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Tempest Manual The Tempest Wiliam Shakespeare Assessment Manual THE EMC MASTERPIECE SERIES Access Editions SERIES EDITOR Robert D. Shepherd EMC/P aradigm Publishing St. Paul, Minnesota Staff Credits: For EMC/Paradigm Publishing, St. Paul, Minnesota Laurie Skiba Eileen Slater Editor Editorial Consultant Shannon O’Donnell Taylor Jennifer J. Anderson Associate Editor Assistant Editor For Penobscot School Publishing, Inc., Danvers, Massachusetts Editorial Design and Production Robert D. Shepherd Charles Q. Bent President, Executive Editor Production Manager Christina E. Kolb Sara Day Managing Editor Art Director Kim Leahy Beaudet Tatiana Cicuto Editor Compositor Sara Hyry Editor Laurie A. Faria Associate Editor Sharon Salinger Copyeditor Marilyn Murphy Shepherd Editorial Consultant Assessment Advisory Board Dr. Jane Shoaf James Swanson Educational Consultant Educational Consultant Edenton, North Carolina Minneapolis, Minnesota Kendra Sisserson Facilitator, The Department of Education, The University of Chicago Chicago, Illinois ISBN 0–8219–1620–3 Copyright © 1998 by EMC Corporation All rights reserved. The assessment materials in this publication may be photocopied for classroom use only. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission from the publisher. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 xxx 03 02 01 00 99 98 Table of Contents Notes to the Teacher . 3 ACCESS EDITION ANSWER KEY Answers for Act I . 8 Answers for Act II . 10 Answers for Act III . 12 Answers for Act IV . 15 Answers for Act V . 17 GRAPHIC ORGANIZERS Graphic Organizers . 22 Graphic Organizers Answer Key . 27 VOCABULARY AND LITERARY TERMS REVIEW Vocabulary Review . 30 Vocabulary Worksheet . 31 Literary Terms Review . 32 Literary Terms Worksheet . 33 Answer Key for Vocabulary and Literary Terms . 34 EXAM MASTERS Exam . 36 Exam Answer Key . 44 EVALUATION FORMS Evaluation Form, Writing Process . 50 Evaluation Form, Writing Plan . 51 Evaluation Form, Writing Summary . 52 Evaluation Form, Compositions/Reports . 53 Evaluation Form, Analytic Scale . 54 Evaluation Form, Holistic Response . 55 Evaluation Form, Writing: Revising and Proofreading Checklists . 56 Evaluation Form, Discussion . 57 n o Evaluation Form, Project . 58 i t a r o p r o C C M E 8 9 9 1 © Notes to the Teacher About The EMC Masterpiece Series Access Editions The EMC Masterpiece Series Access Editions have been designed to make great works of literature accessible to all levels of students. Each Access Edition contains a complete literary masterpiece as well as a unique integrated study apparatus crafted to guide the student page by page through the entire work. This feature does away with the inconvenience of switching between a literary work and a study guide, since both are included in each Access Edition. Each EMC Masterpiece Series Access Edition contains the following materials: • The complete literary work • A historical introduction including an explanation of literary or philosophical trends relevant to the work • A biographical introduction with a time line of the author’s life • Art, including explanatory illustrations, maps, genealogies, and plot diagrams, as appropriate to the text • Study apparatus for each chapter or section, including Guided Reading Questions; Words for Everyday Use entries for point-of-use vocabulary development; footnotes; Responding to the Selection questions; Reviewing the Selection questions (including Recalling, Interpreting, and Synthesizing questions to ensure that your students con - duct a close and accessible reading of the text); and Understanding Literature questions • Source materials used by the author of the work (where appropriate) • A list of topics for creative writing, critical writing, and research projects • A glossary of Words for Everyday Use • A handbook of literary terms 10 Had I been any God of power, I would Have sunk the sea within the earth or ere It should the good ship so have swallow’d, and The fraughting3 souls within her. PROSPERO. Be collected: No more amazement. Tell your piteous4 heart 15 There’s no harm done. MIRANDA. O woe the day! ® Of what does PROSPERO. No harm: Prospero say I have done nothing, but in care of thee Miranda is ignorant? Guided Reading Questions guide (Of thee my dear one, thee my daughter), who students through the work by Art ignorant of what thou art, nought knowing Of whence I am, nor that I am more better raising important issues in key 20 Than Prospero, master of a full poor cell, passages And thy no greater father. MIRANDA. More to know Did never meddle with my thoughts. PROSPERO. ’Tis time I should inform thee farther. Lend thy hand, And pluck my magic garment from me. So, n Lays down his mantle. o i ® What does 25 Lie there, my art. Wipe thou thine eyes, have comfort. t Prospero reveal a The direful spectacle of the wrack, which touch’d r about the ship and The very virtue of compassion in thee, o the storm? p I have with such provision in mine art r So safely ordered that there is no soul— o 30 No, not so much perdition as an hair C Betid5 to any creature in the vessel C Which thou heard’st cry, which thou saw’st sink. Sit M down, E For thou must now know farther. 8 MIRANDA. You have often 9 Footnotes explain obscure refer - 9 Begun to tell me what I am, but stopp’d 1 ences, unusual usages, and terms 35 And left me to a bootless inquisition,6 Concluding “Stay: not yet.” © meant to enter students’ passive 3. fraughting. Filling vocabularies 4. piteous. Full of pity 5. Betid. Happened 6. bootless inquisition. Useless inquiry Words for Everyday Use entries Words cell (sel) n., small room or cubicle For per • di • tion (pər dish´ən) n., loss, ruin define and give pronunciations for Everyday difficult terms meant to enter stu - Use dents’ active vocabularies 4 THE TEMPEST W ASSESSMENT MANUAL / THE TMPEST 3 Notes to the Teacher Responding to the Selection Responding to the Selection is a reader In small groups, discuss how you feel about Prospero and his powers. response activity designed to connect the Do you admire his powers and think that he has good reasons for acting students emotionally to the literature and allow as he does, do you think he is meddlesome and manipulative, or do you them to relate the work to their own lives. feel some other way about him? Reviewing the Selection Reviewing the Selection takes students through Recalling and Interpreting the work step by step, building from their indi - vidual responses a complete interpretation of 1. R: Who causes the tempest that threatens the ship at the beginning of act 1? What is the result of this storm for the ship and for its passengers? the work. 2. I: How does Miranda react to the storm? What do her feelings reveal about her character? What motivates Prospero to have Ariel raise a tem - pest against this particular ship? 3. R: Why are Prospero and Miranda on the island? How did Gonzalo help Prospero and Miranda survive? Recalling questions address comprehension of 4. I: In what way did Prospero contribute to his own loss of power? Does he accept blame for this loss? Why, or why not? key facts from the selection. 5. R: Why does Ariel serve Prospero? Why does Caliban serve Prospero? 6. I: How does Ariel regard serving Prospero? How does Caliban regard serving Prospero? Interpreting questions evoke interpretations 7. R: What does Miranda think of Ferdinand when she sees him for the based on evidence from the selection. first time? What does Ferdinand think of Miranda? 8. I: Why does Prospero treat Ferdinand harshly? Synthesizing Synthesizing questions tie together interpretations 9. What is Prospero’s “art”? Compare and contrast Prospero’s art to of parts of the selection and prompt students to Sycorax’s magic. make informed generalizations that relate the 10. In what way has the relationship between Prospero and Caliban selection to larger themes or literary trends. changed since Prospero first came to the island? Understanding Literature (QUESTIONS FOR DISCUSSION ) Understanding Literature questions provide 1. Theme. A theme is a central idea in a literary work. Shakespeare’s dra - study of literary movements, genres, and tech - mas, especially his romances, are filled with songs. Ariel’s song “Full fathom five thy father lies” in act I, scene ii focuses upon a theme central niques as they relate to the literary work. to many of Shakespeare’s romances—transformation. What is being trans - formed in this song and in what way? How does this theme of magical transformation relate to what Prospero is attempting to accomplish? How the Assessment Manual Is Organized This Assessment Manual is divided into five parts: the Access Edition answer key , which provides answers to the Reviewing the Selection and Understanding Literature questions in the text; a selection of activities that allow students to use graphic organizers to further their comprehen - n o i t sion of the work; a vocabulary and literary terms review , which tests students’ knowledge of a r o the Words for Everyday Use and literary terms defined in the Access Edition; the exam masters , p r which contains a full exam that tests students’ overall comprehension of the work through both o C objective and essay questions; and evaluation forms for self-, peer, and teacher assessment of C M creative writing, critical writing, and research projects. E 8 9 9 How to Use the Access Edition Answer Key 1 © The Access Edition answer key contains answers to the Reviewing the Selection and Understanding Literature questions included in the Access Edition.
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