Ark Victoria Academy 8- The... · Web viewFrance, Spain and Portugal were also doing the same thing. They were the dominant countries of the world in 1600. They were the dominant

English Department

Year 8Home study booklet

This booklet has been created by your English department to help you revise your knowledge from your learning this year.

Each week you will recap a topic or text you have learnt this year.

Set aside 1 hour per day to complete your work.

Week 1 The Tempest- introduction

Week 2 The Tempest- key scenes and character analysis

Week 3 Fantasy writing

Advice for Parents

Below are some suggested strategies you can use to support your child in their revision of Shakespeare’s The Tempest.

These strategies can all be used with no previous knowledge of this unit of work and only require the booklet!

1. Use the knowledge organiser to quiz. You can ask questions about who each character is, how they interact or the events of the play.

Examples:

“What is the relationship between Miranda and Prosperous?”“How does Prosperous treat Caliban and why?”

2. Use the answer section at the back of the booklet to check responses to comprehension questions

3. Ask evaluative questions:

What does this character feel/think at this point of the play?

Is Prosperous right to treat Caliban in this manner?

How would an audience react to this scene/character?

Knowledge organiser:

Week 1: The Tempest introduction

Why it is important:This is a key Shakespeare play and you are going to study another of his plays at GCSE. Getting you familiar with the

character types and context of the period will support you in KS4.

Watch the following videos to help you with your knowledge of the text before you complete this section of the work

booklet:https://www.youtube.com/watch?v=nkhAvPDXOJU(The Tempest summary)

https://www.youtube.com/watch?v=luL1w6lJ11k (The Tempest characters)

https://www.youtube.com/watch?v=z0ZLW2U_mbA (The Tempest themes)

https://www.youtube.com/watch?v=z0ZLW2U_mbA

https://www.youtube.com/watch?v=luL1w6lJ11k

https://www.youtube.com/watch?v=nkhAvPDXOJU

Week 1: Lesson 1Historical context

It is important to understand the historical context behind the play as it links to the plot! (e.g. idea of colonialism links to Caliban’s character)

The Elizabethan explorers travelled across the globe and began to claim land.

Colonialism- is when European explorers found foreign lands like Brazil, India, Africa, Australia and claimed them for their home country.

They took control over the country, occupying it with settlers, and took advantage of it economically.

Task 1- Answer the following questions

1. What is Colonialism?

_____________________________________________________________________________________________________________________________________________________________________________________________

2. Which other countries were the powerhouses of 1600?

England had begun to trade with India and also started to find new trade routes around the world. They used their military to take control

of these countries.

France, Spain and Portugal were also doing the same thing. They were the dominant countries of the world in 1600.

What do I already know about the Elizabethan era?

_____________________________________________________________________________________________________________________________________________________________________________________________

3. What did the Europeans do to the natives they found on the land?

_________________________________________________________________________________________________________________________________________________________________________________

Task 2- Read the following article

Travel in the Elizabethan era

Today, we can use lots of different types of transport. Aeroplanes, trains, coaches, buses, the underground, cars and bicycles are all available depending on where you are going, how quickly you want to get there, and for how much money you are prepared to spend!

However, these different types of transport were not available for Elizabethan travellers. Moving around the country was much harder as there were no roads – only basic highways. You could travel on horseback easily enough, but cars wouldn’t be invented for another 300 years, and a horse and carriage were only available for the richest people in society – people like Queen Elizabeth, and lords and ladies of the court.

Other modes of transport like bicycles, trains and cheaper carriages were only invented in the Victorian era, which you will remember is over 200 years after the Elizabethan era. For Elizabethans, travelling long distances around the county was hard. It was not encouraged, either. People tended to live and stay close to where they were born to help avoid the spread of the plague and other

diseases.

Most people at this time were born, lived and died within a local area, but some people from England were starting to explore parts of the world that they never knew existed before. These explorers and travellers were the great celebrities of the Elizabethan age. Sir Walter Raleigh, Sir Francis Drake and Sir Martin Frobisher were some of the most famous explorers. Elizabeth I was obsessed with their discoveries, and she was happy to pay for their travels, no matter what the price. Led by the Queen’s example, the rest of the country were fascinated with their adventures of exploring the world by sea.

These explorers could bring back fantastic rewards for Elizabeth. Any new land found by an explorer became England’s. During Elizabeth’s reign, she managed to spread the land she ruled over into North America, the West Indies, and parts of India. There were also great riches to be found in these new lands, including exotic crops, and precious jewels and resources. As expensive as the journeys were, they were often worth it for the explorers and for Elizabeth, who became richer and more powerful as a result of the discoveries of the New World.

The paths were basic, and travelling was hard

Sir Walter Raleigh

Exploring wasn’t for everyone, though. It was incredibly dangerous, and many travellers didn’t make it back home. Ships were made of wood, and had to be looked after very carefully to make sure they kept watertight. Explorers were travelling into the unknown. They didn’t have good maps of where they were going. They certainly didn’t have sat nav or GPS! They also didn’t have any way of predicting the weather, so some ships became lost at sea, and many more were destroyed by storms on the ocean. Starvation and sickness were also killers, as there was no refrigeration on board, and food needed to be well preserved in salt to make sure it lasted

the whole journey. Sailors were often malnourished as there was no way of getting fresh fruit and vegetables or even water that wasn’t sea water.

Their journeys would take a long time, and even if an explorer did find a new land, it would be very difficult to send a message back. Although explorers sometimes travelled with groups of ships, it wasn’t always a good idea to send a ship back to England straight after landing in a strange new world!

The Elizabethan era is sometimes called ‘The Age of Exploration’ because of how many countries were exploring the world. Maps became more accurate and detailed, and new crops like tobacco and potatoes were introduced to Europe for the first time. Exploring could bring great fame and wealth, but there was often a great risk for taking part in the race to discover new lands.

Task 3- Make a list of the risks and rewards for the explorers and for Elizabeth I.

Risk Rewards

Expl

orer

s (lik

e Si

r Wal

ter R

alei

gh)

Many people didn’t make it home and probably died.

An Elizabethan ship

Eliza

beth

I

Week 1: Lesson 2

Do you think it was worth exploring the world or were there too many risks? Explain your answer

What do I already know about The Tempest ? What do I know about the playwright - Shakespeare?

List 3 things you have learnt from this sections.

Y Y y

Question pad(write down any questions you have

about the work)

The plot- cloze exercise (acts 1-3)Act 1 cloze exercise

Try to fill in the gaps below to test your understanding of events. The list of words below this passage should help you. Cross off the words once you have used them.

A huge storm batters a ship carrying , (the King of Naples),

Sebastian (Alonso's brother), (Alonso's son), Antonio, Gonzalo and others.

They seem likely to die in the shipwreck.

On a nearby island, and his daughter, Miranda, are introduced. We

learn that Prospero has created the storm endangering Alonso and company's

ship. Prospero’s daughter, Miranda, asks him to stop .

We also learn that Prospero was once the Duke of

but was banished to this island with Miranda by ,

his brother, who took over Prospero's dukedom of Milan.

We are introduced to Ariel, Prospero's magic who tells us that the

men onboard the ship have all made it ashore unharmed as planned. Caliban,

a malformed

is also introduced. Ariel leads Ferdinand to Miranda and the two

immediately fall in . Prospero decides to be dismissive of Ferdinand in

What do I already know about The Tempest ? What do I know about the playwright - Shakespeare?

order to ensure that his love for Miranda is .

Alonso beast the storm

Milan Prospero Antonio love

spirit Ferdinand true

How did I find this? Why?

If you require additional support, watch the following videos to help you with your understanding

https://www.youtube.com/watch?v=uHsLjZtzUeI (Act 1, scene 1 summary)

https://www.youtube.com/watch?v=CpEV6UjMHM4 (Act 1, scene 2 summary)

https://www.youtube.com/watch?v=exSKNUIBN-4 (Act 2, scene 1 summary)

https://www.youtube.com/watch?v=tvdNcjlA1jc (Act 2, scene 2 summary)

https://www.youtube.com/watch?v=9pww0qALfMk (Act 3, scene 1 summary)

https://www.youtube.com/watch?v=7MHI9JYnCBg (Act 3, scene 2 summary)

https://www.youtube.com/watch?v=Uh5Lj_xFMsA (Act 3, scene 3 summary)

https://www.youtube.com/watch?v=Uh5Lj_xFMsA

https://www.youtube.com/watch?v=7MHI9JYnCBg

https://www.youtube.com/watch?v=9pww0qALfMk

https://www.youtube.com/watch?v=tvdNcjlA1jc

https://www.youtube.com/watch?v=exSKNUIBN-4

https://www.youtube.com/watch?v=CpEV6UjMHM4

https://www.youtube.com/watch?v=uHsLjZtzUeI

Act 2 cloze exercise


The rest of the shipwreck survivors wake up on . They are

that their clothes smell and feel as fresh as they did when they first put

them on. Ariel's song puts them all to sleep again except for and

. Antonio, who replaced his brother Prospero as Duke of Milan,

persuades Sebastian, King Alonso's brother into doing the same thing by

replacing King Alonso. The two are about Alonso in his sleep but Ariel

awakens everyone and the two men quickly make an excuse for drawing their

swords out.

, a jester on the ship, discovers Caliban and quickly realizes that such a beast

would earn a fortune for him as a fairground attraction in . Trinculo watches

Caliban for a while, then takes shelter from the storm beneath Caliban’s cloak. Stephano,

Trinculo's friend discovers him hiding there. Stephano gives Caliban , causing

Caliban to think Stephano is more powerful than Prospero whom hates.

The three men set off together later deciding to kill .

surprised to kill England

Sebastian Trinculo alcohol Antonio

the island Prospero Caliban



, who is now invisible to Ferdinand and Miranda, witnesses

Ferdinand and Miranda expressing their deep love for one another. Prospero,

realizing he is witnessing a truly rare meeting of hearts, approves of

for his daughter. The scene ends with Ferdinand taking Miranda for

his wife. Prospero is pleased but must now leave to attend to matters before .

in hand, Stephano, Trinculo and Caliban continue on their merry

way together. Stephano starts thinking he is better than he is and blindly

follows. Trinculo thinks Caliban is a fool to do this. Caliban succeeds in convincing

Stephano to Prospero and take over

and suggests several gruesome ways in which to do this. Ariel lures

the group away with his magical .

Alonso, Sebastian, Antonio, Gonzalo, Adrian and Francisco and others witness

on the island but it is . Ariel returns and verbally punishes Alonso (King

of Naples), Antonio and Sebastian for their roles in Prospero, Ariel's master.

supper-time Caliban a banquet kill

Ferdinand an illusion bottle

the island exiling Prospero sounds

Week 1: Lesson 3The plot- cloze exercise (acts 4 and 5)



Prospero tells Ferdinand that he will no longer him, and will instead

freely give him his hand in marriage. Prospero conjures up a beautiful,

mythical,

.

Prospero instructs to lead the shipwrecked men to him. Remembering

Stephano, Caliban and Trinculo, Prospero makes Ariel them with

expensive looking . This prevents Caliban from keeping his friends focused on

killing

. Prospero promises Ariel that he will soon be .

daughter's Prospero party

Ariel punish

distract free clothes


Prospero tells Ariel that he will soon be free. He says that he also intends to

his ability to use .

Ariel, acting on Prospero’s behalf, brings everyone except Stephano, Caliban and

Trinculo before Prospero who stands them in . Using their spellbound state to his

advantage, he several of the men who him.

Prospero finally forgives , and tells Sebastian and Antonio he will keep

their plan to kill Alonso a , thus forgiving both.

Ferdinand plays with Miranda. King Alonso is overjoyed to see his

son Ferdinand and soon learns of Ferdinand's planned to Miranda.

Prospero sends Stephano and Trinculo to his . Caliban goes with

them. He is

that he worshipped a drunkard (Stephano) and a dull

(Trinculo). It is implied that Caliban might be given his . Prospero announces

that in the they will all set sail for . is at last set

free.

Epilogue: Prospero asks to free him to travel back to Naples reclaiming

his life as Duke of Milan.

secret tells off Ariel the audience exiled

magic Naples marriage a circle

chess King Alonso give up cell miss

embarrassed fool freedom morning



https://www.youtube.com/watch?v=gHyV_gNXx_0 (Act 4 summary)

https://www.youtube.com/watch?v=NthzBWJzXic (Act 5 summary)

https://www.youtube.com/watch?v=gHyV_gNXx_0

Week 1: Lesson 4

Characters

Task 1- Complete the family tree for the characters in the play. You will need to include all the following characters.

Prospero: Miranda: Ferdinand: Alonso: Antonio: Sebastian: Ariel: Caliban: Sycorax: Trinculo: Stephano: Gonzalo



https://www.youtube.com/watch?v=gHyV_gNXx_0 (Act 4 summary)

https://www.youtube.com/watch?v=NthzBWJzXic (Act 5 summary)

What do I already know about the characters in The Tempest ? Prompts:-Their names-Their characteristics-Their role in the play

Miranda Ferdinand

DadDad

P______EnemiesSlaveSlave Friends

Task 2- Now using the same characters, complete the following table sorting their roles in the plays. Some of the characters may be used more than once.

Servants MagicalBeings

Prospero’sFamily

Friends ofProspero

Prospero’s Enemies

Lords andNobles

1. Who do you think is the most powerful character? Why?________________________________________________

2. Who do you think is the weakest character? Why?________________________________________________

Week 1: Lesson 5Characters: Prospero and Caliban

Prospero

Miranda says of Prospero ‘My father’s of a better nature, sir,/Than he appears by speech.’ Do you agree with this comment?

Caliban

Powers:

Prospero’s past- “A treacherous army levied, one midnight. Fated to th’purpose, did Antonio openThe gates of Milan; and i'th’dead of darknesshurried thence.”

Characteristics:

Relationship with Ariel:

Relationship with Caliban:

Need further help? Watch the following video to help with your understanding of Prospero’s character

https://www.youtube.com/watch?v=zJbuYCrxk9g

https://www.youtube.com/watch?v=zJbuYCrxk9g

“the island is mine by Sycorax my mother”- What does this quote mean?

Caliban’s History:

Characteristics:

Relationship with Prospero:

What have I learnt? How does this link to what I already knew? Do I have any questions?

Need further help? Watch the following video to help with your understanding of Caliban’s

character

https://www.youtube.com/watch?v=-org-zyiSTE&t=41s



Week 2: The Tempest analysis

Watch the following videos to help you with your knowledge of the text before you complete this section of the work

booklet:

https://www.youtube.com/watch?v=5SE_yVn1TEE (Act 1, scene 1 analysis)

https://www.youtube.com/watch?v=4YVIVgpBiKo(Act 1, scene 2 analysis)

Week 2: Lesson 1

https://www.youtube.com/watch?v=4YVIVgpBiKo

https://www.youtube.com/watch?v=5SE_yVn1TEE

The Tempest- act 1, scene 1The play begins with a storm at sea. The crew of the ship desperately struggle against the strength of the storm whilst the passengers – all noblemen – argue with the crew about their efforts to keep their vessel afloat.

Task 1- Read the opening and highlight all the words and phrases that show:

The strength of the storm

The fears of the crew and their passengers

Task 2- Answer the questions

SCENE: The sea, with a Ship; afterwards an Island

THE TEMPEST

On a ship at sea; a tempestuous noise of thunder and lightning

heard

[Enter a SHIPMASTER and a BOATSWAIN severally]

MASTER:Boatswain!

BOATSWAIN: Here, master: what cheer?

MASTER: Good! Speak to the mariners: fall to't yarely, or we run ourselves aground: bestir, bestir.

[Exit]

[Enter MARINERS]

BOATSWAIN: Heigh, my hearts! cheerly, cheerly, my hearts!

How does Shakespeare create drama and tension in these opening lines?

_____________________

_____________________

_____________________

_____________________

_____________________

This is a dramatic scene. There is real danger that the characters will drown.

There is confusion on the ship. Not all of the characters know what is happening, so it is fine if we don’t understand everything either!

yare, yare! Take in the topsail. Tend to th' master's whistle.--Blow till thou burst thy wind, if room enough.

[Enter ALONSO, SEBASTIAN, ANTONIO, FERDINAND, GONZALO, and OTHERS]

ALONSO:Good boatswain, have care. Where's the master? Play the men.

BOATSWAIN:I pray now, keep below.

ANTONIO: Where is the master, boson?

BOATSWAIN: Do you not hear him? You mar our labour: keep your cabins: you do assist the storm.

GONZALO: Nay, good, be patient.

BOATSWAIN: When the sea is. Hence! What cares these roarers for the name of king? To cabin! silence! Trouble us not.

GONZALO: Good, yet remember whom thou hast aboard.

BOATSWAIN: None that I more love than myself. You are counsellor: if you can command these elements to silence, and work the peace of the present, we will not hand a rope more. Use your authority: if you cannot, give thanks you have lived so long, and make yourself ready in your cabin for the mischance of the hour, if it so hap.--Cheerly, good hearts!--Out of our way, I say.

[Exit]

GONZALO:I have great comfort from this fellow. Methinks he hath no drowning mark upon him: his complexion is perfect gallows. Stand fast, good Fate, to his hanging! make the rope of his destiny our cable, for our own doth

What is the Boatswain complaining about?________________________

________________________

________________________

________________________

Why does Gonzalo believe the ship will not be wrecked?

______________________

______________________

______________________

little advantage! If he be not born to be hang'd, our case is miserable.

[Exeunt]

[Re-enter BOATSWAIN]

BOATSWAIN:Down with the topmast! yare! lower, lower! Bring her to try wi' th' maincourse. [A cry within] A plague upon this howling! They are louder than the weather or our office.--

[Re-enter SEBASTIAN, ANTONIO, and GONZALO]

Yet again! What do you here? Shall we give o'er, and drown? Have you a mind to sink?

SEBASTIAN:A pox o' your throat, you bawling, blasphemous, incharitable dog!

BOATSWAIN:Work you, then.

ANTONIO:Hang, cur, hang! you whoreson, insolent noisemaker, we are less afraid to be drowned than thou art.

GONZALO: I'll warrant him for drowning, though the ship were no stronger than a nutshell, and as leaky as an unstanched wench.

BOATSWAIN: Lay her a-hold, a-hold! set her two courses: off to sea again: lay her off.

[Enter MARINERS, Wet]

MARINERS: All lost! to prayers, to prayers! all lost!

[Exeunt]

BOATSWAIN:

What, must our mouths be cold?

How are Sebastian and Antonio’s reactions to the storm different from Gonzalo’s?

___________________

___________________

___________________

___________________

___________________

___________________

Highlight Sebastian and Antonio’s insults to the crew

Highlight words and phrases from this section onwards that show that:

Gonzalo is optimistic Sebastian and Antonio are

GONZALO: The King and Prince at prayers! let us assist them, For our case is as theirs.

SEBASTIAN: I am out of patience.

ANTONIO:We are merely cheated of our lives by drunkards.-- This wide-chapp'd rascal--would thou might'st lie drowning The washing of ten tides!

GONZALO: He'll be hang'd yet, Though every drop of water swear against it, And gape at wid'st to glut him.

[A confused noise within:--'Mercy on us!'-- 'We split, we split!'--'Farewell, my wife and children!'-- 'Farewell, brother!'--'We split, we split, we split!'--]

ANTONIO: Let's all sink wi' the King.

[Exit]

SEBASTIAN:Let's take leave of him. [Exit]

GONZALO: Now would I give a thousand furlongs of sea for an acre of barren ground; long heath, brown furze, any thing. The wills above be done! but I would fain die dry death. [Exit]

Dramatic Impact of Opening Scene

Task 3- Imagine that you are a director about to stage the play. Make notes in the boxes below to plan how you will create a scene

that creates a powerful impression on the audience

Highlight words and phrases from this section onwards that show that:

Gonzalo is optimistic Sebastian and Antonio are

How does Shakespeare make the opening scene of The Tempest exciting and appealing to the audience? Use the following prompts to help you

Lighting

Sound and special effects

Actors – speech / movement

Write a summary for act 1 scene 1 Need further help? Watch the following video to help with your understanding of act

1, scene 1

https://www.youtube.com/watch?v=5SE_yVn1TEE&t=13s (analysing act 1, scene 1)

https://www.youtube.com/watch?v=5SE_yVn1TEE&t=13s

https://www.youtube.com/watch?v=5SE_yVn1TEE&t=13s

Week 2: Lesson 2Act 1 Scene 2

Task 1- Read the extract and answer the following questions

The island. Before PROSPERO'S cell.

Enter PROSPERO and MIRANDA

MIRANDA:

If by your art, my dearest father, you havePut the wild waters in this roar, allay them.The sky, it seems, would pour down stinking pitch,But that the sea, mounting to the welkin's cheek,Dashes the fire out. O, I have sufferedWith those that I saw suffer: a brave vessel,Who had, no doubt, some noble creature in her,Dash'd all to pieces. O, the cry did knockAgainst my very heart. Poor souls, they perish'd.Had I been any god of power, I wouldHave sunk the sea within the earth or ereIt should the good ship so have swallow'd andThe fraughting souls within her.

PROSPERO:

Be collected:No more amazement: tell your piteous heartThere's no harm done.

MIRANDA:

O, woe the day!

PROSPERO:

No harm.I have done nothing but in care of thee,Of thee, my dear one, thee, my daughter, whoArt ignorant of what thou art, nought knowing

1. Highlight words and phrases in Miranda’s speech that show the power of the storm

2. Copy words and phrases from the speech that show Miranda’s feelings about the storm

3. What impression do you get of Miranda’s character?

4. What is Miranda unaware of?

_________________________

_________________________

In this scene we meet Prospero and his daughter Miranda. Prospero was formerly the Duke of Milan, but was usurped by his brother Antonio and banished to the island when Miranda was a baby. At the beginning of the scene the audience learn some startling news – what is it?

Of whence I am, nor that I am more betterThan Prospero, master of a full poor cell,And thy no greater father.

MIRANDA:

More to knowDid never meddle with my thoughts.

PROSPERO:

'Tis timeI should inform thee farther. Lend thy hand,And pluck my magic garment from me. So:

Lays down his mantle

Lie there, my art. Wipe thou thine eyes; have comfort.The direful spectacle of the wreck, which touch'dThe very virtue of compassion in thee,I have with such provision in mine artSo safely ordered that there is no soul--No, not so much perdition as an hairBetid to any creature in the vesselWhich thou heard'st cry, which thou saw'st sink. Sit down;For thou must now know farther.

[ . . . ]

MIRANDA:

But that I do not.

PROSPERO:

Twelve year since, Miranda, twelve year since,Thy father was the Duke of Milan andA prince of power.

Prospero then explains to Miranda how they came to be exiles on the island. As Prospero became more involved in studying his books of knowledge and “secret studies” he temporarily handed his power as

Duke of Milan to his brother, Antonio, in whom his trust was without limit. Gaining this title “awakened an evil nature” in Antonio; his ambition led him to want possess the title and powers of Duke of Milan permanently.

Antonio gave bribes to Prospero’s enemy Alonso, the King of Naples, for support. Alonso and Antonio then raised an army against Prospero and, in the dead of night, seized Prospero and Miranda and


about the work)

put them to sea on a “rotten carcass of a boat”. Luckily, Gonzalo, an advisor of Alonso’s, gave Prospero and Miranda food, water and clothing that enabled them to survive. He also provided Prospero with his books to enable him to continue his studies of magic. After a difficult sea journey, Prospero and Miranda arrived on the island. Prospero has created the illusion of the storm to bring his foes to the island.

PROSPERO:

Know thus far forth.By accident most strange, bountiful Fortune,Now my dear lady, hath mine enemiesBrought to this shore; and by my prescienceI find my zenith doth depend uponA most auspicious star, whose influenceIf now I court not but omit, my fortunesWill ever after droop. Here cease more questions:Thou art inclined to sleep; 'tis a good dulness,And give it way: I know thou canst not choose.

MIRANDA sleeps

Task 2- Consider what has happened to Prospero. What evidence can you find to suggest that what has happened to him is his own fault? What evidence suggests the

opposite?

Prospero is to blame for his exile Prospero isn’t to blame for his exilee.g. he began spending too much time studying magic and thus, neglecting his duties as a duke.

e.g. his brother agreed to temporarily take over Milan, Prospero was betrayed.

What are Prospero’s plans for his foes? Match the statements to phrases in his speech.

5. Prospero’s future depends on what he does now

6. Fate has brought his foes to the island

7. If Prospero doesn’t act now his future will not be good

Week 2: Lesson 3

Caliban: Victim or villain?

Write a summary for act 1 scene 2

Need further help? Watch the following video to help with your understanding act 1,

scene 2

https://www.youtube.com/watch?v=4YVIVgpBiKo&t=113s (analysing act 1, scene 2)What do I already know about Caliban?

https://www.youtube.com/watch?v=4YVIVgpBiKo&t=113s

https://www.youtube.com/watch?v=4YVIVgpBiKo&t=113s

Caliban: As wicked dew as e'er my mother brush'd With raven's feather from unwholesome fenDrop on you both! a south-west blow on ye And blister you all o'er!

Prospero: For this, be sure, to-night thou shalt have cramps,Side-stitches that shall pen thy breath up; urchins Shall, for that vast of night that they may work, All exercise on thee; thou shalt be pinch'dAs thick as honeycomb, each pinch more stinging Than bees that made 'em.

Caliban: This island's mine, by Sycorax my mother, Which thou tak’st from me. When thou cam’st first, Thou stroke’st me and made much of me, wouldst give meWater with berries in't, and teach me how To name the bigger light, and how the less,That burn by day and night. And then I loved thee And show'd thee all the qualities o' th’ isle,The fresh springs, brine-pits, barren place and fertile–

For I am all the subjects that you have,

Task 1

Read the following extract from the play and answer the questions that follow. There are various prompts alongside the text to help you think about the question: ‘Is Caliban a victim or villain?’

Task 1


Task 1


Task 1


Task 1


Task 1


Task 1


Task 1


Task 1


Task 1


1. What does Caliban accuse Prospero of, in his first sentence?

2. What things did Prospero do for Caliban at first? What word/phrase would you use to describe this treatment?

Prospero responds in the same manner, putting a ‘spell’ on Caliban to cause him pain. Does Caliban deserve this- explain your reasoning?

Caliban begins with cursing Prospero. What is your reaction to Caliban, because of this?

How did Caliban respond to that?

What words show that Caliban is not free? Do you think Prospero is right to do this?

So, victim or villain? What is your opinion? To support your opinion, highlight the key lines that influenced your opinion.

Which first was mine own king, and here you sty me In this hard rock, whiles you do keep from meThe rest o' th’ island.

Prospero: Thou most lying slave,Whom stripes may move, not kindness! I have used thee,Filth as thou art, with human care, and lodged thee In mine own cell, till thou didst seek to violateThe honour of my child.

Caliban: O ho, O ho! would't had been done! Thou didst prevent me; I had peopled else This isle with Calibans

What does the word ‘stripes’ (HINT: animals have stripes…) tell us about Prospero’s treatment of Caliban? What word would you use to describe this treatment?

3. What, according to Prospero, caused him to change his earlier behavior towards Caliban?

4. Is Prospero telling the truth? How do you know?

5. Is Caliban sorry for his past actions? How do you know?

How did Caliban respond to that?

What words show that Caliban is not free? Do you think Prospero is right to do this?

So, victim or villain? What is your opinion? To support your opinion, highlight the key lines that influenced your opinion.

Miranda: Abhorred slave,Which any print of goodness wilt not take, Being capable of all ill! I pitied thee,Took pains to make thee speak, taught thee each hourOne thing or other: when thou didst not, savage, Know thine own meaning, but wouldst gabble like A thing most brutish, I endow'd thy purposesWith words that made them known. But thy vile race,Though thou didst learn, had that in't which good naturesCould not abide to be with; therefore wast thou Deservedly confined into this rock,Who hadst deserved more than a prison.

Task 2- Caliban can be viewed as a victim and a villain, complete the table to support both ideas.

Quotation What this means Does it make us feel Caliban is a victim or a villain? Why?

6. What feeling motivated Miranda in her treatment of Caliban in the early days?

7. What did she do for him?

8. Does she still have this same feeling towards him?

9. What does she think about the way Prospero treats him (restricting his freedom)?

e.g. This island's mine, by Sycorax my mother, Which thou tak’st from me.

The island was initially Caliban’s mothers, thus, he should’ve inherited it after her death.

Caliban is a victim of colonisation and he is exploited by Prospero.Caliban has been enslaved by Prospero when the island is rightfully his.

Week 2: Lesson 4

Task 1- Recall five things you can remember about colonialism

THE QUESTION: To what extent is Caliban a victim of colonialism?

e.g. to colonise meant to ‘take control’ over the natives on the island and help them learn from their European educatiors.

Task 2- Mind map what makes Caliban a victim, include quotes from the previous lesson to help you!

Task 3- Let’s have a go at writing a 3-star analysis

POINT, EVIDENCE, EXPLAIN

Colonialism

Caliban the victim

e.g. he is referred to as an ‘Abhorred slave’, something which is controlled and does not deserve to be freed.


Example answer

Caliban is a victim of colonialism because of his relationship with his master, Prospero. Caliban complains about the “language” which Prospero taught him, along with the fact that he was the original inhabitant of the island, by his mother “Sycorax”. This shows the audience that Caliban should have inherited the island after his mother’s death. Therefore, Caliban has been exploited by Prospero, he has been enslaved by Prospero when the island

POINT:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________

EVIDENCE:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EXPLAIN:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Example answer

Caliban is a victim of colonialism because of his relationship with his master, Prospero. Caliban complains about the “language” which Prospero taught him, along with the fact that he was the original inhabitant of the island, by his mother “Sycorax”. This shows the audience that Caliban should have inherited the island after his mother’s death. Therefore, Caliban has been exploited by Prospero, he has been enslaved by Prospero when the island

Vocabulary boxColonisationExploitedUnfairlyControlled

Sentence startersCaliban is a victim of colonialism…This is shown in the quote…This quote means…

It is important that you learn how to effectively write a 3* analysis, because without this, you cannot progress on to doing a word zoom.

You do the work and make sure it is proof-read. Have you:

Week 2: Lesson 5

Continue writing your response to the above question

WORD ZOOM


4) WORD ZOOM-Using your quote pick out one key word

which can help you develop your point in more detail-

EXPLICIT:1. What device is the word?

(adjective, verb, adverb, noun)2. What does the word mean?3. What is the word describing?

IMPLICIT: 4. What does the word suggest about the character/event?5. Why does the writer use this word? 5. What does the writer want the reader to think/feel about the character?SUPERSTAR CHALLENGE: How can you link the ‘word zoom’ analysis to historical context?

IMPLICIT:Here is where you show off your analysis skills!What is the word suggesting about the character? Why does the writer use this word? What is she trying to tell us about the character and his feelings? Superstar challenge: What are the different meanings of this word? How could it suggest different things about the character?

EXPLICIT:We must explain what the word means and what it is describing before we move onto our implicit meaning.

In a ‘Word Zoom’ analysis we MUST identify if the word used is an adjective, verb, adverb, noun (AAAMOPS). Although they are ‘Language Devices’ we only discuss these devices within ‘Word Zoom’!

Example answer

The word “language” is a noun which used to communicate between people. The word depicts how Prospero settled on the island and then used his language and education to enslave characters such as Ariel and Caliban. The word implies that Prospero took complete control over the island, thereby turning Caliban, the indigenous member of the island, into a victim of slavery. Furthermore, he uses his language to command Caliban to carry out his orders, which further accentuates the fact that Caliban is a victim of colonisation.

It is important that you learn how to effectively write a 3* analysis, because without this, you cannot progress on to doing a word zoom.

You do the work and make sure it is proof-read. Have you:

Task 1- Have a go at writing another interpretation of the word “language”._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Task 1- Finish up your answer from the previous lesson, write a word zoom for the following question:

Example answer- second interpretation

Another interpretation of the noun “language” is that it is a symbol of power and control; Prospero teaches Caliban his language in order to enslave him and command him with orders which he must obey or else face severe consequences. However, it could be argued that Caliban was given an education in order to civilise him and make him more suitable for society. Caliban, understandably, feels aggrieved by this when he curses Prospero with a “plague” for teaching him the language. This suggests that their relationship is strained and is typical of a master-slave relationship. This links to Elizabethan exploration and colonialism, where European explorers colonised native land to claim as their own.


Vocabulary boxColonisationMaster-slave relationshipCiviliseEducateInjustice

Sentence startersThis word means…This word suggests…This links to historical context…

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Week 3: Fantasy writing

Why it is important:Creative writing is a skill needed in the real world because it

represents quick thinking and the ability to use your imagination to build. It is worth 50% of a GCSE in English.

Watch the following videos to help you with your knowledge of fantasy writing:

https:// www.youtube.com/watch?v=xko1Mx5w4tg (The features of fantasy writing)

https://www.youtube.com/watch?v=xko1Mx5w4tg(Percy Jackson and the Lightning Thief)

https://www.youtube.com/watch?v=xko1Mx5w4tg



Week 3: Lesson 1Task 1- What do you already know about the fantasy genre?

Prompt- write a list of things from A Midsummer Night’s Dream that could not occur in the real world.

For example: A magical flower was created by one of Cupid’s arrows missing its target.

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Task 2- Sort the sentences below into two categories: Fantasy and Not fantasy

1. A boy discovers his father is the Greek god Poseidon.

2. A man and a woman get married.

3. A girl discovers she can move things with the power of her mind.

4. A group of thieves plot to steal the world’s largest diamond.

5. A young girl battles a ferocious dragon.

Fantasy Not fantasy

Task 3- Read the opening of the classic example of fantasy fiction: The Hobbit.

Chapter 1 AN UNEXPECTED PARTY

IN A HOLE in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the ends of worms and an oozy smell, nor yet a dry, bare, sandy hole with nothing in it to sit down on or to eat: it was a hobbit-hole, and that means comfort. It had a perfectly round door like a porthole, painted green, with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without smoke, with panelled walls, and floors tiled and carpeted, provided with

polished chairs, and lots and lots of pegs for hats and coats – the hobbit was fond of visitors. The tunnel wound on and on, going fairly but not quite straight into the side of the hill – The Hill, as all the people for

many miles round called it – and many little round doors opened out of it, first on one side and then on another. No going upstairs for the hobbit: bedrooms, bathrooms, cellars, pantries (lots of these),

wardrobes (he had whole rooms devoted to clothes), kitchens, dining-rooms, all were on the same floor, and indeed on the same passage. The best rooms were all on the left-hand side (going in), for these were the only ones to have windows, deep-set round windows looking over his garden, and meadows beyond,

sloping down to the river.

This hobbit was a very well-to-do hobbit, and his name was Baggins. The Bagginses have lived in the neighbourhood of The Hill for time out of mind, and people considered them very respectable, not only

because most of them were rich, but also because they never had any adventures or did anything unexpected: you could tell what a Baggins would say on any question without the bother of asking him. This is a story of how a Baggins had an adventure, and found himself doing and saying things altogether

unexpected. He may have lost the neighbours’ respect, but he gained – well, you will see whether he gained anything in the end.

The mother of our particular hobbit – what is a hobbit? I suppose hobbits need some description nowadays, since they have become rare and shy of the Big People, as they call us. They are (or were) a little

people, about half our height, and smaller than the bearded dwarves. Hobbits have no beards. There is little or no magic about them, except the ordinary everyday sort which helps them to disappear quietly and quickly when large stupid folk like you and me come blundering along, making a noise like elephants which

they can hear a mile off. They are inclined to be fat in the stomach; they dress in bright colours (chiefly green and yellow); wear no shoes, because their feet grow natural leathery soles and thick warm brown hair like the stuff on their heads (which is curly); have long clever brown fingers, good-natured faces, and laugh deep fruity laughs (especially after dinner, which they have twice a day when they can get it). Now

you know enough to go on with. As I was saying, the mother of this hobbit – Bilbo Baggins, that is – was the famous Belladonna Took, one of the three remarkable daughters of the Old Took, head of the hobbits who lived across The Water, the small river that ran at the foot of The Hill. It was often said (in other families)

that long ago one of the Took ancestors must have taken a fairy wife. That was, of course, absurd, but certainly there was still something not entirely hobbitlike about them, and once in a while members of the Took-clan would go and have adventures. They discreetly disappeared, and the family hushed it up; but the

fact remained that the Tooks were not as respectable as the Bagginses, though they were undoubtedly richer.

Task 4- answer the following questions

Not that Belladonna Took ever had any adventures after she became Mrs Bungo Baggins. Bungo, that was Bilbo’s father, built the most luxurious hobbit-hole for her (and partly with her money) that was to be found either under The Hill or over The Hill or across The Water, and there they remained to the end of their days. Still it is probable that Bilbo, her only son, although he looked and behaved exactly like a second edition of his solid and comfortable father, got something a bit queer in his make-up from the Took side, something

that only waited for a chance to come out. The chance never arrived, until Bilbo Baggins was grown up, being about fifty years old or so, and living in the beautiful hobbit-hole built by his father, which I have just

described for you, until he had in fact apparently settled down immovably.

By some curious chance one morning long ago in the quiet of the world, when there was less noise and more green, and the hobbits were still numerous and prosperous, and Bilbo Baggins was standing at his

door after breakfast, smoking an enormous long wooden pipe that reached nearly down to his woolly toes (neatly brushed) – Gandalf came by. Gandalf! If you had heard only a quarter of what I have heard about

him, and I have only heard very little of all there is to hear, you would be prepared for any sort of remarkable tale. Tales and adventures sprouted up all over the place wherever he went, in the most

extraordinary fashion. He had not been down that way under The Hill for ages and ages, not since his friend the Old Took died, in fact, and the hobbits had almost forgotten what he looked like. He had been away over The Hill and across The Water on businesses of his own since they were all small hobbit-boys and hobbit-girls. All that the unsuspecting Bilbo saw that morning was an old man with a staff. He had a tall pointed blue hat, a long grey cloak, a silver scarf over which his long white beard hung down below his

waist, and immense black boots.

Task 4- answer the following questions

1. What conventions of fantasy genre can we see in the opening to the Hobbit?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How is the world in The Hobbit different to our own world?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How is the character of Bilbo described? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reflection: How did I find this?

Select the correct statements

A. Oliver Twist and A Midsummer Night’s Dream both contain elements of fantasy.

B. Fantasy genre is designed to frighten the reader.

C. The Hobbit is a fantasy tale as it involves places and creatures impossible in the

real world.

D. Gandalf’s appearance suggests he is magical.

E. Fantasy writing asks us to accept that impossible things will happen in a story.


about the work)

List 3 things you have learnt from this sections.

Y

Y

y

Week 3: Lesson 2Setting description

Task 1- Mindmap the things you need to include in a good setting description:

Writing Task – Describe the setting below in as much detail as possible. Use your mindmap as a success criteria to help.

Top tip: Divide the image into smaller squares to describe in as much detail as

possible.

Features of a setting description

Vocabulary bank:MysticalFairiesVibrant Strange Creature Bewildering

Show not tell

Task 2- Write your setting description

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Example answer

As quick as a flash, I leapt off of my caramel-brown broomstick and landed on the lump ash-grey path. I could see fragile fairies flying above the crocodile-green and amethyst-purple hats. Just then, I heard wizards and witches gossiping…

Week 3: Lesson 3Greek mythology-

A collection of myths, especially one belonging to a particular religious or cultural tradition.

Greek mythology has had a huge influence on fantasy writing!

Task 1- Read the information sheet on Greek mythology.

Greek Mythology

“Myth has two main functions,” the poet and scholar Robert Graves wrote in 1955. “The first is to answer the sort of awkward questions that children ask, such as ‘Who made the world? How will it end? Who was the first man? Where do souls go after death?’…The second function of myth is to justify an existing social system and account for traditional rites and customs.” In ancient Greece, stories about gods and goddesses and heroes and monsters were an important part of everyday life. They explained everything from religious rituals to the weather, and they gave meaning to the world people saw around them.

Sources

In Greek mythology, there is no single original text like the Christian Bible or the Hindu Vedas that introduces all of the myths’ characters and stories. Instead, the earliest Greek myths were part of an oral tradition that began in the Bronze Age , and their plots and themes unfolded gradually.

The poet Homer’s 8th-century BC epics the Iliad and the Odyssey, for example, tell the story of the (mythical) Trojan War as a divine conflict as well as a human

one. They do not, however, bother to introduce the gods and goddesses who are their main characters, since readers and listeners would already have been familiar with them.

The Olympians

At the centre of Greek mythology is the pantheon of deities who were said to live on Mount Olympus, the highest mountain in Greece. From their perch, they ruled every aspect of human life. Olympian gods and goddesses looked like men and women (though they could change themselves into animals and other things) and were–as many myths recounted–vulnerable to human foibles and passions.

The twelve main Olympians are:

Zeus (Jupiter, in Roman mythology): the king of all the gods (and father to many) and god of weather, law and fate

Hera (Juno): the queen of the gods and goddess of women and marriage Aphrodite (Venus): goddess of beauty and love Apollo (Apollo): god of prophesy, music and poetry and knowledge Ares (Mars): god of war Artemis (Diana): goddess of hunting, animals and childbirth Athena (Minerva): goddess of wisdom and defense Demeter (Ceres): goddess of agriculture and grain Dionysos (Bacchus): god of wine, pleasure and festivity Hephaistos (Vulcan): god of fire, metalworking and sculpture Hermes (Mercury): god of travel, hospitality and trade and Zeus’s personal

messenger Poseidon (Neptune): god of the sea

Greek Mythology: Heroes and Monsters

Greek mythology does not just tell the stories of gods and goddesses, however. Human heroes–such as Heracles, the adventurer who performed 12 impossible labors for King Eurystheus (and was subsequently worshipped as a god for his accomplishment); Pandora, the first woman, whose curiosity brought evil to mankind; Pygmalion, the king who fell in love with an ivory statue; Arachne, the weaver who was turned into a spider for her arrogance; handsome Trojan prince Ganymede who became the cupbearer for the gods; Midas, the king with the golden touch; and Narcissus, the young man who fell in love with his own reflection–are just as significant.

Monsters and “hybrids” (human-animal forms) also feature prominently in the tales: the winged horse Pegasus, the horse-man Centaur, the lion-woman Sphinx and the bird-woman Harpies, the one-eyed giant Cyclops, automatons (metal creatures given life by Hephaistos), manticores and unicorns, Gorgons, pygmies, minotaurs, satyrs and dragons of all sorts. Many of these creatures have become almost as well known as the gods, goddesses and heroes who share their stories.

Greek Mythology: Past and Present

The characters, stories, themes and lessons of Greek mythology have shaped art and literature for thousands of years. They appear in Renaissance paintings such as Botticelli’s Birth of Venus and Raphael’s Triumph of Galatea and writings like Dante’s Inferno; Romantic poetry and libretti; and scores of more recent novels, plays and films

Task 2- Answer the following questions

1. What are the two purposes of mythology?

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2. Why were myths important to the ancient Greeks?

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3. What sources do we have for Greek mythology?

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4. Who ruled every aspect of human life? What else do we know about them?

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5. What human heroes appear in Greek mythology?

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6. What creatures appear in Greek mythology?

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7. What has Greek mythology influenced in art?

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Task 3- Identify the correct statements

a) Greek myths were used only as fairy tales for children.

b) Greek myths were an important part of everyday life.

c) There were fifteen main gods called the Olympians.

d) Greek myths were written down in one place.

e) Greek myths have a huge influence over fantasy writing and art.

Need further help? Watch the video of a famous myth

https:// www.youtube.com/watch? v=U_u91SjrEOE

https://www.youtube.com/watch?v=U_u91SjrEOE



Week 3: Lesson 4Create your own fantasy hero!

Task 1- Write a diary entry as Percy Jackson about your trip to the museum.

Success Criteria – Can we tell that Percy is a fantasy hero?

1. They have a mission or journey to complete.

2. They have a strong sense of what is right and wrong.

3. They are resilient. They keep going against the odds.

4. They are brave.

5. They are not perfect! Fantasy heroes make mistakes and learn from them all the time!

Sentence starter – I cannot believe what happened on the field trip today!

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Task 2- Design your own fantasy hero

What is their mission? e.g. Get Zeus' lightning bolt back and save the dragons from getting into a war!

Name…………………………………………………..

How I gave them their name A positive adjective Something that reveals the

character’s story A name that sums up

something about their character

What equipment do they have? Where are they from?

What is their personality like? What stops them from being perfect?

What clothes do they wear? Additional information:

Week 3: Lesson 5

Write your fantasy story in which a museum exhibit comes to life

Task 2- Plan the events of your story in bullet points.

E.g. Pen turns into a sword

Humans get trapped into the paintings

My story is called: The exhibits awaken.

1. Opening Example: My character is a boy called Peko, who visits a museum

2.Problem and build up

The exhibits have come to life, and the humans are now trapped in the paintings.

What needs to be included in a fantasy story?

3. Climax and drama

Peko overcomes the challenge, and finds a way to free the humans and fight off the evil exhibits.

4.Resolution

Peko finds a pen, he picks it up and it transforms into a sword! He now has monster scaring powers to scare the exhibits away.

5.Ending

Peko becomes known for his bravery.

Task 2- Write up your own story

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Vocabulary boxBeckoningAliveMystical ShadowyPowers

Sentence startersAll was still in the museum…All of a sudden I felt a presence…There it was…The pen transformed!

Example opening

All was still in the museum, what else would be happening? When the statues stared down at me, however, I felt a chill. There was something cold, hard and disconcerting about the gaze of Poseidon, god of water as his statues lifeless eyes seem to see through my soul.

The trip carried on without much drama, one person lost their hat and I was ready for a comfortable sleep on the coach back. I glanced back lazily to the exhibit of Greek mythology, my eyes half shut already. I did a double take, Poseidon’s plinth was now empty!

When I entered the room, the rest was as I had left it, then I saw a scaly finger beckoning me to follow.

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Need further help? Watch the following video that explains what needs to be

included in a fantasy story!

https://www.youtube.com/watch?v=V_ITIW4hBSQ

What have I learnt? How does this link to what I already knew?



AnswersWhat follows are the answers for all questions in the booklet.

Use this section to check your work and mark it.

You can also use this section to get a family member to quiz you on your knowledge!

Week 1, lesson 1

Task 1

1. Colonialism is the act of claiming land in the name of a larger country. That land is then a subordinate of the ‘motherland’.

2. The powerhouses of 1600 were England, Spain, Portugal and France.

3. The Natives were forced to serve their European neighbours and many were robbed.

Task 3

Week 1, lesson 2

Act 1Alonso, Ferdinand

Prospero, the storm, Milan, Antonio

Spirit, beast, love, true

Act 2

The island, surprised, Sebastian, to kill

Trinculo, England, alcohol, Prospero

Act 3

Prospero, Ferdinand, supper-time

Bottle, Caliban, kill, the island, sounds, a banquet, an illusion, exiling

Week 1, lesson 3

Act 4

Punish, daughter’s, party

Ariel, distract, clothes, Prospero. Free

Act 5

Miss, magic

A circle, tells off, exiled

Kind Alonso, secret

Chess, marriage, cell, embarrassed, fool, freedom, morning, Naples, Ariel

Week 1, lesson 4

Prospero – wizard, rightful duke of Milan

Miranda – Prospero’s daughter

Ariel – an airy spirit

Caliban – native to the island, a savage slave

Sycorax – mother of Caliban

Antonio – the King of Naples

Alonso – Duke of Milan, brother to Prospero

Ferdinand – the King’s son

Sebastian – Alonso’s brother

Trinculo – a jester

Stephano – a drunken butler

Gonzalo – an honest counsellor

Week 1, lesson 5

Prospero’s past

He put his brother in charge of his state

Milan was a leading state because Prospero was so good at philosophy.

He was obsessed by this and spent all his time studying.

Antonio loved power and began winning over Prospero’s subjects.

Antonio began to suck away Prospero’s power.

Because Prospero was neglecting his duty, Antonio’s evil nature took over.

Antonio began to believe he was the Duke as he had all the power.

He became ambitious and wanted to be the real Duke of Milan

He decided the best way to do this was to ally himself with the enemy of Prospero,

the King of Naples.

One night, a treacherous army from Naples, invaded Milan and removed Prospero

and Miranda from the city. They were put out to sea in a rotten boat in the hope

they would die.

Week 2, lesson 1

Task 3- suggestions

Lighting

Dark, mysterious, flashing lights to add suspense and confusion

Sound and special effects

Loud banging, noise of the violent waves, lightning effect, thunder storm

Actors – speech / movement

Shouting, running everywhere, talking over one another

Week 2, lesson 2

N.B. This is a list of POSSIBLE answers, this does not exclude answers you may have got.

E.g. there are many other words in the extract that show the danger of the sea storm, but I have just included a few that achieve this.

1. Roar, dashes, fire, , power, swallow’d2. Poor souls, heart, cry3. Miranda is a compassionate is character as she is concerned for the passengers caught

up in the storm4. She does not know what the men aboard on the ship did to her father5. “And by my prescience”6. “I find my zenith doth depend upon A most auspicious star”7. “If now I court not but omit, my fortunes…Will ever after droop”

Week 2, lesson 3N.B. The questions that are not numbered in the booklet are open to interpretation (i.e. it

is your opinion). 1. Unlawfully taking his island2. Prospero initially petted Caliban and took care of him, he would give Caliban water

with berries in it.

3. Caliban violated Miranda4. Prospero is telling the truth, as Caliban states that he wish he had but Prospero

stopped me. 5. Caliban is not sorry for what he did, as he said that he wished to fill island with a race

of Caliban’s. 6. Miranda pitied Caliban 7. She taught Caliban how to communicate as he was initially babbling like an animal8. She does not feel the same- she believes that Caliban will always be evil.9. Miranda agrees with Prospero restricting Caliban’s freedom, she believes that he got

what he deserved.

Week 3, lesson 1

Task 2

Fantasy: 1,3,5Not Fantasy: 2 and 4

Task 31. Fantasy stories may contain magic or magical creatures.2. They live in a hobbit hole- which looks like a house on the inside (‘floors tiled and

carpeted’)3. He is described as the ‘head of the hobbits’ ‘he looked and behaved exactly like a

second edition of his solid and comfortable father, he has also got something a bit weird in his make-up.

Correct statementsA. The Hobbit is a fantasy tale as it involves places and creatures impossible in the real

world.B. Gandalf’s appearance suggests he is magical.C. Fantasy writing asks us to accept that impossible things will happen in a story.

Week 3, lesson 2

Effective setting descriptions:

• When you write about a setting, you need to make sure you use lots of description so a reader can picture themselves there.

• Effective descriptions appeal to the senses (sight, hear, touch, smell, feel).

• Use literary devices, e.g. personification, metaphor, similes

Week 3, lesson 3

Task 2

1. The purpose of Greek mythology is to answer questions that children may ask e.g. ‘Who made the world? The second function of myth is to justify an existing social system and explain for traditional ceremonies.

2. Myths were important to the ancient Greeks because they explained everything from religious rituals to the weather, and they gave meaning to the world people saw around them.

3. In Greek mythology, there is no single original text. Instead, the earliest Greek myths were part of an oral tradition.

4. The pantheon of deities ruled every aspect of human life. Olympian gods and goddesses looked like men and women (though they could change themselves into animals and other things).

5. The human heroes that appear in Greek mythology are: Heracles, the adventurer who performed 12 impossible labors for King Eurystheus Pandora, the first woman, whose curiosity brought evil to mankind; Pygmalion, the king who fell in love with an ivory statue; Arachne, the weaver who was turned into a spider for her arrogance; handsome Trojan prince Ganymede who became the cupbearer for the gods; Midas, the king with the golden touch; and Narcissus, the young man who fell in love with his own reflection.

6. The following creatures appear in Greek mythology: Monsters and “hybrids” (human-animal forms). The winged horse Pegasus, the horse-man Centaur, the lion-woman Sphinx and the bird-woman Harpies, the one-eyed giant Cyclops, automatons, manticores and unicorns, Gorgons, pygmies, minotaurs, satyrs and dragons.

Task 3- the correct statements are written in greena) Greek myths were used only as fairy tales for children.

b) Greek myths were an important part of everyday life.c) There were fifteen main gods called the Olympians.d) Greek myths were written down in one place.e) Greek myths have a huge influence over fantasy writing and art.

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Ark Victoria Academy 8- The... · Web viewFrance, Spain and Portugal were also doing the same thing. They were the dominant countries of the world in 1600. They were the dominant