Activity Overview
Shakespearean Romances were once combined into the 18 Comedies Shakespeare wrote during his career. However, as scholars have analyzed these plays further, they’ve realized that five of them are more like “tragicomedies” than true Comedies, because they incorporate important qualities from the Medieval Romance genre. Thus, Shakespearean Romances have become a genre of their own, on par with his Comedies, Tragedies, and Histories.
Having students create storyboards that depict the elements of this genre will help them to understand the Romance elements in The Tempest. It will also help them follow the multiple plots and interweaving of characters, while bringing the genre to life!
Romantic Elements of The Tempest
- Conflict Begins the Play / Resolved by the End
- Central Older Male Figure of Nobility
- Love Interest
- Elements of the Supernatural
- Themes on a Grander Scale
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows the five elements of the Shakespearean Romance in The Tempest. Make sure to depict the scenes where the elements appear, and describe how the scene highlights the element you have identified. Make sure you craft the scenes with care, choose historically-appropriate art, and give clear, concise explanations. Proofread your work!
- Identify events or characteristics of the story that fit into the elements of a Shakespearean Romance.
- Illustrate the examples for each event or characteristic.
- Write a short description below each cell that specifically relates The Tempest as a Shakespearean Romance.
Lesson Plan Reference
- [ELA-Literacy/RL/11-12/3] Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
- [ELA-Literacy/RL/11-12/5] Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
- [ELA-Literacy/W/11-12/1] Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 27 Points | Beginning 22 Points | Try Again 17 Points | |
|---|---|---|---|---|
| Elements of a Shakespearean Romance Genre | The five common elements of the Shakespearean Romance Genre are correctly identified and portrayed from the play. The quotes and/or explanations give context to the scene, and are accurate and appropriate to the elements being depicted. | 4-5 common elements of the Shakespearean Romance Genre are correctly identified and portrayed from the play. The quotes and/or explanations give context to the scene, and are mostly accurate for the elements being depicted. | 2-3 common elements of the Shakespearean Romance Genre are correctly identified and portrayed from the play. The quotes and/or explanations may be minimal or inaccurate for the elements being depicted. | 1-2 common elements of the Shakespearean Romance Genre are correctly identified and portrayed from the play. The quotes/and or explanations may be inaccurate, missing, or too limited to score. |
| Artistic Depictions | The art chosen to depict the scenes are historically appropriate to the play. It is evident that the student spent a lot of time, creativity, and effort into carefully crafting each artistic depiction. | The art chosen to depict the scenes should be historically appropriate, but there may be some liberties taken that distract from the assignment. It is evident that the student stayed on task and put time and effort into crafting each artistic depiction. | Most of the art chosen to depict the scenes are historically appropriate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are historically inappropriate, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas and quotes are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas and quotes are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas and quotes are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
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Tempest, The
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