The Rubric...
FITB:
"Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purpose of t__ p_________ texts."
"Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purpose of two prescribed texts."
"Me, poor man, my library / Was dukedom large enough" - Act 1 Scene 2
Prospero (to Miranda)
Why does Felix agree to direct the prison play?
Plan for revenge and personal healing
What does the storm during Act 1 Scene 1 symbolise? (Disruption of the (7)<blank> (5)<blank>)
Natural order (noble passengers must step aside and let the Boatswain and sailors navigate the ship through the title "Tempest")
FITB:
"As students engage with the texts, they consider how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, s_____, c_______ and h_________ contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions."
"As students engage with the texts they consider how their understanding, appreciation and enjoyment of both texts has been enhanced through the comparative study and how the personal, social, cultural and historical contextual knowledge that they bring to the texts influences their perspectives and shapes their own compositions."
"I am your wife if you will marry me. / If not, I’ll die your maid." - Act 3 Scene 1
Miranda (to Ferdinand)
What does the title "Hag-Seed" refer to?
An insult used by Prospero for Caliban (in The Tempest)
How is Ariel rewarded at the end of the play?
Prospero grants him freedom (Act 5)
FITB:
"By responding i____________, i_____________ and c_________ students explore and evaluate individual and common textual features, concepts and values."
"By responding imaginatively, interpretively and critically students explore and evaluate individual and common textual features, concepts and values."
"The king's son, Ferdinand, / With hair up-staring—then, like reeds, not hair— / Was the first man that leaped, cried, 'Hell is empty / And all the devils are here.'" - Act 1 Scene 2
Ariel (reporting to Prospero about what he witnessed of the shipwreck)
What restriction does Felix place on the prisoners' language?
They must not use swear words, or must replace them creatively
How does Ferdinand prove his love for Miranda?
Enduring Prospero's trials, including hard labour
FITB:
"By comparing two texts, students understand how c________ are influenced by other texts, contexts and values, and how this s_____ m_______.
"By comparing two texts, students understand how composers are influenced by other texts, contexts and values, and how this shapes meaning."
"As wicked dew as e'er my mother brushed / With raven's feature from unwholesome fen / Drop on you both! A southwest blow on ye / And blister you all o'er!" - Act 1 Scene 2
Caliban (to Prospero)
Becoming instrumental in Felix's revenge plot against Tony and Sal, which prisoner in Hag-Seed is skilled with technology and hacking? (number-colloquial spelling)
8Handz
Caliban's claim "This island's mine by Sycorax my mother" in Act 1 Scene 2 reveals what about his character?
His sense of ownership is the island, and the injustice he feels of being enslaved by Prospero
FITB:
"(Students) develop appropriate analytical and evaluative language required to compose informed, cohesive responses using appropriate t__________, grammar, s_____ and structure."
"(Students) develop appropriate analytical and evaluative language required to compose informed, cohesive responses using appropriate terminology, grammar, syntax and structure."
"This my mean task / Would be as heavy to me as odious, but / The mistress which I serve quickens what's dead / And makes my labors pleasures." - Act 3 Scene 1
Ferdinand (an aside while labouring for Prospero)
What occupation does Sal O'Nally have, another key figure in Felix's plan?
Politician (Felix's nemesis alongside Tony)
In Act 5, Epilogue Prospero appeals to the audience for release from the play ("Let your indulgence set me free"), emphasising themes of freedom and closure. By doing so, he theatrically effectively breaks the (6)<blank> (4) <blank> - FITB.
Fourth wall