Objectives

• Analyse how Shakespeare uses language and form in specific passages to construct Prospero's authority over other characters.
• Explain how the colonial relationship between Prospero and Caliban is built through contrasting speech styles in Acts I and II.
• Trace how Shakespeare uses dramatic irony across the conspiracy plots in Acts II and III to shape the audience's response to Antonio and Sebastian.
• Evaluate how the masque in Act IV and the renunciation speech in Act V function as Shakespeare's self-conscious meditation on art and magic.
• Write a sustained, evidenced analytical paragraph that makes and develops a precise argument about power and freedom in The Tempest.
• Assess how context — Jacobean colonialism, the Virginia voyages, Montaigne's 'Of Cannibals' — shapes meaning in named moments of the play.

The sequence

1. Lesson 1: Rank, Storm and Control: Who Commands in Act I?

   60 min · ch. 1

   Do now

   On the board: 'The Boatswain shouts at the King of Naples, "What cares these roarers for the name of king?" (I.i). Write two sentences: This suggests that the Boatswain, despite being a lower-ranking officer, holds power during the storm, as the natural elements take precedence over titles. Shakespeare likely opens the play here to establish the theme of authority being challenged by nature right from the start.

   Teacher input

   Close Reading of Prospero's Speech to Miranda in Act I Scene II

   In this moment, Prospero's repetition of "thee" in the lines "I have done nothing but in care of thee, / Of thee, my dear one, thee, my daughter" conveys a deep sense of possessive tenderness. The way he emphasizes "thee" not only highlights his affection but also establishes a possessive relationship. This insistence suggests that Miranda is central to his identity and purpose, reinforcing the notion that his actions are solely for her benefit.

   The syntax in "I have done nothing but" serves an important function as well, effectively stifling any potential questioning from Miranda. By framing his actions as purely protective, Prospero pre-emptively denies her the right to interrogate his choices. This sets up a dynamic where his authority is tied to care, suggesting that his power over her is both protective and possessive.

   To embed a quotation effectively, one might say: Prospero's assertion can be seen as a technique of anaphora, where the repetition of "thee" not only emphasizes his affection but also serves to affirm his control over Miranda's narrative. This aligns with the broader theme of power as care, illustrating how love can manifest in possessive ways that complicate the giver's authority and the recipient's autonomy.

   In summary, the speech encapsulates a complex interplay of tenderness and control, where Prospero's love for Miranda is both nurturing and constraining, reflecting the dual nature of power in their relationship.

   Independent task

   Students should choose ONE of Prospero's speeches to either Ariel or Caliban from Act I Scene ii. They can select either 'Thou poisonous slave' aimed at Caliban or 'Dost thou forget / From what a torment I did free thee?' directed at Ariel. Write a PEEL paragraph discussing how Shakespeare uses language to establish Prospero's authority. Be sure to include at least two quotes, identify one structural or linguistic feature, and relate your analysis to the theme of power. Submit your work on paper or as a shared document.

   Exit ticket

   On a sticky note or in the chat: 'Name one technique Shakespeare uses in Act I to portray Prospero as powerful and controlling, and provide the exact word or phrase that illustrates this.'

2. Lesson 2: "This Island's Mine": Caliban, Colonialism and Language in Acts I–II

   60 min · ch. 1, 2

   Do now

   Read Caliban's speech: 'This island's mine, by Sycorax my mother, / Which thou tak'st from me' (I.ii). Without any notes, write three observations about how Caliban speaks here — his vocabulary, his logic, his tone. Does he sound like someone who learned language from Prospero? What does that suggest to you?

   Teacher input

   Model a reading of Caliban's line "You taught me language, and my profit on't / Is I know how to curse" (I.ii) alongside Gonzalo's "Utopia" speech in Act II Scene i ("Had I plantation of this isle, my lord…"). This juxtaposition reveals how Shakespeare contrasts Caliban's lived experience of ownership with Gonzalo's idealistic vision of innocent governance, creating an ironic dialogue between the two perspectives. Furthermore, Montaigne's essay "Of Cannibals" serves as an underlying influence on both characters' views. Demonstrate how to annotate for contextual resonance while ensuring the analysis does not reduce the text to mere biography.

   Independent task

   Students will craft a comparative paragraph (150–200 words) that argues how Shakespeare utilizes Caliban's speech in Act I Scene ii and Gonzalo's 'commonwealth' speech in Act II Scene i to showcase conflicting perspectives on who truly has the right to the island. They should include quotes from both excerpts, incorporate one piece of contextual knowledge (either Jacobean colonialism or Montaigne), and present a clear evaluative claim in their topic sentence. This will be submitted as a written paragraph.

   Exit ticket

   Shakespeare encourages the audience to either sympathize with or distrust Caliban's claim because of his portrayal as both a victim and a villain, using the word "monster" as evidence.

3. Lesson 3: Plots Within Plots: Dramatic Irony and Betrayal in Acts II–III

   60 min · ch. 2, 3

   Do now

   Look at this exchange from Act II Scene i — Antonio: 'My strong imagination sees a crown / Dropping upon thy head.' Sebastian: 'What, art thou waking?' Antonio: 'Do you not hear me speak?'

   List all the ways Antonio tries to convince Sebastian. Which of his arguments do you find the most perilous, and why?

   Teacher input

   Model how dramatic irony operates in Act II Scene i by focusing on the stage direction 'Ariel enters, playing solemn music' right before Antonio and Sebastian draw their swords over the sleeping Alonso. The audience knows that Ariel is observing, which creates a tension that the characters on stage are unaware of. This tension reflects the original betrayal of Prospero by Antonio, which we hear about in Act I Scene ii. As we track this structural echo across the acts—the first betrayal recounted from the past and the second unfolding in real-time—we see evidence of Shakespeare's intentional design.

   Independent task

   Students will annotate a printed extract featuring Antonio's persuasion of Sebastian, from "My strong imagination sees a crown" to "Draw together" (Act II Scene i). They should: circle three words or phrases that reflect Antonio's earlier usurpation of Prospero, write a marginal note for each explaining the connection, and then craft a brief paragraph (100–150 words) arguing that Shakespeare portrays betrayal as a recurring theme rather than a mere coincidence. Annotations and the paragraph should be submitted together.

   Exit ticket

   In one sentence: 'The dramatic irony in Act II Scene i makes the audience feel a sense of anticipation because they know that Juliet is alive and unaware of Romeo's banishment.'

4. Lesson 4: "Our Revels Now Are Ended": Art, Magic and Renunciation in Acts IV–V

   60 min · ch. 4, 5

   Do now

   Read Prospero's speech: 'Our revels now are ended. These our actors, / As I foretold you, were all spirits and / Are melted into air, into thin air' (IV.i). Write two questions this speech raises for you — not about the meaning of the words themselves, but about what Shakespeare might be trying to achieve by placing these words here, at this particular moment in the play.

   Teacher input

   Model a reading of Prospero's renunciation speech in Act V Scene i — 'Ye elves of hills, brooks, standing lakes and groves… I'll break my staff, / Bury it certain fathoms in the earth, / And deeper than did ever plummet sound / I'll drown my book' — illustrating how the Ovidian source (Medea's speech in Metamorphoses VII) is transformed: Medea wields magic to inflict harm, while Prospero renounces it to bring restoration. Highlight how the transition from 'I have' (a list of past powers) to 'I'll' (future intentions of letting go) grammatically enacts this renunciation, connecting it to the theme of art as both a form of power and a weighty responsibility.

   Independent task

   Students will write a complete analytical paragraph (150–200 words) discussing how Shakespeare portrays Prospero's connection to art and power through either the 'Our revels now are ended' speech (IV.i) or the renunciation speech (V.i). Their paragraph should include a clear argument presented in a topic sentence, incorporate at least three quotations, identify at least two techniques used by Shakespeare, and conclude by linking to another moment from the play. This will be submitted as a timed written paragraph.

   Exit ticket

   Before: > Name the Ovidian source Shakespeare draws on for the renunciation speech, and in one sentence explain how Shakespeare changes it and why that change matters.

   After: > Identify the Ovidian source that influences Shakespeare's renunciation speech, and in a single sentence, describe how Shakespeare alters it and the significance of that alteration.

5. Lesson 5: "Set Me Free": The Epilogue and the Whole-Play Argument

   60 min · ch. 1, 2, 3, 4, 5

   Do now

   Read the Epilogue silently. Prospero says, "But release me from my bands / With the help of your good hands." This line raises the question of whether it's Prospero, the character, or Shakespeare, the playwright, speaking. Given the word "release," it suggests a personal plea that resonates with both the character's journey and the playwright's desire for liberation from the constraints of the theatre.

   Teacher input

   Model how to construct a whole-play argument using the Epilogue as both the conclusion and frame. Start with the claim: "Prospero's freedom is only possible because he grants freedom to others." Here’s how to build the argument:

   • Epilogue: Prospero asks the audience to free him.
   • Act V: He frees Ariel.
   • Act I: He enslaved Ariel after freeing him from Sycorax.
   • Act V: Caliban was promised the island.

   Demonstrate selecting quotations from different acts to support this thesis, while also recognizing counter-evidence: Antonio never repents, and Caliban's freedom is conditional.

   Independent task

   Students are required to craft a structured response consisting of three paragraphs, totaling 300–400 words, to the question: "How does Shakespeare explore the relationship between power and freedom in The Tempest?" They should: begin with a clear thesis in the introduction, incorporate evidence from at least three different acts, address at least one counter-argument, and conclude by linking to the Epilogue. This draft is part of the summative task and will be collected and graded according to the rubric.

   Exit ticket

   Shakespeare explores the complex interplay between power and freedom in The Tempest, illustrating how the pursuit of authority can both liberate and constrain individual autonomy.

Activities

Assessment

• Exit ticket Lesson 1: student names a specific technique and exact quotation from Act I showing Prospero's authority — looking for precision of textual reference, not general comment.
• Exit ticket Lesson 2: student completes the stem about Caliban's claim — looking for a clear evaluative stance supported by a single word from the text, not plot summary.
• Dramatic Irony Tracking Table (Lesson 3 activity): looking for accurate identification of the gap between character knowledge and audience knowledge in all four moments, with embedded quotation in each row.
• Exit ticket Lesson 3: student articulates the emotional effect of dramatic irony in Act II Scene i — looking for a named feeling linked to a specific cause in the scene, not a generic statement.
• Exit ticket Lesson 4: student names the Ovidian source and explains Shakespeare's transformation — looking for understanding of how intertextual change creates meaning, not just source identification.
• Exit ticket Lesson 5: student produces a single-sentence thesis — looking for a debatable claim that names both power and freedom and implies an argument, not a topic statement.

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 specific parts of a text contribute to its overall structure and meaning.
• RL.11-12.6 — Analyse a case in which grasping point of view requires distinguishing what is directly stated from what is really meant.
• 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) — Explain the function of a character, including how a character's choices, actions, and speech reveal and reflect the author's intent.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotation, imagery, and figurative language.
• Structure (STR-1) — Explain the function of structure in a text, including how an author sequences events and develops contrasts to create meaning.
• Narration (NAR-1) — Explain the function of point of view and narrative distance in shaping the reader's or audience's experience.
• Literary and Cultural Context (LCC-1) — Explain how a text's historical, cultural, or literary context is relevant to an interpretation of the text.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO5 — Explore literary texts informed by different interpretations.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO4 — Explore connections across literary texts.