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Unit 4: The Tempest

 Check out the character map online here.

Shakespeare’s The Tempest

Literary Unit: Driven Learning and Teaching in a Flat, Flipped, Mastery-Based Classroom

Autonomy.  Mastery.  Purpose.  Technology.  Differentiation.  Choice.  R.O.W.E.

Teacher as Facilitator in a Flat Classroom.

Instructional model created by Travis Macy and colleagues based on Daniel H. Pink’s Drive: The Surprising Truth Behind What Motivates Us, the Flipped/Mastery Classroom model of Jonathan Bergmann and Aaron Sams (http://mast.unco.edu/programs/vodcasting/), and Philippe Ernewein’s Flatter Classroom (www.rememberit.org).  More information on student/teacher roles is available in Prensky’s Teaching Digital Natives: Partnering for Real Learning.

Roles of the driven 21st-century student:

·         Researcher

·         Technology user and expert

·         Thinker and sense maker

·         World changer

·         Self-teacher

Teacher’s roles as facilitator and partner:

·         Coach and guide

·         Goal setter and questioner

·         Learning designer

·         Context provider

·         Rigor provider and quality assurer


Unit Checklist

Student carries sheet and checks off or assesses tasks with teacher as they are completed.

Student          Teacher


___/3               ___/3               Personal calendar (identify due dates, your dates, number of

pages per reading, booktalks, work done at school/at home, etc.; use included chart or your own option)

___/3               ___/3               Mid-unit check-in with teacher

                                                            Are you on track?

___/3               ___/3               Discussion with teacher about paper from previous unit; paper

with feedback should be present

___/5               ___/5               Booktalk (2 thoughtful and text-based contributions,

2 thoughtful questions)

___/0               ___/0               Extra Credit Booktalk (2 thoughtful and text-based contributions,

2 thoughtful questions); up to 5 extra points possible

            If you read thoroughly and code the text, you should be ready for a booktalk.  You must be ready for the booktalk each day; students will be called at random.


[Vodcasts] (linked on Blackboard in this document;


___/3               ___/3               Literary Techniques Vodcast [10 min]: view, take notes, ask a

compelling question http://travismacy.blip.tv/file/5013424/

___/3               ___/3               enotes Shakespeare tutorial [2 min] (http://www.enotes.com/tempestvideo): view, take notes, ask a compelling question

___/3               ___/3               WRITING ML: CONVENTIONS Vodcast [12 min]: view, take notes,

ask a compelling question


___/10             ___/10             Virtual Field Trip: Shakespeare’s England [30-40min/details below]

Spend a total of 30-40 minutes (I recommend two shorter sessions) with the "Virtual Field TripShakespeare's England" SMART Notebook file.  To access this file, go to exchange.smarttech.com and search "Shakespeare."  When you see the file pictured below, click on "Open in SMART Notebook Express." 
When you have opened the file, be sure to allow popups to view external links.
Please watch the following videos (Windows Media Player may be required) linked to this presentation:

Slide 1: click on Shakespeare's head (9 min, OPTIONAL)

Slide 3: icon of Shakespeare in lower right corner (2 min) and film reel (2 min)

Slide 11: film reels (5 min and 9 min)

*To view the video, click on the icon listed above, select "OK," and save the video to your desired location (such as the desktop) before opening it in that location.





___/4               ___/4               Background Reading: Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs and Symbols (download pdf file on class web site) (read and code the text)

___/3               ___/3               TEMPEST/BNW LIT CRIT—Choose one of the two available online. (read and code; you may use this as one of your two sources for the paper)

___/3               ___/3               Act I (read and code the text)


___/3               ___/3               Act II (read and code the text)


___/3               ___/3               Act III (read and code the text)


___/3               ___/3               Act IV (read, code text)


___/3               ___/3               Act V (read and code the text)


___/5               ___/5               Literary Journal entry #1 (choose one act; options online)


___/5               ___/5               Literary Journal entry #2 (choose one act; options online)


___/5               ___/5               Blog entry (post on Blackboard, see instructions on Blackboard)
    Blog instructions:
    Please compose one to two thoughtful paragraph(s) about  a section of the text that strikes you as interesting and/or significant.  Include at least one quote or paraphrase with internal reference, and try to refer to themes, motifs, and literary devices.  Please refer to at least one other student's post as you write.  Be sure to include your name!


___/5               ___/5               Check out a few of the primary documents about Shakespeare’s life here: http://shakespeare.palomar.edu/life.htm#Primary .  Which of the primary documents do you find most compelling?  Why?  What is a primary source?  What is the value of a primary source?  Jot down your answers, and spend a total of 10-20 minutes on this piece.  Share your findings with a peer.


___/70            ___/70                        Task-based score total for this unit (grades for paper and video

not included)






Lit. Crit. Paper

(Due on Final Exam day)

Your final writing task of the semester is to contribute to the academic conversation about The Tempest by composing a one to two page (size 12, double spaced) literary criticism.  Do not go beyond two pages.  Using your space to say more with less, include an effective, structured thesis statement as you comment on at least two literary criticisms (include printed, coded copies of them with your paper; one of them may be one of the two provided in class, if desired) and offer something new to the discussion.

Begin by finding, printing, reading, and coding two or more literary criticisms of The Tempest.  Next, make a list of three or more important traits/features present in these literary criticisms that should also be present in your paper; include this list with your paper and mark the places where you include these traits.


·         You should however, identify two focus standards for the piece and mark the spots where these standards are addressed.  Please also fill out the rubric below.

·         On your final paper, mark the places where you add something new to the academic discussion.  Also mark the spots where you include the traits/features that you believe to be important to a literary criticism.

·         Choose a marking system (different colors might work well) that clearly shows where you are addressing:

o   Writing standards

o   Your new contributions to the discussion

o   Traits/features of a literary criticism

·         Drafts are recommended but not required.  Choose and use the writing process that will make you most effective.

·         The paper is due on the day of the final exam.  You might want to think about finishing it ahead of time to decrease stress and workload at that time.  The paper is due at the beginning of the period on final day, and late papers will not be accepted.

·         The paper must be submitted to turnitin.com before class on the final exam day.  Papers not submitted to turnitin.com will not be scored.

·         A SMART Notebook file about literary criticisms is posted on the Blackboard page for General Class Documents (follow instructions for Virtual Field Trip to open file, if needed).


___/15                 ___/15                 Two literary criticisms coded and included                                           

___/5                    ___/5                    List of three or more traits/features included                                    

___/5                    ___/5                    This rubric filled out

___/5                    ___/5                    Paper marked for writing standards

___/5                    ___/5                    Paper marked for new contributions to the discussion

___/5                    ___/5                    Paper marked for traits of literary criticism

___/10                 ___/10                 Overall quality

___/50                 ___/50


___/32                 ___/32                 Standard addressed:_____________________________


___/32                 ___/32                 Standard addressed:_____________________________                                        














































Daily Working Options (Status of the Class; Results Oriented Workplace)

Class begins with five minutes of reading in a book of choice; the book (different for each student) should be challenging, interesting, and registered on the class blog.  The teacher begins class with status of the class, which involves a quick discussion of the calendar (if needed) and very brief check-ins with students or groups of students about what they will be doing that day.  Work ensues, with students and groups moving to various work spaces to continue work on the task(s) of their choice.

·         Stations and computers readily available

·         Quiet reading

·         Video viewing (vodcasts and similar)

·         Booktalk (if available and previously scheduled)

·         Test/quiz

·         Writing (drafting/typing/discussing with peer)

·         Peer editing

·         Library (research)

·         _____________

·         ____________



Travis Macy,
Apr 25, 2011, 3:10 PM
Travis Macy,
Apr 25, 2011, 3:10 PM
Travis Macy,
Apr 25, 2011, 3:10 PM