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Active Shakespeare: Capturing evidence of learning

Exploring viewpoint in The Tempest

Teacher notes

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Text extracts from the play have been taken from Cambridge School Shakespeare, The Tempest, 2nd edition by Rex Gibson, text ? Cambridge University Press 1995, 2005 reproduced with permission.

QCDA/10/4808 First published in March 2010 ? Qualifications and Curriculum Authority 2010

The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions under the name of the Qualifications and Curriculum Development Agency (QCDA). The legal entity remains QCA, established under the Education Act 1997. QCA is an exempted charity under the Charities Act 1993.

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Active Shakespeare: Exploring viewpoint in The Tempest

Teaching time: These materials are designed to be integrated into teachers existing plans for the study of Shakespeare and to take approximately 6 one-hour lessons (or equivalent).

Framework objectives: 5.1 Developing and adapting active reading skills and strategies

5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts

6.2 Analysing how writers' use of linguistic and literary features shapes and influences meaning

10.1 Exploring language variation and development according to time, place, culture, society and technology

10.2 Commenting on language

Assessment focuses: Reading AF5 and AF6. During the course of these activities you will also see evidence of AF2 and AF3.

Synoptic task: Pupils will comment on the different views presented of either Prospero or Caliban; how Shakespeare uses language to create these views; and Shakespeares purpose, and the effect on the audience of these different views.

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Active Shakespeare: Exploring viewpoint in The Tempest

Active Shakespeare: Exploring viewpoint in The Tempest

Introduction

Using these materials pupils will look at how Shakespeare uses language to create complex views of character and setting. Pupils will focus particularly on the effects of Shakespeares choices of language in The Tempest in portraying: a) the island and b) Prospero and Caliban (AF5). Pupils will also explore and comment on Shakespeares possible purposes and viewpoints, and their overall effect on the audience, in creating the characters of Prospero and Caliban (AF6).

Prior learning

Pupils will need a solid understanding of the overall plot, the backstories of Prospero and Caliban, and how others relate to and perceive the characters of Prospero and Caliban. They will also need some knowledge of the social and historical context to help them relate their comments to knowledge of Shakespeares times.

The accompanying Teacher Guidance document shows how you might integrate the materials into your scheme of work, in order to provide this prior learning.

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Active Shakespeare: Exploring viewpoint in The Tempest

Stages and timing

Stage 1: Views of the island (approximately 1 hour 30 minutes. Longer if any of the additional or ,,Taking it further activities are included.)

Pupils will be introduced to the materials, and given their reflection logs. They will then explore what Shakespeares language tells us about the island, and explore Shakespeares purpose in highlighting Calibans different views of the island. Finally, they complete a writing task which will explore how and why Shakespeare creates different views of the island.

Stage 2: Views of Prospero and Caliban (approximately 3 hours)

Pupils will explore different views of Prospero and Caliban, looking at a range of sometimes conflicting views provided by the text. They will explore Prospero and Calibans use of language, the different views this gives the audience of these characters, the effect this has on the audience, and Shakespeares purpose in providing these different views.

Stage 3: Synoptic task (approximately 1 hour) Pupils will write about the following:

One of the things people say about Shakespeare is that he never tells a story from one point of view. Choose either Prospero or Caliban and write about:

a) how Shakespeare uses language to create different views of your chosen character

b) Shakespeares purpose, and the effect on the audience of these different views.

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Active Shakespeare: Exploring viewpoint in The Tempest

Resources

Teacher Resource A: Views of Prospero and Caliban (in Appendix of these teacher notes).

A copy of the Reflection log for each pupil.

Copies of the complete text of The Tempest for pupils to refer to.

Additional introductory activity A - handouts 1 and 2 (if activity is done) (in Appendix of these teacher notes).

Additional introductory activity B - handouts 1 and 2 (if activity is done) (in Appendix of these teacher notes).

Additional requirements

Ideally all lessons would take place in an open space so that pupils have room to move around and physically explore the text, which aids understanding. This would be particularly helpful for Walking the Text (Activity 3, Stage 2). However, many lessons could take place in a classroom, with pupils sitting grouped around desks where necessary, or with desks cleared away.

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Active Shakespeare: Exploring viewpoint in The Tempest

Stage 1: Views of the island

Learning objectives

5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts

6.2 Analysing how writers' use of linguistic and literary features shapes and influences meaning

10.1 Exploring language variation and development according to time, place, culture, society and technology

10.2 Commenting on language Resources

Reflection log pages 1-6.

Additional introductory activity A - handouts 1 and 2 (in Appendix of these teacher notes).

Additional introductory activity B - handouts 1 and 2 (in Appendix of these teacher notes). Introduction (10 minutes) Explain to pupils that the purpose of these activities is to:

look at how Shakespeare creates different, and sometimes conflicting, views of the island and the people on it

help them understand how Shakespeare uses language to create these views

explore Shakespeares purpose, and the impact these differing views have on the audience / reader.

Give out the reflection logs and ask pupils to write their names on the front. Explain that:

the log contains all the text they will need for these activities

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Active Shakespeare: Exploring viewpoint in The Tempest

it provides opportunities for them to reflect and write down notes about Shakespeares use of language and his reasons for giving different views of the characters and the islands

it has questions to prompt some writing about the island

it has a ,,synoptic task which brings together everything they have learnt and prompts more detailed writing about how and why Shakespeare presents different views about either Prospero or Caliban

the notes they make in their reflection logs will greatly help them when they come to do the synoptic task so its important that they make as many notes as they can during the course of the activities

they will need to include quotations and explain the reasons for their choice of quotations

you will be looking for evidence of AF5 and AF6.

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