Unit/Lesson Title

Area of Study: Discovery The

Tempest
Resources
Interactive whiteboard with
internet access (STEEL table drawn
up on the Google Doc)
Class set, No Fear Shakespeare
The Tempest (2010) film
Laptops, class set, with internet
access and hyperlink/bookmark to
http://popplet.com/app/#/2608957
(if there were students it would
already be linked to them)
Laptops, class set with internet
access. And with
hyperlink/bookmark to
http://www.readwritethink.org/
files/resources/interactives/cube_cr
eator/

Lesson duration
80 minutes

Stage 6
Year 12

Syllabus Outcomes
4. A student describes and
explains the ways in which
language forms and features,
and structures of particular texts
shape meaning and influence
responses.
7. A student adapts and
synthesises a range of textual
features to explore and
communicate information, ideas
and values, for a variety of
purposes, audiences and
contexts.

Syllabus Content
4. Students learn about the ways in which
language forms and features, and the structures
of particular texts shape meaning and influence
responses by:
4.1 identifying and describing a variety of
language forms and features, and structures
of particular texts
4.2 describing the effects of the language
forms and features, and the structures of
particular texts
7. Students learn to communicate information,
ideas and values for a variety of purposes,
audiences and contexts by:
7.1 identifying and explaining the effects of
language forms and features, and structures
of texts

Content/Learning Experiences
Introduction (Engagement)
Using Popplet (example), in 5 groups, add the following details to the
characters listed:
A moment of discovery theyve been involved in
The realm and what of that discovery
Body (Exploration/Transformation/Presentation)
Act 1 is done, now were looking at Act II.
Remembering the five-act dramatic structure what will happen during this
act?

Class
12 Advanced
English

Class Organisation

Grouping & classroom environment

Creation of 5 small groups of mixed ability

Students at desks

The conflict which causes the climax will be set up and/or occur

Introduce scene 1 King Alonso, Duke Antonio, Prince Sebastian & Gonzalo
+ other nobles.
Tell students that there is a line the play but not the movie I want to use,
Ill pause and tell you what it is when we get there.
Watch movie from 52:25 (line 147), pause at 57:30.
Say Antonios next line 261-273 and play movie from 57:48. Stop at 59:05
(line 300).
Quote is A space whose evry cubit / Seems to cry out / Measure us
back to Naples? (I.ii.261-263).
Going to show you a more hands on way of making a STEEL table: STEEL
cubes. But first there are some steps we need to take.
What are the two techniques?
Can the sea (space) cry out? (Personification)
Who is the question being asked of? (no one = rhetoric question)
Personified rhetoric question
Show how to access CubeCreator and fill in the information (just headers,
Attachment A). Then show students the pre-printed and constructed
example (Attachment B). While youre working on it Ill put a completed
STEEL table in the Google Doc.
Draft using a STEEL table, does not need to be the same quote, just the
same scene.
Once completed check a partners table using the peer marking sheet
(Attachment C) before they enter onto print and put it together.
Using CubeCreator create a STEEL based cube (top is the link, so you can
find it easily, and the bottom the title). If you run out of space write it in.
Conclusion (Presentation/Reflection)
Cubes are left around the room and students move around and look at
others, suggest that students write notes on what other people have.

Students working in books or laptops

Move around the room, checking on
progress and offering help where required.

Partner work

Students working with laptops.

Students submit cubes and peer marking
sheets.

Highlight the key moment of discovery (Attachment D).