Tempest Character Projects

Students will crate a poster, collage, or other artistic representation of their favorite character(s) from The Tempest.  Projects need to be primarily visual and can be 2-dimensional or 3-dimensional.  Students need to incorporate 6 specific quotes which provide insights to the character and/or show how that character transforms/changes (or stays the same) over the course of the text. Quotes can be embedded into the project or you can attach quotes to a finished piece as shown in class.

Students worked on and turned quotes in on Friday 3/24.  Because Borger cares about your brains, quotes need to be handwritten & copied from the text – not copied & pasted on the computer online.

Final character projects are worth 100 points and will be due Thursday 3/30/17.  Late projects will be docked 10% each day late and will not be accepted beyond Monday 04/03/17.

The Tempest: Act 2

Students read Act 2 aloud in class & answered questions which were due on Thursday 03/09.

Students will take a quiz over Act 2 on Friday and can use their questions on the quiz.

Students will make one-pagers focusing on a single character or scene.  They should include 2-3 quotes from the original translation by Shakespeare & pictorially depict the character or action of a scene from either Acts 1 or 2. One pagers will be due on Friday 03/10 after the quiz.

The Tempest Study Guide & Quiz Corrections

Students will be given the opportunity to make quiz corrections over their Act I Tempest quizzes on Friday 03/03. Students will find the correct answer for questions they got wrong & will cite the act.scene.and line number where they found the correct answer.

Students will be given a study guide based on these questions. Study guides will not be mandatory but may be used on future quizzes.

The Tempest

Students began reading The Tempest on Thursday 02/23. We finished Act 1 on Monday 02/27 & will take a quiz on Tuesday 02/28.

Split-Quotes: Students will start gathering split-quotes over the characters in the play.  In Act 1, students should find at least one quote per main character that gives some sense of who each character is.

  • Prospero is a magician / sorcerer.  He also wants revenge.
  • Alonso goes below to pray while Sebastian stays above deck on the ship to cuss the Boatswain.
  • Miranda is naive and super-sensitive.
  • Find quotes that represent these and other traits of the main characters:
    • Prospero
    • Miranda
    • Ariel
    • Caliban
    • Antonio
    • Sebastian
    • Gonzalo
    • Ferdinand
    • (Alonso – for extra credit since we don’t see him much in the first act)
  • Continue collecting as we progress through the play.
  • Split-Quotes will be checked periodically for quiz grades.

I Wish For You to Be Happy

clone tag: 3755604650100852223

art-credit: Sejal P.

After responding to the journal about violence & love today (posted below), I asked students to engage in a mindfulness activity: they were to secretly choose 2 students in class and when I told them to, they were to close their eyes and think “I wish for them to be happy” for 5 seconds.

Their “homework” is to engage in this simple mental activity as they move through the halls to their classes or at the first five minutes of class each day.  It is a potential way to combat all the hate and judgmentalness in our world that led to the horrific events of slavery, convict leasing, Jim Crow, and hate in our country’s history.

Hopefully they share their “homework” with their parents / guardians and encourage them to engage in this exercise at work. 😀

To learn more, listen to “Mindfulness on Demand” from the Note to Self Podcast series.

Journal prompt:

02/16/17: Violence & Love
MLK said, “The ultimate weakness of violence is that it is a descending spiral begetting the very thing it seeks to destroy, instead of diminishing evil, it multiplies it. Through violence you may murder the liar, but you cannot murder the lie, nor establish the truth. Through violence you may murder the hater, but you do not murder hate. In fact, violence merely increases hate. Returning violence for violence multiplies violence, adding deeper darkness to a night already devoid of stars. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.”

What are some real ways we can use love to defeat hate?

Tempest Intro

Students took notes over the following drama terminology. Quiz on Wednesday 02/22.

Playwright:  Author of a play.

Script:  Written form of a play.  Includes dialogue, stage directions, and may be divided into scenes or acts.

Dialogue:  Speech between actors in a play.

Monologues:  Long speeches given by an individual actor on stage to other actors or the audience.

Soliloquy:  Speech given by a lone character on stage.

Aside:  Statement meant for the audience or a single character, but not by other characters on the stage (Malcolm in the Middle, The Bernie Mac Show).

Stage Directions:  Notes provided by the playwright to describe how something should be presented or performed.

  1. They may describe entrances / exits, movement, facial expressions, vocal qualities, gestures, etc.
  2. Stage directions include elements of the spectacle:  lighting, music, sound effects, costumes, props, or set designs.
  3. Spectacle is specific to drama—it is what SHOWS the action vs. TELLING.

Blocking:  How the actors move or are positioned around the space.

Act:  Major division of a play—often includes scenes.

Scene:  Smaller division within an act—usually marked by the entrance of one or more characters.

Suspension of Disbelief:  An audience’s willingness to accept the world of the drama as reality during the course of a play.

Catharsis:  The emotional release audiences should feel after watching a tragedy.

They also began making character maps for The Tempest.

The Tempest: Characters: Create a character map showing how the characters within this play are connected – choose one of the two groups to map.  Draw images representing characters or find images in magazines. Worth 50 points, due Thursday 2/16/17 at the end of class.

Island Inhabitants

The play’s protagonist and Miranda’s father. Twelve years before the events of the play, Prospero was the duke of Milan. His brother, Antonio, in concert with Alonso, king of Naples, usurped him, forcing him to flee in a boat with his daughter. The honest lord Gonzalo aided Prospero in his escape. Prospero has spent his twelve years on an island refining the magic that gives him the power he needs to punish and reconcile with his enemies.

Prospero’s daughter, whom he brought with him to the island when she was still a small child. Miranda has never seen any men other than her father and Caliban, although she dimly remembers being cared for by female servants as an infant. Because she has been sealed off from the world for so long, Miranda’s perceptions of other people tend to be naïve and non-judgmental. She is compassionate, generous, and loyal to her father.

Prospero’s spirit helper, a powerful supernatural being whom Prospero controls completely. Rescued by Prospero from a long imprisonment (within a tree) at the hands of the witch Sycorax, Ariel is Prospero’s servant until Prospero decides to release him. He is mischievous and ubiquitous, able to traverse the length of the island in an instant and change shapes at will. Ariel carries out virtually every task Prospero needs accomplished in the play.

Another of Prospero’s servants. Caliban, the son of the now-deceased witch Sycorax, acquainted Prospero with the island when Prospero arrived. Caliban believes that the island rightfully belongs to him and that Prospero stole it. Caliban’s speech and behavior is sometimes coarse and brutal, sometimes eloquent and sensitive, as in his rebukes of Prospero in Act 1, scene 2, and in his description of the eerie beauty of the island.



Shipwrecked / Stranded Characters

King of Naples and father of Ferdinand. Alonso aided Antonio in unseating Prospero as duke of Milan twelve years before. Over the course of the play, Alonso comes to regret his past actions and desire a reconciliation with Prospero.

Son and heir of Alonso. Ferdinand seems in some ways to be as pure and naïve as Miranda. He falls in love with her upon first sight and happily submits to servitude in order to win Prospero’s approval.

An old, honest lord. The goodhearted Gonzalo helped Prospero and Miranda to escape and survive after Antonio usurped Prospero’s title. During the play, Gonzalo does his best to cheer up the despondent Alonso, maintains an optimistic outlook on the island where they’re standed, and remains unfazed by the insulting taunts of Antonio and Sebastian.

Prospero’s thoroughly wicked brother who betrayed Prospero’s trust and stole his dukedom years before the play begins. Once on the island, Antonio wastes no time demonstrating that he is still power-hungry and murderous, persuading Sebastian to help him kill Alonso. Though Prospero forgives him at the end of the play, Antonio never repents for his misdeeds.

Alonso’s brother. Like Antonio, Sebastian is wicked and underhanded. Antonio easily persuades him to agree to kill Alonso. Also like Antonio, Sebastian is unrepentant at the end of the play.

Trinculo and Stefano
Two minor members of the shipwrecked party. Trinculo, a jester, and Stefano, a drunken butler, provide a comic foil to the other, more powerful pairs of Prospero and Alonso and Antonio and Sebastian. Their drunken boasting and petty greed reflect and deflate the quarrels and power struggles of Prospero and the other noblemen.