Grammar refers to the rules about how words change and combine to make accurate sentences.

To elevate something means to improve it.

Editing is the process of making changes to an answer to improve it.

If something is ambitious then it takes a lot of skill and effort to be successful.

Improving an essay on Prospero's power over Caliban in 'The Tempest'

English

Comparing the Shakespearean theatre experience with modern theatre

Exploring Shakespearean theatre as a sensory experience

Understanding the plot of Shakespeare's 'The Tempest'

Consolidating our understanding of the plot of Shakespeare's 'The Tempest'

Understanding the characters of Shakespeare's 'The Tempest'

Introducing the role and presentation of Ariel in Shakespeare's 'The Tempest'

Exploring the power dynamics between Prospero and Ariel in 'The Tempest'

Writing about Prospero's treatment of Ariel in Shakespeare's 'The Tempest'

Crafting a monologue in Ariel's voice from Shakespeare's 'The Tempest'

Writing a monologue in Ariel's voice from Shakespeare's 'The Tempest'

Understanding Caliban's role and presentation in Shakespeare's 'The Tempest'

Exploring Prospero and Caliban's relationship in Act 1 Scene 2 of 'The Tempest'

Exploring Prospero's power over Caliban in Shakespeare's 'The Tempest'

Planning an essay on Prospero's power over Caliban in 'The Tempest'

Writing an essay on Prospero's treatment of Caliban in 'The Tempest'

Constructing a debate on the presentation of Caliban in 'The Tempest'

Exploring the treatment of Caliban in Shakespeare's 'The Tempest'

Considering Caliban as an outsider in Shakespeare's 'The Tempest'

Crafting a monologue from the perspective of Caliban from 'The Tempest'

Revising the theme of inequality in Shakespeare's 'The Tempest'

Understanding the portrayal of Miranda in Shakespeare's 'The Tempest'

Exploring Prospero's power over Miranda in Shakespeare's 'The Tempest'

Writing a diary in the voice of Miranda from Shakespeare's 'The Tempest'

Understanding the perspective of an outsider in Shakespeare's 'The Tempest'

Structuring an imaginative monologue in relation to Shakespeare's 'The Tempest'

Writing the monologue of an outsider in relation to Shakespeare's 'The Tempest'

Considering how to use body language and voice to perform a convincing monologue

In 'The Tempest', pupils explore how Shakespeare presents Caliban as an outcast. In 'A Midsummer Night's Dream', pupils analyse the role of Puck as an outsider and how this impacts on his behaviour.

In Shakespeare's 'Romeo and Juliet': Diary and Narrative Writing, pupils are introduced to the characters of William Shakespeare. In 'The Tempest' pupils explore worlds created by Shakespeare.

In this unit, pupils learn about the plot and characters of Shakespeare's 'The Tempest', and read sections of the play. They explore how Prospero treats Ariel, Caliban and Miranda, and write monlogues from their perspectives. Finally, they write and perform their own monologues inspired by the play.

'The Tempest'

Depiction or discussion of distress or humiliation e.g. bullying.

Depiction or discussion of peer pressure or bullying

What do you always need at the start of a sentence?

If something is ambitious then it means...

The way ambitious words are written and spelled. 

The rules about how words change and combine to make accurate sentences.

Words with a similar meaning that are easy to muddle up when spelling. 

Which is the correct word for this sentence: 'Prospero and Caliban's harsh words shows {{}} relationship is one of animosity.'?

Which of the following would be an appropriate synonym for 'acting meanly'?

Which piece of punctuation needs to go at the end of a sentence?

There should be an apostrophe after 'Caliban'.

There should be a semi-colon after 'Caliban'.

What is the punctuation error in this sentence: 'Calibans afraid of Prospero.'?

Where one part of the sentence is in past tense and the other in present tense.

Where both parts of the sentence are in the past tense.

Improving an essay on Prospero's power over Caliban in 'The Tempest'

Lesson outcome

Content guidance