Objectives

• Analyse how Shakespeare uses the storm in Act I, Scene 1 to establish the theme of power and its limits, using close language analysis.
• Evaluate the presentation of Caliban as both oppressor and oppressed across Acts II and III, selecting and embedding quotations to support a sustained argument.
• Explain how Shakespeare constructs the relationship between freedom and servitude through Ariel's speeches and Ferdinand's log-carrying task in Acts I–III.
• Analyse how the masque in Act IV and its abrupt interruption dramatise the fragility of Prospero's art and authority.
• Write a full, evidenced analytical essay arguing how Shakespeare presents the theme of power and freedom across The Tempest, drawing on at least three acts.

The sequence

1. Lesson 1: The Storm and the Puppeteer: Prospero's Power in Act I

   60 min · ch. 1

   Do now

   A storm typically represents chaos and conflict in a story. During a shipwreck, I expect the sailors to be in control rather than the king, as they have the practical skills needed to handle the situation. However, I might reconsider my view after we read the opening scene.

   Teacher input

   Model a close reading of Act I, Scene 1 (Ch. 1), concentrating on the Boatswain's line, "What cares these roarers for the name of king?" Analyze how this rhetorical question, aimed at Alonso's courtiers, immediately undermines royal authority. Teach students to incorporate this quotation into an analytical sentence that identifies the technique (rhetorical question), its effect (flattening of hierarchy), and its thematic significance (power is contingent, not absolute). Next, turn to Act I, Scene 2 (Ch. 1): Prospero's speech to Miranda, "I have done nothing but in care of thee," and illustrate how the subordinate clause similarly inverts power dynamics—control masked as affection.

   Independent task

   Students will write a PEEL paragraph (around 150 words) answering the question: 'How does Shakespeare portray Prospero as a controlling figure in Act I, Scene 2?' Each student must include at least two quotations from Chapter 1—one from Prospero's speech to Miranda that starts with 'I have done nothing but in care of thee,' and another from his description of taking Caliban's island. Additionally, they should identify at least one language or structural technique in each quotation. Paragraphs will be collected at the end of the lesson for written feedback.

   Exit ticket

   Write one sentence explaining why the Boatswain's defiance of Alonso in Act I, Scene 1 is thematically important to the rest of the play — your sentence must include the word 'power' and name the Boatswain by role.

2. Lesson 2: Monster or Master? Caliban in Acts II and III

   60 min · ch. 1, 2, 3

   Do now

   • Evidence of Caliban's danger: His claim, "This island's mine," indicates his possessive nature and willingness to assert control over his environment, suggesting he could be a threat to others.
   • Evidence that Caliban's anger is justified: Caliban asserts, "Which thou tak'st from me," highlighting that he feels wronged and dispossessed, providing a basis for his resentment towards others who take what he believes is rightfully his.

   Teacher input

   Model a comparative reading of two key moments: Caliban's opening complaint in Act I, Scene 2 (Ch.1) — "You taught me language, and my profit on't / Is I know how to curse" — and his speech in Act II, Scene 2 (Ch.2) when he first encounters Stephano, "I'll show thee every fertile inch o' th' island." Explore how the transition from iambic pentameter to prose signifies Caliban's decline in status within Prospero's world. Additionally, discuss how the verb "show" in the scene with Stephano reflects Prospero's own colonial assertion of knowledge about the island. Identify this as a structural echo and examine how it adds complexity to the interpretation of Caliban as a villain.

   Independent task

   Students are tasked with writing a structured comparison of about 200 words, broken into two paragraphs, addressing the question: "How does Shakespeare present Caliban as both a victim of colonial power and a threat to it in Acts I–III?" The first paragraph should concentrate on Chapter 1 (Act I, Scene 2) and analyze the language in Caliban's speech, "You taught me language." The second paragraph must focus on either Chapter 2 or Chapter 3 (Act II or III) and examine Caliban's scheme with Stephano and Trinculo. Each paragraph should identify a specific technique and connect it to the themes of power or identity. Once completed, the work will be submitted for grading.

   Exit ticket

   In no more than two sentences, explain what the shift from verse to prose in Caliban's Act II scenes tells us about how Shakespeare wants the audience to view him — does it make Caliban more or less sympathetic, and why?

3. Lesson 3: Willing Slaves? Ariel, Ferdinand, and the Price of Freedom in Acts I–III

   60 min · ch. 1, 2, 3

   Do now

   Look at these two quotations side by side on the board. Ariel: "All hail, great master! Grave sir, hail! I come / To answer thy best pleasure" (Act I, Scene 2, Ch.1). Ferdinand: "I am your wife, if you will marry me; / If not, I'll die your maid" (Act III, Scene 1, Ch.3). Before we dive into discussion, jot down one sentence about what these two characters share in their relationship with Prospero.

   Teacher input

   Model analysis of Ariel's exchange with Prospero in Act I, Scene 2 (Ch. 1), focusing on Ariel's demand for freedom and Prospero's menacing threat to "rend an oak / And peg thee in his knotty entrails." Highlight how the violent imagery of the oak — which is solid, unyielding, and imprisoning — stands in stark contrast to Ariel's connection with air and music throughout the play. This contrast serves as an argument in itself: Prospero's authority is exercised by threatening to transform something that is free into something solid and to ground the ethereal. Teach students to examine imagery as a means of argument rather than mere decoration.

   Independent task

   Students will annotate a printed extract of Ariel's song "Full fathom five thy father lies" (Act I, Scene 2, Ch.1), which is sung to Ferdinand as he is drawn toward Miranda. They need to write marginal annotations that address: (a) one example of imagery and how it affects Ferdinand's emotional state; (b) one structural feature of the song (such as rhyme scheme, refrain, or line length) and what it reveals about Ariel's character; (c) one connection between this moment and the theme of freedom — is Ariel acting willingly or is he being forced? Annotations should be composed in full sentences. The annotated extract must be submitted.

   Exit ticket

   Write one sentence answering this question: Is Ariel's service to Prospero in Act I, Scene 2 best described as loyalty, coercion, or something more complicated — and which single word from the text supports your answer?

4. Lesson 4: The Masque Breaks: Art, Power, and Collapse in Act IV

   60 min · ch. 4

   Do now

   Prospero has likely been taken by surprise, perhaps by an unexpected event or intrusion that disrupts the celebratory atmosphere of the masque. This interruption suggests that despite his considerable powers, Prospero's control is not absolute and can be challenged by unforeseen forces.

   Teacher input

   Model a close reading of Prospero's "Our revels now are ended" speech (Act IV, Scene 1, Ch.4), concentrating on the lines "We are such stuff / As dreams are made on, and our little life / Is rounded with a sleep." Guide students to observe the shift from "they" (the spirits) to "we" (all humanity), which universalizes Prospero's loss of control. Discuss how "rounded" — suggesting both completion and enclosure — frames life as a performance with an audience. Illustrate how to interpret the speech as a turning point: what Prospero believed prior (that art governs reality) and what he must confront afterward (that it does not).

   Independent task

   Students are tasked with writing two analytical paragraphs, totaling around 200–250 words, to answer the question: "How does the interruption of the masque in Act IV mark a turning point in Prospero's authority?" The first paragraph should focus on the "Our revels now are ended" speech from Act IV, analyzing at least one specific image or technique used in it. The second paragraph needs to connect this moment to an earlier display of Prospero's power from Act I or II, discussing how things have changed since then. Students must incorporate the phrase "turning point" in their own words and support their argument with evidence. The assignment will be collected.

   Exit ticket

   In one or two sentences, explain what the word 'rounded' in the line 'our little life / Is rounded with a sleep' contributes to the meaning of Prospero's speech — do not simply paraphrase; name the effect the word creates.

5. Lesson 5: Epilogue and Reckoning: Writing About Power and Freedom Across the Whole Play

   60 min · ch. 1, 2, 3, 4, 5

   Do now

   Read the Epilogue (Ch.5) aloud silently to yourself: 'Now my charms are all o'erthrown, / And what strength I have's mine own.' Prospero is asking the audience to reflect on his journey and acknowledge the end of his magical powers. It's significant that the most powerful character in the play concludes by asking for something, as it highlights his vulnerability and the human need for connection and understanding despite his previous authority.

   Teacher input

   Essay Opening on Act V, Scene 1 (Ch. 5)

   In Act V, Scene 1 of Shakespeare's The Tempest, Prospero's declaration that "The rarer action is / In virtue than in vengeance" invites a closer examination of his character and choices. A compelling thesis might argue that "By Act V, Prospero's power is most fully expressed in the moment he chooses not to use it." This statement sets the stage for an engaging discussion, as it challenges the reader to consider the implications of power and restraint.

   In crafting the opening paragraph, it's essential to highlight the comparative adjective "rarer," which emphasizes the unusual nature of virtuous actions compared to vengeful ones. The abstract concepts of "virtue" and "vengeance" serve as the backbone of this exploration, illustrating the moral complexities that Shakespeare weaves into the narrative. The alliteration in "virtue" and "vengeance" not only enhances the rhythm of the lines but also underscores the gravity of Prospero's choice, suggesting that while the path of vengeance may be more common, it ultimately costs him dearly.

   This initial paragraph must lay the groundwork for the entire essay, asserting a clear argument that will be developed in the following sections. Each subsequent paragraph should build on this foundation, delving deeper into how Prospero’s decision reflects his growth and the thematic significance of power exercised through mercy rather than revenge.

   Independent task

   Write a comprehensive analytical essay of 500–600 words addressing the question: 'How does Shakespeare depict the relationship between power and freedom in The Tempest?' Your essay should begin with a debatable thesis that reflects your viewpoint. Include a close reading of at least one key moment from Act I (Ch.1) — you might consider the Boatswain's line, 'What cares these roarers for the name of king?' or Prospero's threat to Ariel. Additionally, incorporate a close reading of at least one significant moment from Act III or IV (Ch.3 or Ch.4) — you could focus on Caliban's conspiracy with Stephano, Ferdinand's task of carrying logs, or the interrupted masque. Conclude with an analysis of Prospero's Epilogue from Act V (Ch.5), discussing whether his final plea for applause signifies a gain or loss of freedom. Throughout the essay, identify at least four specific techniques and relate each to the themes of power or freedom. Ensure your writing maintains a continuous prose style without bullet points or subheadings. This essay serves as your summative assessment piece.

   Exit ticket

   Look back at the thesis sentence you wrote at the start of your essay: does your conclusion actually prove that thesis, or did your argument shift as you wrote — and if it shifted, write one sentence explaining what you now think the play is really arguing about power and freedom?

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can connect the Boatswain's rhetorical question to the theme of power without prompting.
• Lesson 1 PEEL paragraph: checks whether students can embed two quotations from Act I, Scene 2 and name a technique in each.
• Lesson 2 exit ticket: checks whether students understand how verse-to-prose shifts function as a characterisation tool for Caliban.
• Lesson 3 annotated extract: checks whether students can analyse imagery, structure, and theme in Ariel's 'Full fathom five' song using full analytical sentences.
• Lesson 4 two-paragraph response: checks whether students can identify a turning point in Prospero's authority and connect Act IV to an earlier act using textual evidence.
• Lesson 5 thesis check in exit ticket: checks whether students can evaluate the coherence of their own argument and articulate a refined claim about power and freedom.

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Develop a thesis that interprets a literary text and defend it with well-chosen evidence.
• Figurative Language (FIG-1) — Explain the function of figurative language in a literary text, including imagery, metaphor, and allusion.
• Structure (STR-1) — Explain the function of structure and its contribution to the meaning of a literary text, including the effect of shifts between verse and prose.
• Character (CHR-1) — Explain the function of a character, including how characters are developed through dialogue, action, and contrast with other characters.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, including Shakespeare's use of imagery, verse form, and structural contrast.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including Jacobean colonialism and the New World.
• AO5 — Explore literary texts informed by different interpretations, including postcolonial readings of Caliban and feminist readings of Miranda.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary texts, with attention to Shakespeare's manipulation of verse, prose, and dramatic structure.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received, including performance context and Jacobean political anxieties.
• AO4 — Explore connections across literary texts, including connections between The Tempest and its source texts in Montaigne and Ovid.