Module Rubric
Fill in the blanks:
"In this module, students explore the ways in which the comparative study of texts can reveal __________ and ____________ between and within texts.
"In this module, students explore the ways in which the comparative study of texts can reveal resonances and dissonances between and within texts.
In which century is The Tempest believed to have been written?
17th century (circ. 1610s)
Which country is Margaret Atwood from?
Canada (Mr Flood's homeland, too)
Which spirit serves Prospero throughout most of the play?
Ariel
Which "character" in Hag-Seed mirrors Caliban?
The prisoners (especially those plotting against Felix)
FITB:
"Students consider the ways that a reimagining or reframing of an aspect of a text might ______, _____ or _______ with the details of another text."
"Students consider the ways that a reimagining or reframing of an aspect of a text might mirror, align or collide with the details of another text."
What major historical movement during Shakespeare's time involved European exploration of new lands? (3, 2, 11)
Age of Exploration
Hag-Seed was written as part of which international project that invited authors to retell Shakespeare plays? (7, 11, 6)
The Hogarth Shakespeare Project
Which two comic characters get drunk with Caliban? (8, 8)
Stephano and Trinculo
How does Felix use "magic" in Hag-Seed?
Theatrical illusion
FITB:
"In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are d______."
"In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are depicted."
Which English king was ruling when Shakespeare wrote The Tempest?
James I
In what year was Hag-Seed first published: 2014, 2016 or 2018?
2016
What does Caliban initially show Prospero when he first arrives on the island?
Island's natural resources, fresh water
How does Hag-Seed modernise the theme of colonialism reflected in Caliban's character?
Representing prisoners as marginalised figures
FITB:
"(Students) further develop skills in analysing the ways that various language concepts, for example m____, a_______ and i______________, connect and distinguish texts and how innovating with language concepts, form and style can shape new meaning."
"(Students) further develop skills in analysing the ways that various language concepts, for example motif, allusion and intertextuality, connect and distinguish texts and how innovating with language concepts, form and style can shape new meaning."
What belief was important in the world of William Shakespeare, helping to explain ideas about order and power in The Tempest? (5, 2, 5)
Chain of Being
During which literary movement did Atwood begin publishing her work? (p________ l______)
Postmodern literary (movement)
FITB for the following quote:
"O b____ n___ w_____, that has such people in't!" (Miranda, Act V, Scene I)
“O brave new world, that has such people in’t!”
Both texts use "isolation" as a metaphor - compare one setting from each text.
The Tempest: island; Hag-Seed: prison.
FITB:
"By composing c________ and c_______ texts in a range of modes and media, students develop the confidence, skills and appreciation to express a considered personal perspective."
"By composing critical and creative texts in a range of modes and media, students develop the confidence, skills and appreciation to express a considered personal perspective."
Which intellectual movement of the Renaissance emphasised learning, knowledge and human potential? (8)
Humanism
What important social issue often explored in Atwood's writing relates to gender equality?
Feminism
FITB:
"I'll break my staff, bury it certain f______ in the earth." (Prospero, Act 5, Scene 1)
"I'll break my staff, bury it certain fathoms in the earth."
How are the endings of both The Tempest and Hag-seed similar?
Resolution through forgiveness/Reconciliation/ Restoration of order