
and identify examples of
similes on practice MCAS
passages.
A simile is a type of figurative language in
which two unlike things are compared
using the words like or as to convey a
meaning/point.
Examples:
1.
I am as lazy as a sloth. In this example
the person/speaker is being compared to
an animal/sloth.
2.
You are as beautiful as the sun. Here
a person is being compared to the sun to
convey the person’s radiant beauty.
3.
He is fast like the wind. Here, a person
is being compared to the wind to convey
the person’s speed.

PRACTICE PASSAGE 1: EXCERPT
FROM BEOWULF
You have heard of the Danish
Kings
in the old days and how
they were great warriors.
Shield, the son of Sheaf,
5took many an enemy’s chair,
terrified may a warrior,
after he was found an orphan.
He prospered under the sky
until people everywhere
10listened when he spoke.
He was a good king!
1
Questions:
1. What does the poet most likely
mean when he writes in line 5
that the king “took many an
enemy’s chair”?
a. He stole his enemies belongings.
b. He forgave many of his enemies.
c. He dethroned many of his enemies.
d. He helped many of his enemies.
2. How does the poet help readers
understand that his subject was a
“good king”?
a. By listing details
b. By using short lines
c. By saying he was an orphan
d. By using a historical setting
3. What does the poet describe in
lines 1,2, and 3?
a. The work of another famous poet
b. The history of an area
c. The lives of his parents
d. A war between warriors and kings
PRACTICE PASSAGE #2:
I WANDERED LONELY AS A CLOUD
BY WILLIAM WORDSWORTH
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils,
5Beside the lake, beneath the trees
Fluttering and dancing in the breeze.
1
Continuous as the stars that shine
And twinkle on the Milky Way,
They stretched in never-ending line
10Along the margin of a bay:
Ten thousand saw I at a glance
Tossing their heads in sprightly dance.
For oft, when on my couch I lie
20In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills
And dances with the daffodils.
Questions:
4. What does the speaker mean when he says in
lines 15 and 16, “A poet could not but be gay/in
such a jocund company”?
a. The sight is so uplifting, it makes him happy.
b. The smell is so strong, it makes him tired.
c. There are so many flowers that he feels lonely.
d. The flowers are so bright that he has a headache.
5. What does the author describe in line 12?
a. the way the ladies danced
b. the way the clouds shifted
c. the way the flowers moved
The waves beside them danced, but they d. the way the stars sparkled
Out-did the sparkling waves in glee:
6.
15A poet could not but be gay
In such a jocund company:
a.
I gazed– and gazed– but little thought
b.
What wealthy the show to me had brought.
What simile does the speaker use for the
amount of flowers he sees?
Clouds in the sky
Hills in the valley
c. Stars in the galaxy
d. Waves in the ocean
ACT TWO, SCENE 1
King Alonso and
his men, stranded
together, wander
the island in
search of
Ferdinand.
Gonzalo tries to
convince Alonso of
Ferdinand’s
survival. Ariel
puts all the men
asleep except for
Antonio and
Sebastian. Antonio
takes this
opportunity to
convince Sebastian
to kill King Alonso
and Gonzalo so
that Sebastian can
take over throne of
Naples. Ariel,
invisible, wakes
Gonzalo, who
wakes the rest.
Then the men
resume their
search.
ACT TWO, SCENE 2
Trinculo finds
Caliban hiding
under a cloak and
Trinculo joins
him to seek
shelter from the
storm. Stephano,
drunk, finds them
both and shares
his drink with
them. In
exchange for this
drink, Caliban
swears to be
Stephano’s
subject and to
abandon
Prospero.
HOW WE WILL READ THIS SCENE
1.
2.
3.
4.
5.
6.
7.
I will read a section aloud…
You will re-read the same section with your partner
(both partners switching reading)
Look at the scene’s vocabulary to help you ‘translate’
the section into modern language
Use your best judgment/guess to determine what
this section means, write this down in your graphic
organizer
SEPARATELY fill in your worksheet with what you
think this section means
Then work with your partner to determine what this
part ‘translated’ to.
We will discuss full class what this section means
EXAMPLE, LINES 1-17
Gonzalo tells Alonso to cheer up as they are still
alive (it is a miracle!).
 Alonso tells Gonzalo to not say anything more, as
he is sad and depressed (over his supposed son’s
death).
 Sebastian and Antonio make rude comments
about Gonzalo (“Alonso enjoys Gonzalo’s
comforting words almost as much as cold
oatmeal”)

PARTNER WORK EXPECTATIONS
Move your seats together so you have work space
 Work and talk to only with your partner
 Keep a low voice; no yelling across the room
 Stay on topic, conversations are only about The
Tempest
 Follow the instructions to fill out the worksheet; do all
steps so that you may better understand the play!

PARTNERS

I am allowing you to choose your partner, but if
you are not working, your partner will be
changed.
PARTNERS
Jasmin & Nicole
 JJ & Andrea
 Rachelle & Stan
 Rishab & Gustavo
 Mildred & Aaliyah
 Dimitri, Nelson, & Larissa
 Danika & Jisraele
 Josh & Brian
 Djinnie & Milly
 Jennifer & Ashley
 Gabe & Jefferson
