Direct instruction

Teacher: Michelle Turner

Subject: 11th Grade English

Standard: Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecorded
novelorpoetry);evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplay
byanAmericandramatist.)(1112.RL.7)

Objectives (Explicit):

Students will demonstrate analysis of Shakespeares play The Tempest in conjunction with Julie
Taymors film adaptation by comparing and contrasting different versions of the same story and
explaining their significance.

Evidence of Mastery (Measurable): Students will show mastery of comprehension by writing a brief
review of the film adaption, with special attention to creative liberties and directorial choices to be graded
by rubric.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to cite differences and similarities between film and text material in both class
discussion and written assignments.
Students will be able to criticize and critique the film version of the play by considering the strong and
weak points of the movie.
Students will be able to describe how they might personally interpret the text in their own adaptation in
class discussion.

Key vocabulary:
Creative License
Criticism
Gender Roles
Colonialism

Materials/Technology Resources to be
Used:
The Tempest text
The Tempest film directed by Julie
Taymor
Writing Assignment Handout

Instructional Input

Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
Teacher will begin by reviewing important themes and plot points within the text of The Tempest, which
students will have completed prior to the lesson. The teacher will ask students to contribute their own ideas
and narrative highlights and compile a list of possibilities. The teacher will state the objectives of the lesson
and introduce the film to the class.
Teacher Will:
1. The teacher will introduce the film and ask
students to pay attention to differences
present in the film changed from the original
text.
2. The teacher will pass out the Writing
Assignment Handout and explain upcoming
assignment
3. The teacher will ask students to take notes on

Student Will:
1. Students will watch film adaptation
while considering stylistic choices
and discrepancies with the text.
2. Students will take notes on relevant
details within the movie to use in
their writing assignments.

the films strong and weak points, as well as

any interesting artistic choices particularly
those not present in the text.
4. The teacher will ask students to consider, as
they watch the film, things to keep in mind
for their written review.
5. The teacher will play the film for the
students.
Co-Teaching Strategy: One Teach, One Assist The assisting teacher will be available to answer
questions and monitor behavior.
Differentiation: The teacher will allow students to consult their text as they watch the film, and will
play the movie with subtitles enabled for more visual learners.

Guided Practice

Teacher Will:
1. The teacher will ask students for their first
impressions after the movies finish.
2. The teacher will lead the class in a discussion
concerning the films artistic style as well as
differences between the two media and offer
up exemplary input when necessary.

Student Will:
1. Students will volunteer to share
contents of their notes taken during
the film viewing.
2. Students will brainstorm how to
improve the film or praise things
they enjoyed about it.

Co-Teaching Strategy: One Teach, One Assist - The assisting teacher will be available to answer
questions, monitor behavior, and provide specific feedback to students.

Independent Practice

Differentiation: Students will take notes individually, but class will come together for discussion
and collaboration before leaving students to complete assignment for themselves.
Teacher Will:

Student Will:

1. Teacher will ask students to consider

Taymors choice of replacing the plays male
lead with a female lead and this choices
effect on the storyline.
2. Teacher will ask students to work privately
and write 3-4 sentences on their own
personal feelings concerning this choice to
turn in at the end of class as a ticket out.
3. Teacher will reiterate writing assignment,
pass out grading rubric, and answer any
questions concerning homework.

1. Students will individually reflect on

their own reactions to the film.
2. Students will take several minutes to
examine Taymors artistic choice of
the lead characters gender and write
their opinions in 3-4 sentences to
turn in at the end of class.
3. Students will use their notes to
compose a brief review of Taymors
film, describing their own opinions
on the works strong and weak
points, casting choices, stylistic
considerations, and comparisons to
source material, and describe their
effect on the storytelling.
Co-Teaching Strategy: One Teach, One Assist - The assisting teacher will be available to answer
questions, monitor behavior, and provide specific feedback to students.
Differentiation: By having students complete a ticket-out assignment describing one of the films
major discrepancies, the teacher can get an idea of students grasping of the lesson material and help

teacher determine what about the assignment may need further clarification.
Closing/Student Reflection/Real-life connections: After students have turned in their reviews, the teacher
will open class back up for discussion and ask students to volunteer to share any critical opinions or
contrasting ideas they explored in their reviews. The teacher will pick several instances from the film to
examine and ask students about their own interpretations, and ask students how they might have produced
the story were they the director.