English 10, Week 20
Wrap up of The Tempest and
continued MCAS Prep!
Holly Fritz
2/2/11-2/5/11
Tuesday 2/2/11
Learning Goals: SWBAT
1. Review the first three acts of The Tempest by participating in group improv./drama
activities with their completed character cards.
Do Now: On page _____
• How do you think this play
will end? Make a prediction
in at least three sentences.
Explain why this is how you
predict it will end.
Agenda:
1.
2.
3.
Do Now
Partner work: Ordering the events
from the first three acts in
chronological order.
Group drama
activity/competition: Improvising
key moments in the first three acts
with the character cards.
Homework:
1. Complete the semester one
reflection.
2. Read summary of Act 4 and watch
Act 4 and complete the Act 4
summary chart.
3. Complete the MCAS prep passage.
Reviewing Acts 1-3 of The Tempest
Learning Goals: SWBAT
1. Review the first three acts of The Tempest by
participating in group improv./drama activities
with their completed character cards.
• Time line: Review the list of events in the box below with your partner and put
them in chronological order on the timeline.
•Caliban mistakes Trinculo for one of Prospero’s spirits.
•Alonso and Gonzalo suddenly fall asleep and Antonio and Sebastian attempt to murder them, but Ariel wakes them up.
•The noblemen and the mariners have an argument on the ship in the middle of the tempest.
•Prospero tells Miranda about her past and the reason he created the tempest.
•Gonzalo tries to comfort Alonso after the storm once they are safe and dry on the island.
•Prospero checks in with Ariel about the progress of his plan. Ariel asks Prospero for his freedom.
•Antonio and Sebastian make fun of Gonzalo.
•Miranda confronts her father about the storm and the sinking ship she just saw from the shores of her island.
•Prospero and Miranda go and talk/argue with Caliban.
•Trinculo and Stephano are reunited.
•Caliban promises to be Stephano’s servant if he will kill Prospero.
•Ariel creates a beautiful banquet full of delicious food that appears before the noblemen and then suddenly takes it away
from them and appears as a Harpy.
•Ariel causes a fight between Stephano, Trinculo and Caliban by making it seem like Trinculo calls Caliban a liar when he is
describing Prospero.
Tempest Review of Acts 1-3
Improvisation Game!
Tuesday 2/2/11
Learning Goals: SWBAT
1. Review the first three acts of The
Tempest by participating in group
improv./drama activities with their
completed character cards.
Directions: For this review activity, you will be divided into two teams. You will receive a
citizenship grade of 1-4 based on your positivity, participation and focus on the text.
•
•
•
•
Step One: Your team leader reviews the timeline you worked on with your partner–
making sure that everyone understands the chronological order of major events in the
play so far.
Step Two: One member of each team (someone with completed character cards, not
necessarily the team leader) will randomly distribute a card for each member of the
team. You will assume the identify of the character on your card for the duration of the
game.
Step Three: Figure out which character will be acting (improvising in character) for each
of the events on your timeline. Briefly plan what you think each character should do or
say in each of the mini-scenes.
Step Four: Each team will alternate their improv. Performances, scene by scene. I will
keep score for each team. You will earn points (see rubric) based on how accurate your
performance is (how close to the text), how much enthusiasm you show during your
performance.
Tempest Improvisation Rubric/Score Sheet
Tuesday 2/2/11
Learning Goals: SWBAT
1. Review the first three acts of The Tempest by
participating in group improv./drama activities with
their completed character cards.
Accuracy: How much did the performance accurately represent the events, characters and
tensions of the play?
Enthusiasm: How much energy and enthusiasm did the group put into their performance? Was
it fun to watch them act out this scene? Did they use the space and their bodies as part of their
performance? Was it easy to hear them and understand what they were talking about?
Team Spirit: Group members worked well together and the rest of the group was positive,
helpful and encouraging during the performance. Team was always polite and respectful during
their competitors performances!
Bonus Points: The group used at least one line from the appropriate scene in the play in their
performance (from the character card). They incorporated this line from the play in a way that
made sense to the audience and showed an understanding of this moment in the play.
English Homework: Due Wednesday 2/3/11
Semester One Reflection
Directions: Please answer these questions thoughtfully, thoroughly, honestly and
in complete sentences. Write your answers on a separate sheet of loose-leaf
paper.
1.
2.
3.
4.
5.
6.
7.
What was your favorite semester one text and why? What was your least
favorite and why?
What new reading skills did you learn, or what reading skills did you improve
this semester?
What did you learn about essay writing?
What was your favorite assignment/project/class activity from semester one?
Why was this your favorite?
What was your least favorite assignment/project/class activity from semester
one? Why?
What do you hope we do more of in semester two? Explain.
What are your own personal goals for semester two of English class? Why are
these your goals? What do you think you need to do in order to achieve
these goals?
English Homework Due Thursday 2/4/11
Directions: Read Act 4 and complete the following chart.
Who? What
characters are in
this scene/Act?
What ? What
happens?
Summarize the
events.
Why? Why is this
an important
scene/act?
Questions? What
level one questions
do you have about
this scene?
Thursday 2/3/11
Learning Goals: SWBAT
1. Summarize key moments in Act 4.
2. Review the purpose of margin summary notes and Lord Byron’s use of metaphor in the
excerpt from “Don Juan”.
Do Now:
• Review the MCAS prep
poem you read for HW:
Excerpt from “Don Juan” by
Lord Byron.
• In at least three complete
sentences, describe the
marriage of Don Jose and
Donna Inez.
Agenda:
1.
2.
3.
4.
Do Now and HW check (collect
semester one reflection, check Act
4 summary chart, check MCAS
prep)
Review poem and strategies for
tackling poetry passages (margin
summary notes and multiple
choice strategies) on the MCAS
exam.
Review Act 4 chart.
Partner work– digging deeper into
Act 4
HW: finish Act 4 partner work
worksheet.
Friday 2/4/11
Learning Goals: SWBAT
1. Summarize Act 4 by reviewing the Act 4 chart and the homework from last night.
2. Review Acts 2-4 by continuing our improv. Competition.
Do Now:
• Respond in at least four
complete sentences. Write a
summary of Act 4.
4=A
3=B
2=C/D
0/1=F
Student is seated
and on time at the
beginning of class.
He/she is focused
and gets right to
work without
needing to be
reminded. Student
completes Do Now
in NB. Student
refrains from
talking to others
and wandering.
Student uses the
time when he/she
finishes wisely
(organizing NB,
reviewing HW).
Student is seated
and on time at the
beginning of class
and completes the
Do Now in the NB,
but needs a
reminder to get
started.
Student needs
several reminders
to get started on
the Do Now, or
student is not
prepared or on
time for class and
does not complete
the Do Now.
Student is late for
class, unprepared
and does not
complete the Do
Now. Student
wanders the room
and causes a
distraction to
others. Student
needs to be asked
several times to
change his/her
behavior and focus
on the Do Now.
Student refrains
from wandering
and chatting during
the Do Now.
Student is chatty,
but stops talking
after teacher asks
him/her to focus
and work silently.
Agenda:
1. Do Now/HW check– Act
four response
2. Review Act 4 Summary
chart
3. Finish watching Act 4 (part
2)
http://www.youtube.com/
watch?v=QgSRBKnkU_c
4. Partner Talk: share HW
5. Improv!
Homework: Read Act 5 and
complete the guided
reading activities.
The Tempest Act 5 Guided Reading HW
Directions: In Act 5, several of the conflicts in the plot get resolved. Characters gain new knowledge and earlier mysteries are explained. As you
read, use the chart below to take notes on how these conflicts and earlier mysteries/confusions are resolved in the final act of the play.
Conflicts/Confusions
Resolutions
1. Prospero’s enemies are scattered about
the island and are completely in his power.
They all come together in the end and he decides to forgive them.
2. Prospero uses his magic to accomplish
his goals.
3. Antonio and Sebastian try to kill Alonso
and Gonzalo
4. Alonso is depressed because he believes
Ferdinand is dead.
5. Alonso wonders if the girls with
Ferdinand is a goddess.
6. The noblemen believe the ship sank
during the Tempest
7. Caliban, Trinculo and Stephano plan to
kill Prospero and take over the island
8. Ariel longs for his freedom.
The Tempest Act 5 Post-Reading HW
Directions: Answer the following questions in complete sentences after you finish reading Act 5 and after
you complete your guided reading chart. Use loose leaf paper.
1. What did you think of the ending of the play?
2. If you had written this play, would you have ended it differently? Why or why not?
3. What significant gesture does Antonio not make at the end of the play? IN other words, what does he
not do that you might expect him to do?
4. At the end of the play, Prospero forgives all of the men who have wronged him, even those who have
not repented (asked for forgiveness). Was he right or wrong to forgive them all? Explain your answer.