allocated three contextual references to navigate through the PDF. Each person texts to represent diverse human Extended critical response within that group could highlight the key facts and find relevant quotes from experience, universal themes and ‘The and share their findings with others. Together groups can jointly Tempest’ social, cultural and historical respond to the question: contexts Responses about Prospero and Gonzalo in how does Shakespeare reflects or challenges the ideas in these sources? evaluate interpretations of texts light on social and cultural context General overview of the context of View the documentary that derive from different ‘The Tempest’. available in the Clickview library (or for sale online). “Shakespeare Uncovered” perspectives and recognise how Complete the viewing guide from resource 10a and resource 10b. This can be this influences personal done using the flipped classroom approach and students can be asked in class composition and response Sourcing of examples from the play, to apply their contextual understanding through an extended critical response to relevant to context and themes the question: how does Shakespeare reflects or challenges the ideas in these sources? Post-Colonial Reading Age of Discovery. For more information go to: . – Focus on Caliban. Complete resource 11 to consider Annotations of key speeches Shakespeare’s representation of context more closely. Focus on Gonzalo. Complete resource 12 to consider Shakespeare’s representation of context more closely. Ongoing weekly activity- Padlet or Google The Renaissance, humanism and the Great Chain of Being. Using the flipped Doc written response and Inquiry questions classroom principal students read and complete the questions below: what is the renaissance? Summarise its basic principles. there are 5 interrelated issues at the centre of the Renaissance, and 4 of these are apparent in Summarise each and highlight the ‘The Tempest’. prevailing renaissance values in relations to: the Great Chain of Being political implications of the Great Chain of Being humanism and its emergence within a Christian ethos imitation Students could consider how Prospero embodies emerging Christian humanist values within Jacobean England. Gender and the role of women in Shakespeare. Using the flipped classroom principal students read Summarise 5 key points in the article. Incorporate close textual evidence cited in the article from Tempest to support your summary. “The What is the relationship between gender and power as cited in the article?
texts to represent diverse human experience, universal themes and social, cultural and historical contexts evaluate interpretations of texts that derive from different perspectives and recognise how this influences personal composition and response allocated three contextual references to navigate through the PDF. Each person within that group could highlight the key facts and find relevant quotes from ‘The Tempest’ and share their findings with others. Together groups can jointly respond to the question: how does Shakespeare reflects or challenges the ideas in these sources? General overview of the context of ‘The Tempest’. View the documentary “Shakespeare Uncovered” available in the Clickview library (or for sale online). Complete the viewing guide from resource 10a and resource 10b. This can be done using the flipped classroom approach and students can be asked in class to apply their contextual understanding through an extended critical response to the question: how does Shakespeare reflects or challenges the ideas in these sources? Post-Colonial Reading – Age of Discovery. For more information go to: . Focus on Caliban. Complete resource 11 to consider Shakespeare’s representation of context more closely. Focus on Gonzalo. Complete resource 12 to consider Shakespeare’s representation of context more closely. The Renaissance, humanism and the Great Chain of Being. Using the flipped classroom principal students read and complete the questions below: what is the renaissance? Summarise its basic principles. there are 5 interrelated issues at the centre of the Renaissance, and 4 of these are apparent in ‘The Tempest’. Summarise each and highlight the prevailing renaissance values in relations to: the Great Chain of Being political implications of the Great Chain of Being humanism and its emergence within a Christian ethos imitation Students could consider how Prospero embodies emerging Christian humanist values within Jacobean England. Gender and the role of women in Shakespeare. Using the flipped classroom principal students read Summarise 5 key points in the article. Incorporate close textual evidence cited in the article from “The Tempest to support your summary. What is the relationship between gender and power as cited in the article? Extended critical response Responses about Prospero and Gonzalo in light on social and cultural context Sourcing of examples from the play, relevant to context and themes Annotations of key speeches Ongoing weekly activity- Padlet or Google Doc written response and Inquiry questions