Collections Grade 11 Guiding Questions

“from The Tempest” by William Shakespeare

Read the selection from the drama The Tempest by William Shakespeare. Then, reread the
lines indicated with each question below. Answer each question, citing text evidence.

Collections Grade 11 Guiding Questions

Collection 1

“From The Tempest” by William Shakespeare

Read the selection from the drama The Tempest by William Shakespeare. Then, reread the
lines indicated with each question below. Answer each question, citing text evidence.

ACT I
1. Sc. 1, Lines 9–19: Based on the exchange between the boatswain and passengers in these
lines, infer how the boatswain feels about his passengers and explain how you can tell.
What can you infer about the characters of Alonso, Antonio, and Gonzalo? What
evidence supports your inference?
The boatswain thinks his passengers are entitled, spoiled, and whining people. The
boatswain says that even kings cannot "command these elements" of wind and water
and tells Antonio and Sebastian that they can either "keep below" or help the sailors.
2. Sc. 1, Lines 16–17: What is personified in these lines? What impact does this
personification have?
The sea is personified giving it life and making it an enemy.
3. Sc. 1, Lines 51–54: Infer what is happening in these lines. What evidence supports your
inference?
The storm is getting worse, and Gonzalo says they may as well pray with the King and
Prince because their fates are tied together. Antonio blames the incompetent sailors for
their predicament.
4. Sc. 1, Line 52: Determine the meaning of line 52 and explain your reasoning process?
What impact does this language have on the reader?
The boatswain is questioning if the ship and they are going to die.
5. Sc. 1, Lines 56–66: What can you infer about how Gonzalo differs from his companions?
Gonzalo is optimistic, good-tempered, and loyal; he is one of the unquestionably good
characters in the play, with no apparent dark side in him.
6. Sc. 1, Lines 63–66: What instances of alliteration and assonance are in Gonzalo’s speech?
What effect does the use of alliteration and assonance have on the reader?
His speech provides only cold comfort and ultimately ring hollow for Alonso, they
demonstrate Gonzalo’s persistent optimism.
7. Sc. 2, Lines 1–24: What do you learn in these lines about the shipwreck and about
Prospero? What evidence helped you make these inferences?
 This tells us that Miranda does not know much about herself or her father. She suspects
that her father has power over the Tempest and wants him to have mercy on the people
inside the ship.
8. Sc. 2, Lines 1–5: Only one line in this passage is written in perfect iambic pentameter.
Which line is it?
Fifth line.
9. Sc. 2, Line 36: What are examples of lines shared between speakers on this page? What
impact do these shared lines have on the reader?
We figure out what the deal with Miranda and Prospero. The reader can truly appreciate
the themes of revenge, mercy, and reconciliation.
10. Sc. 2, Lines 54–59: What do you learn about Prospero and Miranda in these lines? What
evidence helped you make these inferences?
That Prospero was the Duke of Milan because he says Mirandas father was the duke, but
she asks if Prospero was her father.
11. Sc. 2, Lines 85–87: To what does Prospero compare Antonio and himself in this
metaphor? What effect does the metaphor have on the reader?
He compares Antonio to a song that everyone is forced to sing to.
12. Sc. 2, Lines 79–105: From Prospero’s explanation of events, what can you infer about
Prospero’s role in Antonio’s rise to power?
Prospero just let Antonio plot to become duke.
13. Sc. 2, Lines 108–133: What adjectives used by Prospero in these lines have strong
connotations? What effect does Prospero hope to produce on Miranda with his choice of
words? Does he succeed in persuading her of his point of view? Explain.
14. Sc. 2, Lines 110–112: What evidence shows Antonio’s point of view? What can you infer
from this evidence about Antonio’s possible reason for taking over Milan?
15. Sc. 2, Lines 145–152: What example of personification is in this passage? What is ironic
about the winds’ pity?
16. Sc. 2, Lines 161–170: Make an inference about how Gonzalo felt about Antonio’s
treatment of Prospero and Miranda. What evidence supports your inference?
Gonzalo was not supporting Antonio but still did what he said so that's why he gave
supplies to Miranda and Prospero.
17. Sc. 2, Lines 191–215: A new character, Ariel, is introduced in these lines. What inferences
can you make about Ariel’s character?
18. Sc. 2, Lines 191–192: What sound device does Shakespeare use in Ariel’s greeting? How
does this contribute to the effect of the lines?
He's using repetition as a sound device. It gives Prospero an effect of high
Respect.
19. Sc. 2, Lines 217–241: What inference can you make about Prospero’s purpose in having
Ariel simulate a storm?
Prospero wants his enemies to end up on the island but without them
being hurt.
20. Sc. 2, Lines 253–280: Describe Prospero’s relationship with Ariel as revealed in this
passage.
The relationship between Prospero and Ariel is one of master and servant
21. Sc. 2, Lines 259–270: What impact do Prospero’s rhetorical questions have on Ariel and
on the reader’s impression of Prospero?
Prospero wants his enemies who usurped his throne to end up on the island.
22. Sc. 2, Lines 285–286: To what does Prospero compare Caliban? What does the metaphor
reveal about Prospero’s attitude toward Caliban?
Prospero calls Caliban
a " lying slave" and reminds him of the effort he made to educate him. Caliban hereditary
nature makes him unfit to live among civilized people and earns him his isolation on the
island.
23. Sc. 2, Lines 305–311: Infer why Prospero chose this moment to wake Miranda. What
evidence supports your inference?
Prospero wanted Miranda asleep during the storm so
he could set his plan into motion without upsetting his daughter.
24. Sc. 2, Lines 313–318: What can you infer about Caliban’s appearance? Why might
Shakespeare have chosen not to reveal Caliban yet?
Caliban is referred to as a creature "legg'd like a man! and his fins like arms" with "long
nails to dug pignuts" it makes his appearance more interesting.
25. Sc. 2, Lines 325–328: Analyze this passage and identify any lines written in perfect iambic
pentameter. Why do other lines not meet the definition of iambic pentameter?
Because they don't have five feet in the line or don't have an unstressed syllable
followed by a stressed one like iambic pentameter requires.
26. Sc. 2, Lines 334–355: Why might the relationship between Prospero and Caliban have
changed? What evidence supports your inferences?
The relationship changed when Caliban tried to do things with Prospero's daughter,
Miranda. Caliban then became Prospero's unwilling servant.
27. Sc. 2, Lines 359–366: What does Miranda believe is the reason for Caliban’s bad behavior?
Caliban thinks that the island is his, but that Prospero took it from him by teaching him
about the island and then betraying.
28. Sc. 2, Lines 379–382: Make a metric analysis of these lines. What is the metric unit, or
foot, of each line, and how many feet does each line contain?
3280.84
29. Sc. 2, Lines 401–409: Identify the types and examples of sound devices in the song. What
is the effect of these sound devices?
The four most common sound devices are repetition, rhyme, alliteration, and assonance.
Subject matter for any form of poetry writing is limitless
30. Sc. 2, Lines 421–425: What does Prospero’s plan involve?
Prospero forms a plan in which he claims is all for his one and only daughter.
31. Sc. 2, Lines 439–441: What is the usual meaning of the word ebb? In what situation is it
most often used? What two things are being compared in these lines? Explain what
Ferdinand’s statement means.
The word is used to describe the tide receding in an ocean.
32. Sc. 2, Lines 443–457: What evidence can you find in these lines that supports your
previous inferences about Prospero’s plan?
 In Act I Scene II, Prospero tells Miranda who she is (line 34). What role does she play in
her father's life? To what extent is he character defined.
33. Sc. 2, Lines 462–464: Analyze the metaphor in these lines. To what is Miranda comparing
Ferdinand? Paraphrase her argument.
She is loving, kind, and compassionate as well as obedient to her father and is described
as "perfect and peerless, created of every creature's best".
34. Sc. 2, Lines 471–473: Make an inference about Miranda’s knowledge of her father based
on the evidence in these lines. Explain how you came to your conclusions.
What, I say?
My foot my tutor?—Put thy sword up, traitor,
Who makes a show but darest not strike, thy conscience is so possessed with guilt. Come
from thy ward, For I can here disarm thee with this Stick and make thy weapon drop. We
can infer that Miranda knows her father is judgmental and ruthless. She has just asked
Prospero to reflect upon his intent and Prospero is angry.
35. Sc. 2, Lines 486–500: Is Prospero pleased with the way his plan is progressing? How can
you tell?
Alonso says that he wishes he never had married his daughter to the prince of Tunis
because if he had not made this journey, his son would still be alive.
36. Sc. 2, Lines 496–497: Explain this instance of personification. What is being spoken of as
though it were human? Paraphrase it.
Miranda begs her father to calm the storm if he caused it, having seen the ship sink. She is knows
that all aboard have drowned.