Lesson Plan 3

The Tempest Wrap-Up

WVSU Lesson Plan Format 2018

Teacher Candidate: _Jennifer Herscher______________ Date:_04/25/2018_________

School: _Nitro High School______________________ Grade/Subject: _11th/English__________
Lesson Topic: _The Tempest Wrap-Up_____________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will identify several conflict resolutions in Act V of The Tempest and analyze their cathartic
effect.
2. Students will demonstrate a thorough understanding of The Tempest by creating a storyboard that depicts
important elements of each scene.

WV CCRs
ELA.11.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, and/or how the characters are introduced and developed).

ELA.11.34
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

NATIONAL STANDARDS
NCTE 2
Students read a wide range of literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.,

NCTE 6
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media
techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

ASSESSMENT
Diagnostic/Pre-Assessment:
The lesson will begin with a few basic questions about the end of the play to gauge whether or not
student read it. (Objective #1)
● "What did you think about the end of the play?"
● "Do you think Prospero got his revenge?" "Why or why not?"
● "Can someone summarize the epilogue?"
Formative Assessment:
Act 5 is all about reconciliation, forgiveness, and conflict resolution. As a class, we will make a list of
conflicts that exist in Acts 1-4 and the how they are resolved in Act 5. (Objective #1)
Conflict Resolution Supporting Quote(s)

Prospero has used his Ariel prompts Prospero to
magic to cause feel remorse, so he
suffering for those on decides to undo his spells
the island. and give up magic
altogether.
But this rough magic
I here abjure. And, when I have required
Some heavenly music—which even now I do—
To work mine end upon their senses that
This airy charm is for, I’ll break my staff,
Bury it certain fathoms in the earth,
And deeper than did ever plummet sound
I’ll drown my book. (55-62)

Ariel wants his Prospero frees My Ariel, chick,

freedom. Ariel. That is thy charge. Then to the elements
Be free, and fare thou well! (367-370)

Caliban wants his Prospero is planning to And in the morn

island back. return to Milan. I’ll bring you to your ship, and so to Naples,…
(355-356)

Antonio took Prospero forgives Antonio …I do forgive

Prospero’s dukedom and requires the return Thy rankest fault, all of them, and require
and set him and of his dukedom. My dukedom of thee,… (147-149)
Miranda adrift.

Alonso assisted Prospero forgives …I embrace thy body;

Antonio in the Alonso and And to thee and thy company I bid
banishment of welcomes him. A hearty welcome. (118-120)
Prospero and Alonso asks for
Miranda. pardon. Thy dukedom I resign, and do entreat
Thou pardon me my wrongs. (128-129)

Alonso thinks his Prospero reveals My dukedom since you have given me again,
son is dead. Ferdinand is still alive and I will requite you with as good a thing;
tells Alonso that he has At least bring forth a wonder, to content ye
now acquired a daughter. As much as me my dukedom. (189-192)

Caliban plotted to Prospero forgives Go, sirrah, to my cell.

kill Prospero. Caliban, and Take with you your companions. As you look
Caliban repents. To have my pardon, trim it handsomely. (338-340)

Ay, that I will; and I’ll be wise hereafter,

And seek for grace. What a thrice-double ass
Was I, to take this drunkard for a god,
And worship this dull fool! (341-344)

Antonio and Prospero says he But you, my brace of lords, were I so minded,
Sebastian plotted to will say nothing I here could pluck his highness’ frown upon you
kill Alonso. for the time being. And justify you traitors At this time
I will tell no tales. (139-142)
 Summative:
The summative assessment for this lesson is a homework assignment/project that we will begin in
class. For this assignment, each student will create a storyboard on www.storyboardthat.com
depicting each scene of The Tempest. The storyboard will consist of 15 panels, each with a title,
image, and detailed caption. A couple of the longer scenes will need to be broken down into smaller
parts. The template, directions, and rubric are all posted in a virtual classroom at storyboardthat.com,
for which I have pre-assigned each student a username and password. Students will have time in class
Monday to get started on this assignment. It will be worth 100 points and due by the start of class on
Thursday. A paper version of the assignment will be available for any students who would prefer to
hand write and draw their storyboard.
To see the directions, rubric, and more, login with username: A_Test and password: nitrohs

MANAGEMENT FRAMEWORK
Overall Time: 43 minutes
Time Frame: 05 min - introduction & questions
15 min - conflict resolution chart
10 min - storyboard setup
10 min - independent work
03 min - exam reminder & close

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

● There are two students in the class with 504 plans that require both written and verbal instruction,
so the following will be written on the board: objectives, the assignment instructions and due date,
and the exam date.
● The storyboard assignment will also have instructions and a rubric posted online for students.
● For students with lower learning abilities, examples of the storyboard assignment will be provided
and a worksheet version will be available as well.

PROCEDURES
1. ANTICIPATORY SET
The lesson will begin with a few basic questions about the end of the play to gauge whether or not
student read it.
● "What did you think about the end of the play?"
● "Do you think Prospero got his revenge?" "Why or why not?"
● "Can someone summarize the epilogue?"
Prospero breaks the fourth wall and tells the audience that they have the power over
him now. He states that he has forgiven and freed those men and now he asks the
audience to do the same for him. The audience’s applause is the signal that he is freed.
2. INTRODUCTION
Vengeance vs. Forgiveness
Introduce the lesson with a brief discussion about how the play ended and the conflict between
Prospero’s intentions and methods. (deceitful methods, honest/good intentions)
“How might the play have ended differently if he had chosen revenge over forgiveness?”
3. BODY & TRANSITIONS
Act 5 is all about reconciliation, forgiveness, and conflict resolution. As a class, we will make a list of
conflicts that exist in Acts 1-4 and the how they are resolved in Act 5.
(see chart under Formative Assessment)
The second part of class will be spent getting students set up for their storyboard assignment. We will
walk through the steps together and they will be written on the board.
1) On your iPad, go to www.storyboardthat.com
2) Click the orange Log On button (top right)
3) Click Log In under the Sign Up button
4) Enter your username and password
Username: first initial, underscore, last name (A_Test)
Password: nitrohs
5) Click on My Account (top right)
6) Under My Assignments, click on The Tempest
7) Review the Directions and the Rubric
8) Open The Tempest Template (on the right)
9) Click Use this Template (bottom)

For this assignment, each student will create a storyboard on storyboardthat.com depicting each scene
in The Tempest. The storyboard will consist of 15 cells, each with a title, image, and caption. Act 1
will have five cells, breaking scene 2 into four separate parts. Once everyone is logged in, we will
walk through the steps for creating the storyboard.
1) Click on Storyboard Layout (bottom)
Cell Layout: Title, Cell, & Description
Storyboard Layout: Traditional Storyboard
2) Click on Add Cells (bottom)
Select the box that says 5 x 3
Login as A_Test (pw: nitrohs) to show the students two sample storyboards.
 There will be a paper version of the assignment available for any student who would prefer to hand
write and draw their storyboard. This assignment will be due by the start of class on Thursday.
Students will have the remainder of the class period to work on their storyboards.

4. CLOSURE
At the end of class, I will ask the students if they have any questions about the assignment and make
sure they are comfortable with using the website. They will be reminded of the due date and that their
exam will be on Thursday.
5. ASSESSMENT
The summative assessment for this lesson is the storyboard assignment/project. (See Summative
Assessment for more details.)

STRATEGIES
teacher led discussion, independent practice, guided instruction, modeling/demonstration/simulation

MATERIALS

Dry erase board airplay connection

iPads (students) storyboard worksheets
and markers to smart tv

EXTENDED ACTIVITIES
If Student Finishes Early
Work on the storyboard assignment
If Lesson Finishes Early
Work on the storyboard assignment
If Technology Fails
I will have copies of the worksheet version for everyone. Students will have the option to use the
worksheet or make their storyboard using different software.

Differentiating Instruction for Students with Special Needs

Please describe all that apply:
Needs-Based Planning

Learning Differences Sensory Differences

Visual, Auditory, and Kinesthetic Learners
This lesson covers all three learning styles.

Attention Differences Behavioral Differences

There are two students in the class that have 504
plans. They do not provide diagnosis information but
the accommodations seem likely for ADHD.
(HW, MD)
Motivational Differences Ability Differences
One student (TR) rarely removes his earbuds or looks
up from his phone.

Physical Differences Cultural Differences

Communication Differences Enrichment

Multiple intelligence addressed: spatial and linguistic