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English Language Arts, Reading Literature
Material Type:
Lesson Plan
High School
  • Characters
  • Grade 12 ELA
  • Shakespeare
    Creative Commons Attribution Non-Commercial

    Reading Groups & Vocabulary Quiz

    Reading Groups & Vocabulary Quiz


    How does Prospero plan to avenge the wrongs done to him? In this lesson, students will discuss responses to the reading. In groups, they will continue to read, annotate, and discuss the play. At the end of the period, students will quiz themselves on vocabulary from the play.


    • Read the lesson and student content.
    • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
    • As the class continues reading The Tempest, determine which students need support, such as a reading partner or a Guided Reading Group.
    • Help students locate copies of the Independent Reading texts.

    Act 3, Scene 1

    • Give students a brief time to share.
    • If necessary, work with students to update the Characters in The Tempest chart.
    • Before setting them loose to continue reading, explain that in act 3, scene 3, Stephano and Caliban conspire to take power away from Prospero while Trinculo makes wisecracks. When Ariel enters, he also makes cracks, using Trinculo’s voice so that Caliban and Stephano will continue to be irritated with him.


    As you meet with your reading group, share your character’s responses to the action in act 3, scene 1.

    Review the action in the scene.

    • What do Ferdinand and Miranda decide?
    • What is Prospero’s response as he secretly observes them and eavesdrops?​

    Act 3, Scene 2

    • Circulate through the room and listen to groups as they read, stopping to assist where there is confusion.
      • SWD: Students will greatly benefit from having good models. Be sure that each group has at least one “able” reader.
      • ELL: Be sure that all students, including ELLs, participate in the reading, and monitor that ELLs do not avoid this activity, as it is important that they share aloud.
    • Additional words for study are injunction, act 3, scene 1, line 11; and, from act 3, scene 2, totters, line 7; nonpareil, line 98; and flout, line 121.
    • Facilitate a brief discussion of the action of act 3, scene 2.

    Work Time

    Read and annotate act 3, scene 2 with your group.

    Decide how your group wants to proceed. Choose one of the following options.

    • Take turns, changing the reader periodically.
    • Have one or two able readers read for your group.
    • Pause your reading periodically to discuss what happened.

    Keep your voices soft so as not to bother the other groups.

    Briefly review the action in act 3, scene 2 with the whole class.

    Act 3, Scene 3

    • Before having students continue their reading, explain that in act 3, scene 3, Prospero and Ariel cause music and visions to confuse and torment Alonso, Sebastian, and Antonio.
    • A word for study is meanders, line 3.
      • ELL: When introducing new words, remember to allow ELLs to use a dictionary. Repeat the new words at a slower pace, and ask students to write them down, asking some of them to repeat after you. Be sure ELLs feel comfortable with the pronunciation.
    • Facilitate a brief review of the action in act 3, scene 3, and use the probing questions to go deeper in understanding.
    • Save some time for the Closing vocabulary activity.
    • If students don’t finish reading act 3, they can answer the second question for homework.

    Work Time

    Resume reading and annotating The Tempest . Read act 3, scene 3.

    Share your understanding of what happened.

    Use the following probing questions to go deeper in understanding.

    • How has Prospero used Ariel to confuse and distract Alonso, Sebastian, and Antonio?
    • Explain Gonzalo’s last judgment of Alonso, Sebastian, and Antonio. Why does Gonzalo say the three are “desperate” (line 122)? What does he want to hinder them from doing?

    Open Notebook

    Vocabulary in The Tempest

    • Encourage students to add unfamiliar words to their vocabulary lists.


    Review your Vocabulary in The Tempest list.

    • Discuss with your reading group the words you’ve listed.
    • Add additional words and their definitions as needed.

    Character Responses

    • Encourage students to read and comment on at least two of their classmates’ responses.
    • Remind students to choose and locate an Independent Reading text before Lesson 12.


    If you haven’t finished reading and annotating act 3, do it for homework.

    Choose one character to respond to the action of each scene of act 3 (you may use a different character for each scene).

    • Scene 1, with Ferdinand, Miranda, and Prospero
    • Scene 2, with Caliban, Stephano, Trinculo, and Ariel
    • Scene 3, with Alonso, Sebastian, Antonio, Gonzalo, Adrian, Francisco, and others

    Open Notebook