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Getting to Know the Characters in The Tempest

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Keywords: English
Subject(s): Writing, Reading, English/Language Arts
Grade P-K
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Piper High School, Sunrise, FL
Planned By: Gabrielle Hayes
Original Author: Gabrielle Hayes, Sunrise
The Tempest

Individual Lesson Question: How is your point of view different from the point of view of one of the following characters in The Tempest: Prospero, Caliban, Sebastian or Ariel?
Audience: 11th Grade English

Standards Addressed:
LAFS.3.RL.2.6 (This standard is the focus of the culminating task of the lesson.) Distinguish their own point of view from that of the narrator or those of the characters. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning????

LAFS.1112.RL.1.3 Analyze the impact of the author’s choices regarding how the characters are introduced and developed
LAFS.1112.RL.1.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.

Depth of Knowledge Levels : 1, 2, 3,

Learning Objectives:

1) Students will be able to describe characters, settings, and major events in a story, using key details. (DOK-2)
2) Students will be able to use illustrations and details in a story to describe its characters, setting, or events. Cognitive Complexity: (DOK-2)
3) Students will be able to compare and contrast the adventures and experiences of characters in stories. Cognitive Complexity (DOK-3)
4) Students will be able to describe how characters in a story respond to major events and challenges. Cognitive Complexity (DOK-2)
5) Students will be able to distinguish their own point of view from that of the narrator or those of the characters. (DOK 3)

6) Instructional Materials:
 Florida Collections Textbook grade 11
 EPSON projector
 Apple ipads
 25 stylus pens
 Plickers App
 Skitch App
 Vocabulary Spelling City.com
 Seesaw: The Learning Journal App

Instructional Sequence:

Instructional Sequence: Rational:
First I will start the lesson by eliciting prior knowledge about characterization. Students will be asked about their prior knowledge of characterization.
Time Allowed: 10 minutes
Students will be asked to think of character traits previously studied in other Shakespeare plays. Students will be asked if they studied round or flat characters. Application used: Using Plickers, students will simply turn their card to the letter A or B while the teacher uses the quick-to launch Plickers app to simultaneously scan the cards through the lens of his or her smartphone camera. Instantly, the students’ answers load right to the screen. Teacher will use an interactive whiteboard or projector to allow students in the class to see their answers in real time.
Lesson Review of Previous Lesson:
(15 minutes approximately)
Review of Previous Learned Materials: Main elements of characterization will be reviewed.
For example, I will use a Prezi presentation to review material in a Q & A approach.
What is Characterization: The process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization.
What is Direct Characterization? tells the audience what the personality of the character is.
Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.”
Explanation: The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”
What is Indirect Characterization? Indirect characterization shows things that reveal the personality of a character.
There are five different methods of indirect characterization:
Speech: What does the character say? How does the character speak?
Thoughts: What is revealed through the character’s private thoughts and feelings?
Effect on others toward the character: What is revealed through the character’s effect on other people? How do other characters feel or behave in reaction to the character?
Actions: What does the character do? How does the character behave?
Looks: What does the character look like? How does the character dress?

Activity: Time allowed 30 minutes
Students will focus on the following objective when completing this in class activity. Students will be able to distinguish their own point of view from that of the narrator or those of the characters.(DOK3)
Activity Questions: Several characters in The Tempest speak about a desire to rule over others or about the pain of losing their kingdom or freedom. Describe how this comment relates to each of the following characters.
Applicationused: Skitch
Information about Skitch: Skitch provides all the tools you need to visually communicate ideas, share feedback and collaborate. With Skitch, you can focus on what’s important in an image or PDF, mark it up with your thoughts, and pass it on.
Use an existing image or capture a new one, then add arrows, add shapes, or write on it with the pen or highlighter tool. Once you have added your ideas, share it with others to move your projects forward faster.
Students will use Skitch to sketch their depiction of one of the following characters: Prospero, Caliban, Sebastian or Ariel
Students will be prompted to describe how their opinion of losing freedom or their desire to rule over others differs from the character that they chose to sketch.

Thisis an attempt to engage students at the start of the class as well as elicit prior student knowledge.



Exit Ticket: 15 minutes

I will use spelling city.com com to play an interactive vocabulary game using the Espon projector on the white board. Critical vocabulary from The Tempest will be reviewed.


For the homework assignment, students will search for a photo online of one of the characters in The Tempest or draw their own depictions of one of the characters and create a dialogue box with 10 lines that would portray their personality. The homework assignment should include indirect characterization.


Assessment/Homework: Application used (Seesaw: The Learning Journal)
►The homework assignment will assess students’ abilities to apply what they have learned about a character’s point of view during the lesson as well as the different ways an author can use characterization in a text.
Seesaw App information: Allows students to easily capture student learning in any form
Students can use photos, videos, drawings, text notes, links or PDFs to show what they know and store evidence in their digital portfolio. You can also import from 100s of other apps.
When students add to Seesaw, content is uploaded, organized by student, and accessible from any device.
Teachers can browse work from the entire class or for a single student. Optionally, use folders to organize work by subject area project, or assessment standard.
Provisions for Individual Differences:
► If a certain group is having trouble I will be available to give them suggestions.
►I will provide teaching methods to engage visual as well as auditory learners.

Materials: Whiteboards, Portable, English/Language Arts, Worksheets, Student Resources, Assessment, Integrating Technology