For teaching after Act 3, scene 1 has been read through (possibly in pairs, depending on the ability of your pupils). I originally planned this for, and taught it to, a mixed ability year 8 as part of a SOW on "The Tempest". This lesson focuses on explaining how the language shows that Ferdinand and Miranda are in love. Once the scene has been read, there are a few multiple-choice questions to ensure the pupils' understanding. In our classroom, all students respond simultaneously to these, making the letter shape with their arms, YMCA-style. However, mini-whiteboards could be used just as well. The pupils are then asked to zoom in on specific language features. For this lesson, language features include things like compliments as well as exaggeration and question. To support the understanding of the format of their answer, there is then a card sort (the Word document) so that the pupils can set out their own, model answer. The card sort also features an extension activity so that the more able can be stretched by extending their own response. Although I've taught this as part of a SOW on "The Tempest", it could be taught as part of a general Shakespeare scheme - no prior knowledge of the play is needed as long as the pupils know that Ferdinand is being held as a slave and Miranda is feeling sorry for him.