Pitch refers to the relative highness and lowness of voice when speaking.

When delivering a monologue, pace refers to the speed at which you are saying the words.

Tone refers to the general mood or feeling.

Body language is the movements or positions of your body that show other people how you are feeling.

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

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'

Improving an essay on Prospero's power over 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'

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'

The way someone holds themselves when they’re seated or standing is known as ...

Which of the following indicate confident body language?

The movements or positions of your body that show other people how you are feeling is known as ...

Having a high pitched voice can indicate ...

Speaking using a slow pace of voice could indicate ...

where someone smiles when they speak to you.

delivering your monologue in front of an audience.

planning your monologue using a beginning, middle and end.

writing your monologue using ambitious vocabulary.

If someone is speaking really quickly and tripping over their words then it might indicate ...

Which of the following might indicate confidence?

give impartial information about a character

give other character's opinions on the character

A monologue written from the perspective of a character is an opportunity to ...

through verbal communication and precise language 

through a mixture of verbal and non-verbal communication

through non-verbal communication with exaggerated gestures

How do we effectively communicate with others?

This lesson was made for home learning during the pandemic.

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

Lesson outcome

This lesson was made for home learning during the pandemic.