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'The Tempest'

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Why this why now

Pupils will already have encountered some aspects of Shakespeare's plays at primary school. This unit is a bridge between primary and secondary study of Shakespeare. Rather than read the whole play, pupils explore key sections to deepen their understanding. Similarly, pupils complete creative and spoken responses to the play rather than academic critical essays. This helps to ease their transition between primary and secondary studies of Shakespeare. This unit also starts pupils' exploration of outsiders within Shakespeare's play, which is developed across all of our Shakespeare units.

Prior knowledge requirements

  • Pupils can use compound and complex sentences to develop key descriptions
  • Pupils are able to use adverbial phrases at the start of a sentence
  • Pupils can use a range of sentence structures in a description
  • Pupils can explain how sentence structures are used to create tension
  • Pupils can use Single Paragraph Outlines to plan their writing
  • Pupils can write a clear topic sentence using the structure: "[Author] presents [character/setting] as..."
  • Pupils can use evidence from a text to support their argument
  • Pupils can explain how language choices create atmosphere
  • Pupils can expand explanations to show a clear understanding of a text
  • Pupils understand how setting can be used to create tension

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Why this why now

Pupils will already have encountered some aspects of Shakespeare's plays at primary school. This unit is a bridge between primary and secondary study of Shakespeare. Rather than read the whole play, pupils explore key sections to deepen their understanding. Similarly, pupils complete creative and spoken responses to the play rather than academic critical essays. This helps to ease their transition between primary and secondary studies of Shakespeare. This unit also starts pupils' exploration of outsiders within Shakespeare's play, which is developed across all of our Shakespeare units.

Prior knowledge requirements

  • Pupils can use compound and complex sentences to develop key descriptions
  • Pupils are able to use adverbial phrases at the start of a sentence
  • Pupils can use a range of sentence structures in a description
  • Pupils can explain how sentence structures are used to create tension
  • Pupils can use Single Paragraph Outlines to plan their writing
  • Pupils can write a clear topic sentence using the structure: "[Author] presents [character/setting] as..."
  • Pupils can use evidence from a text to support their argument
  • Pupils can explain how language choices create atmosphere
  • Pupils can expand explanations to show a clear understanding of a text
  • Pupils understand how setting can be used to create tension

'The Tempest'

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.

28 lessons in unit

  1. 1

    Comparing the Shakespearean theatre experience with modern theatre

    I can understand and compare attitudes towards the theatre.
  2. 2

    Exploring Shakespearean theatre as a sensory experience

    I can understand how the theatre used special effects to create a sensory experience.
  3. 3

    Understanding the plot of Shakespeare's 'The Tempest'

    I can understand the conventions of a comedy play and describe the plot of ‘The Tempest’.
  4. 4

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

    I can confidently recall the plot of 'The Tempest' and link it to key themes.
  5. 5

    Understanding the characters of Shakespeare's 'The Tempest'

    I can confidently identify the roles of each of the main characters and their relationship to secondary characters from Shakespeare’s ‘The Tempest’.
  6. 6

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

    I can understand and describe the role and presentation of Ariel throughout ‘The Tempest’.
  7. 7

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

    I can analyse the power dynamics between Prospero and Ariel in Shakespeare’s ‘The Tempest’.
  8. 8

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

    I can write an analytical paragraph which explores the presentation of Ariel.
  9. 9

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

    I can create a monologue in Ariel’s voice from Shakespeare’s ‘The Tempest’ using tone, language devices, and short sentences.
  10. 10

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

    I can write a monologue in the voice of Ariel from Shakespeare’s ‘The Tempest’.
  11. 11

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

    I can understand the role and presentation of Caliban in Shakespeare’s ‘The Tempest’ throughout the play.
  12. 12

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

    I can explore how Shakespeare presents the relationship between Prospero and Caliban at the beginning of the play.
  13. 13

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

    I can analyse the ways in which Prospero exerts his power over Caliban in Shakespeare’s ‘The Tempest’ and how this might relate to ideas of colonialism.
  14. 14

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

    I can plan an essay that explores how Prospero exerts his power over Caliban.
  15. 15

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

    I can write an analytical essay that answers the question ‘How does Shakespeare present Prospero’s treatment of Caliban as cruel?’ in 'The Tempest'.
  16. 16

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

    I can understand how to review and edit my work.
  17. 17

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

    I can use persuasive language to effectively debate the perceptions of Caliban.
  18. 18

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

    I can describe how different characters treat Caliban.
  19. 19

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

    I can explain Caliban’s position as an outsider in society.
  20. 20

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

    I can use my knowledge of the presentation of Caliban to plan a monologue in Caliban’s voice.
  21. 21

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

    I can explore how the theme of inequality is presented throughout the play.
  22. 22

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

    I can understand and describe the extent to which Miranda meets the expectations of a patriarchal society.
  23. 23

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

    I can understand and consider the power dynamics between Prospero and Miranda in relation to contemporary patriarchal society.
  24. 24

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

    I can write an accurate, thoughtful diary entry in the voice of Miranda.
  25. 25

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

    I can understand the perspective of an outsider in ‘The Tempest’.
  26. 26

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

    I can effectively plan an imaginative monologue with a clear, overarching structure as part of a creative task in response to Shakespeare’s ‘The Tempest’.
  27. 27

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

    I can write a monologue which uses descriptive and rhetorical devices to convey the emotion of an outsider in relation to Shakespeare’s ‘The Tempest’.
  28. 28

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

    I can use body language and voice to deliver a convincing monologue with a clear, character voice.

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A step-by-step guide to getting started

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