Mr. Verlin
Overbrook High School
October 27-November 20, 2015
THE TEMPEST
Do Now: Oct. 27
 Copy the following key terms and definitions
in your notebooks:
 Analyze: to break into parts
 Interpret: to explain or give meaning
 Classify: to determine the class to which an object
belongs
 Interact: to come together and affect
 Exposition: the opening scene(s) where
background is established
Do Now: Oct. 29
 QUIZ (10 quiz points): write the setting of
The Tempest in the opening scene and name
at least 3 characters.
Do Now: Oct. 30
 In one word, what plot element is used to
describe act I of The Tempest and what is its
purpose? Which character’s actions were
most productive during the opening act of the
play? Explain.
Do Now: Nov. 4
 Identify the names of the 6 phases of Verlin’s
Shakespeare Study Strategy.
 Copy and define “rising action”: actions in act
II which build to the climax (act III)
Do Now: Nov. 5
 List the names of 3 characters in The Tempest
you liked best.
 Rank them in order of preference 1-3.
 For the first character you ranked, list 3 things
which made him a comical character.
Do Now: Nov. 9
 Define sarcasm. How might it contribute to
the humor of an otherwise unpleasant
situation?
Do Now: Nov. 12
 Take out your plot outlines through Act II
scene 2. I will now check your notebooks for
completeness.
Do Now: Nov. 16
 Copy the following words and their defintions
to your notebooks:
 Sarcasm: the use of words that mean the opposite
of what you want to say in order to insult.
 Point of view: the author’s position
 Tone: the author’s attitude
Objectives:
 The students will be able to define the 5 steps of
Verlin's Shakespeare Study Strategy in order to be
able to act out the exposition of The Tempest.
 …classify elements in the exposition in order to
be able to summarize key details in an outline.
 …analyze the interaction and development of
specific characters over the course of the text in
order to plan a 5-paragraph essay on character
(CC.1.2.11-12.C).
Objectives:
 The students will be able to define sarcasm and
identify at least 2 instances of it in act II scene 1
and scene 2.
 The students will be able to explain how sarcasm
contributes to the overall humor of the play in
order to draft a 3-paragraph essay.
 Introduction
 Body
 Conclusion
Focus Lesson: The Tempest
(Oct. 27)
 Direct Instruction
 Exposition
 Verlin’s Shakespeare Study Strategy (V3S)
 http://www.shakeapeare-online.com
 Guided Practice: Act I scene 1
 Identification of important parts
 Outline Organization
 Guided Reading and Note-taking
 Exit Ticket: outlines with line #s for key
events
Focus Lesson: The Tempest
(Oct. 29)
 Direct Instruction
 Conflict
 Internal
 External
 V3S Review
Guided Practice: Act I scene 2
 Identification of important parts
 Outline Organization
 Guided Reading and Note-taking
Focus Lesson: The Tempest
(Oct. 30)
 Draft at least 5 sentences describing and
explaining which character’s actions were most
productive during the opening scene of The
Tempest.
Focus Lesson: The Tempest
(Nov. 2)
 Direct Instruction
 Rising Action
 Log on to http://www.shakespeare-online.com
 Outline Setup
 Cooperative Practice
 Finish Act I scene 2 (V3S phase #4 and #5).
 Divide into groups of 4 or 5.
 Complete phase #3 of the V3S for Act II scene 1. Find
the line numbers for the key events you listed on your
outline and write them down. Report out.
Focus Lesson: The Tempest
(Nov. 2 con’t.)
 Guided Practice
 Observation: video of Act II scene 1
 Interaction: scene acting (bonus points)
Focus Lesson: The Tempest
(Nov. 5)
 Direct Instruction: 3-paragraph essay plan
 Introduction
 Attention-getting opening
 Background and context
 Thesis
 Body (1 paragraph)
 Conclusion: what Shakespeare characters teach
Focus Lesson: The Tempest
(Nov. 9 and 12)
 Test: Nov. 18 (act III scene 2):
 In groups of 3 everyone will choose a character on the
day of the test.
 Stephano
 Trinculo
 Caliban
 No memorization is required but you will be tested on
your ability to act and read with feeling the first 56
lines of the scene (4 test points, 0=bad, 4=excellent).
Focus Lesson: The Tempest
(Nov. 9 and 12)
 Guided Practice: tie up act II scenes 1 and 2 of
The Tempest continuing with the V3S from the
previous class.
 Prediction
 Summarization
 Interpretation
 Observation
 Interaction
Focus Lesson: The Tempest
(Nov. 16)
 Guided Practice: Act III scenes 1 and 2
 Identification of important parts
 Instances of of sarcasm
 Shakespeare’s point of view
 Violence
 Slavery
 Guided Reading and Note-taking
Focus Lesson: The Tempest
(Nov. 16)
 Cooperative Learning
 Group #1
 Read act III scene 1.
 Note the line #s of key events on the plot outline.
 Find and explain one instance of sarcasm.
 Report out.
 Group #1
 Read act III scene 2.
 Note the line #s of key events on the plot outline.
 Explain Shakespeare’s attitude toward violence or
slavery.
 Report out.
Focus Lesson: The Tempest
(Nov. 18)
 Do Now: spend 5 minutes rehearsing your 20
lines.
 Dramatic Reading Test: The Tempest act III scene
2
 Students divided into groups of 3 and chosen for parts
 Dramatic reading and interpretation (8 min.
max./group)
Focus Lesson: The Tempest
(Nov. 19)
 Do Now: take out your thesis statements for
inspection.
 Direct Instruction
 Proofreading
 Run-on sentences
 Independent Practice: essay plan on one
Shakespeare’s point of view on violence or
slavery. Turn these in by the period end.
 Introduction
 Body (1 paragraph)
 Conclusion
Homework: due Oct. 29
 Watch the first 10-15 minutes of the play on
YouTube at
https://www.youtube.com/watch?v=93OgyoBsN
-c and come prepared to class tomorrow to
discuss what you liked.
Homework: due Nov. 2
 Read the next 10 pages in your independent
reading books.
 Take at least 2 more QNTs in your reading logs.
Homework: due Nov. 19
 Draft a 1-sentence thesis statement on one of
the following topics (10 homework points):
 Shakespeare’s point of view on violence
 Shakespeare’s point of view on slavery
 Be prepared to support your thesis with at least
two specific details from the text.
 Also consider how your introductory and
concluding paragraphs.