Today you are going to write about The Tempest, the Middle School musical you saw last Thursday. Try to describe the play and write about what you enjoyed. Think about the characters, costumes, set design, singing, and dancing.
Your blogs might go public after this post, so be sure to proofread carefully (checking for punctuation, sense, capitals, and spelling). Make sure that you have a good topic sentence, some supporting sentences, and a concluding sentence, too.
Since your blogs might be public soon, please include a link to The Dalton School so your readers can learn more about where you saw the play.
To help you remember the musical, here is a list of characters:
- Prospero, the rightful Duke of Milan and the story’s protagonist
- Miranda, daughter of Prospero, often called “a wonder”
- Ariel, an airy spirit
- Caliban, deformed slave of Prospero and son of Sycorax
- Alonso, King of Naples
- Sebastian, Alonso’s brother
- Antonio, Prospero’s brother, the usurping Duke of Milan
- Ferdinand, Alonso’s son
- Gonzalo, an honest, optimistic old councilor who gave Prospero food, water, and books.
- Adrian and Francisco, lords
- Trinculo, a jester
- Stephano, a drunken butler (sometimes spelled Stefano)
- Boatswain
- Master
- Sycorax, witch and mother of Caliban (an unseen character)
- Iris, Ceres and Juno, spirits
A few weeks ago, as part of our study of historical fiction, I read aloud Amistad Rising by Veronica Chambers with illustrations by Paul Lee. Now we are going to look at the Amistad story again through the eyes of one of its participants — Sarah Margru Kinson. The Amistad captives were mostly Mende, people who live in a part of Africa that is now in the country of Sierra Leone where I lived many years ago as a teacher for the Peace Corps.
Through Sarah Margru’s story, a story I’ve slightly fictionalized and told here (I will give you the username and password in class to access it), I hope you will have a deeper sense of forced immigration. So, here is what I want you to do:
As you read Margru’s story, write notes and responses in the chapbook I will give you. Divide each page up into three parts (I’ll show you how in class) so that you can take notes on these things:
Literary Stuff Here you can jot down any words or that seem descriptive, poetic, or otherwise give a literary sense.
Historical Stuff
Here you can jot down words, phrases, and titles of images that are clearly from history. (Be sure to include the images as most are primary sources and you may want to use them later in your blog posts and project.)
Response
Here you need to write how the part you read made you feel, questions you may have, or anything else you want.
We will be, of course, also talking a lot about Margru’s story. I will be showing you artifacts and photos of Sierra Leone (her homeland) from when I was there. You can also look at another version of her story — one I wrote first as nonfiction — so you can see what is different between writing historical fiction and nonfiction. When you are done reading with all this you will be writing a blog post and also doing a poetry project related to Margru’s story and the Amistad.