Exploring Viewpoint in The Tempest

Transcription

1 For: English teachers English subject leaders Active Shakespeare: Capturing evidence of learning Exploring Viewpoint in The Tempest Pupil reflection log

2 We want our website and publications to be widely accessible, so please contact us if we're not meeting your needs. Qualifications and Curriculum Telephone Development Agency Enquiry line Butts Road Textphone Earlsdon Park Fax Coventry CV1 3BH Text extracts from the play have been taken from Cambridge School Shakespeare, The Tempest, 2nd edition, edited by Rex Gibson, text Cambridge University Press 1995, 2005 reproduced with permission. QCDA/10/4809 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 QCA is an exempted charity under the Charities Act Reproduction, storage or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, provided full acknowledgement is given.

3 Contents page STAGE 1 1 Resource 1: A magical and musical island Act 3 Scene 2 1 Reflection opportunity 1: Caliban s first speech 2 Resource 2: A magical but scary island Act 2 Scene 2 3 Reflection opportunity 2: Caliban s second speech 4 Task 1: Views of the island 5 STAGE 2 7 Reflection opportunity 1: Views of Prospero 7 Reflection opportunity 2: Views of Caliban 8 Resource 1: Prospero and Caliban Act 1 Scene 2 (edited) 9 Reflection opportunity 3: The relationship between Prospero and Caliban 11 Resource 2: This island s mine: Caliban Act 1 Scene 2 12 Reflection opportunity 4: Caliban 13 Resource 3: The violence of Prospero and Caliban s language 14 Reflection opportunity 5: Prospero and Caliban s language 15 Resource 4: A view of Prospero at the end of the play 16 Reflection opportunity 6: Prospero s language 17 SYNOPTIC TASK: Views of Prospero/Caliban 18

4 STAGE 1 Resource 1: A magical and musical island Act 3 Scene 2 Caliban is speaking to Trinculo and Stephano Be not afeard; the isle is full of noises, Sounds, and sweet airs 1, that give delight and hurt not. Sometimes a thousand twangling instruments Will hum about mine ears; and sometime voices, That if I then had waked after long sleep, Will make me sleep again; and then in dreaming, The clouds methought would open, and show riches Ready to drop upon me, that when I waked I cried to dream again. Activity Underline any words to do with sounds. In a different colour, underline any words to do with sleeping. Whisper the speech together, concentrating on how the underlined words feel or sound. 1 tunes The Qualifications and Curriculum Development Agency is the non-regulatory part of the 1

5 STAGE 1 Reflection opportunity 1: Caliban s first speech Caliban s first speech about the island You might like to write about some or all of the following: how Shakespeare uses sounds to describe the island how Shakespeare uses words to do with sleep how these words make you feel about the island. Remember to include quotations from the speech and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 2

6 STAGE 1 Resource 2: A magical but scary island Act 2 Scene 2 Caliban is talking to himself His spirits hear me, And yet I needs must curse. But they ll nor pinch, Fright me with urchin-shows 1, pitch me i th mire, Nor lead me like a firebrand 2 in the dark Out of my way, unless he bid em; but For every trifle are they set upon me, Sometime like apes, that mow 3 and chatter at me And after bite me; then like hedgehogs, which Lie tumbling in my barefoot way and mount Their pricks at my footfall; sometime am I All wound with adders, who with cloven tongues Do hiss me into madness. Activity Underline any words to do with animals. In a different colour, underline any words to do with pain or fear. Whisper the speech together, concentrating on how the underlined words feel or sound. 1 hedgehogs like demons or phantoms 2 will-o -the-wisp 3 make faces The Qualifications and Curriculum Development Agency is the non-regulatory part of the 3

7 STAGE 1 Reflection opportunity 2: Caliban s second speech Caliban s second speech about the island You might like to write about some or all of the following: the sorts of animals that Shakespeare describes being on the island what Shakespeare s purpose might be in using words that describe pain or fear what this speech tells us about what Prospero is doing to Caliban how these descriptions make you feel about the island whether you now feel differently about the island than you did after Caliban s first speech. Remember to include quotations from the speech and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 4

8 STAGE 1 Task 1: Views of the island On the next page write about: the different views we re given of the island how Shakespeare uses language to show these different views of the island Shakespeare s purpose, and how these different views affect the audience / reader. In your writing consider the following. 1. Different views: positive views given of the island negative views given of the island. 2. Shakespeare s use of language: the sorts of language used to describe the island how this language changes depending on how Caliban is feeling. 3. Shakespeare s purpose and the effect on the audience: Shakespeare s reasons for giving us different views of the island how these different views affect how the audience/reader feels about the island your own feelings about the island. Remember Look back at the notes you ve already made in this reflection log. Use quotations to support your ideas. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 5

9 Page for writing. Please ask for more paper if you need it. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 6

10 STAGE 2 Reflection opportunity 1: Views of Prospero Things I have learned about the different views Shakespeare gives us of Prospero. You might like to write about some or all of the following: the different things you ve learned about Prospero the effect of these different views on the audience / reader Shakespeare s purpose in creating so many different views how you feel about Prospero. Remember to include quotations and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 7

11 STAGE 2 Reflection opportunity 2: Views of Caliban Things I have learned about the different views Shakespeare gives us of Caliban. You might like to write about some or all of the following: the different things you ve learned about Caliban the effect of these different views on the audience/reader Shakespeare s purpose in creating so many different views how you feel about Caliban. Remember to include quotations and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 8

12 STAGE 2 Resource 1: Prospero and Caliban Act 1 Scene 2 (edited) Prospero: Come, thou tortoise, Thou poisonous slave, got 1 by the devil himself Upon thy wicked dam 2, come forth. Caliban: A south-west 3 blow on ye, And blister you all o er! Prospero: For this, be sure, tonight thou shalt have cramps, Caliban: This island s mine by Sycorax my mother, Which thou tak st from me. Prospero: Thou most lying slave. I have used thee, Filth as thou art, with humane care, and lodged thee In mine own cell, till thou didst seek to violate The honour of my child. 1 fathered 2 mother 3 unhealthy wind The Qualifications and Curriculum Development Agency is the non-regulatory part of the 9

13 Caliban: Oh ho, Oh ho! Would t had been done. Thou didst prevent me - I had peopled else This isle with Calibans. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 10

14 STAGE 2 Reflection opportunity 3: The relationship between Prospero and Caliban Things I have learned about how Shakespeare presents the relationship between Prospero and Caliban. You might like to write about some or all of the following: words and images that stood out the effect on you of hearing these words how these words and images link with the rest of the play Shakespeare s purpose in presenting Prospero and Caliban like this. Remember to include quotations and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 11

15 STAGE 2 Resource 2: This island s mine: Caliban Act 1 Scene 2 This island s mine by Sycorax my mother, Which thou tak st from me. When thou cam st first Thou strok st me and made much of me; wouldst give me Water with berries in t, and teach me how To name the bigger light, and how the less 1, That burn by day and night. And then I loved thee And showed thee all the qualities 2 o th isle, The fresh springs, brine-pits 3, barren place, and fertile - Cursèd be I that did so! All the charms 4 Of Sycorax toads, beetles, bats light on you! 1 bigger light means the sun; less is the moon 2 special places 3 salt pits 4 spells The Qualifications and Curriculum Development Agency is the non-regulatory part of the 12

16 STAGE 2 Reflection opportunity 4: Caliban Things I have learned about Shakespeare s use of language in presenting the character of Caliban. You might like to write about some or all of the following: Caliban s feelings in this speech and how they change Shakespeare s use of punctuation to express Caliban s feelings the sounds of Caliban s words the effect on you of hearing these words how you feel about Caliban Shakespeare s purpose in presenting Caliban in this way. Remember to include quotations and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 13

17 STAGE 2 Resource 3: The violence of Prospero and Caliban s language Prospero To Caliban, Act 1 Scene 2 For this, be sure, tonight thou shalt have cramps, Side-stitches that shall pen thy breath up; urchins 1 Shall, for that vast of night 2 that they may work, All exercise on thee; thou shalt be pinched As thick as honeycomb, each pinch more stinging Than bees that made em. Caliban: Act 3 Scene 2 Caliban is telling Stephano how to kill Prospero Why, as I told thee, tis a custom with him I th afternoon to sleep. There thou mayst brain him, Having first seized his books; or with a log Batter his skull, or paunch him 3 with a stake, Or cut his wezand 4 with thy knife. 1 hedgehogs, goblins 2 long stretch of night 3 stab him in the stomach 4 windpipe, throat The Qualifications and Curriculum Development Agency is the non-regulatory part of the 14

18 STAGE 2 Reflection opportunity 5: Prospero and Caliban s language Things I have learned about Prospero and Caliban s language You might like to write about some or all of the following: the effect of saying and hearing Prospero and Caliban s language how these speeches make me feel about Prospero and Caliban Shakespeare s purpose in giving Prospero and Caliban violent language. Remember to include quotations and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 15

19 STAGE 2 Resource 4: A view of Prospero at the end of the play Prospero Act 5 Scene 1 First extract I have bedimmed The noontide sun To the dread rattling thunder Have I given fire graves at my command Have waked their sleepers, oped, and let em forth By my so potent art. Second extract But this rough magic I here abjure. I ll break my staff, Bury it certain fathoms in the earth, And deeper than did ever plummet sound I ll drown my book. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 16

20 STAGE 2 Reflection opportunity 6: Prospero s language Things I have learned about Prospero s language. You might like to write about some or all of the following: the effect of the words from the second extract how you feel about Prospero in the first and second extracts the effect of the last word being book Shakespeare s purpose in giving Prospero these speeches. Remember to include quotations and explain why you have chosen these. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 17

21 SYNOPTIC TASK: Views of Prospero / Caliban Write about the topic below on the following pages. 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: how Shakespeare uses language to create different views of your chosen character Shakespeare s purpose, and the effect on the audience of these different views. Consider the following: Shakespeare s use of language: the ways in which your character uses language how their language is different from the language of other characters how your character s language changes at different moments during the play. Shakespeare s purpose and the effect on the audience: Shakespeare s reasons for giving us different views of your character how these views change what the audience/reader feels about your character how your own opinions of your character have changed and why. Remember Refer back to all the notes you ve made throughout this reflection log. Use quotations from the play to support your ideas. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 18

22 Page for writing The Qualifications and Curriculum Development Agency is the non-regulatory part of the 19

23 Page for writing. Please ask for more paper if you need it. The Qualifications and Curriculum Development Agency is the non-regulatory part of the 20

24 About this publication Who is it for? Teachers and English subject leaders. What is it about Providing active and engaging ways to integrate Shakespeare in the ongoing periodic assessment of pupils reading. What is it for? To support the teaching and assessment of Shakespeare at Key Stage 3. Related publications Shakespeare for all ages and stages, DCSF For more copies Download from Reference QCDA/10/4809 Contact information: Qualifications and Curriculum Development Agency Butts Road, Earlsdon Park, Coventry CV1 3BH Telephone Textphone Fax Working in partnership with