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Being Hamlet 1
Running head: The Perils of Being Hamlet
The Perils of Being Hamlet:
A Unit Plan for Secondary Language Arts Students
Jonathan Gerard
Webster University – Saint Louis
In partial fulfillment of the requirements for EDUC 4070
Dr. Koehnecke
April 29, 2009
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Table of Contents
Unit Rationale 3
Description of Learners 4
Unit Objectives 5
Standards 6
Vocabulary 9
Pre-Reading Strategies 15
During-Reading Strategies 18
Post-Reading Strategies 21
Web Based Activities 21
Unit Organization 22
Multiple Intelligences 25
Lesson Plan – Day 6 26
Unit Assessments/Rubrics 36
Unit Reflection 43
Resources 45
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Unit Rationale
Almost every student will encounter at least one of William Shakespeare’s plays in the course of his/her high school career. Hamlet represents one of Shakespeare’s greatest plays, and its relevance to high school students cannot be denied. The story is one of murder and revenge, involving a college student that is called home to find that his father has been murdered and his mother has remarried his uncle. The themes of epic revenge, broken homes, tabloid family squabbles, ghosts, incest, and murder are elements that may generate interest in high school students who fear Shakespeare’s language and Renaissance period texts. This unit asks students to develop a critical response to many aspects of Shakespearian drama, integrating the text into a variety of presentations and critical writing assignments. The students should become familiar with the iambic pentameter common to Shakespearean drama and many Renaissance-era texts. Through the study of Hamlet, students should critically consider the work of Hamlet and its influence on subsequent literature. In addition to the reading of the play, students will consider the performance and multi-media versions of the play and interact with critical analysis to form their own critical essays and projects.
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Description of Learners
This is a highly diverse Senior British literature course. The class is composed of eighteen students with eleven boys and seven girls. Twelve of the students are African American; one student is from the Dominican Republic, and five students are Caucasian. Eight of the students qualify for a reduced lunch program.
Abilities Reading abilities range from 2nd to 12th grade One student has arrived only this year from the Dominican Republic. He speaks
very little English and reads English at a 2nd grade level. However, his Spanish reading scores suggest that he can read Spanish at a 12th grade level. An interpreter is available for extra assistance.
One student has cerebral palsy, affecting her fine motor skills. She is able to walk with an awkward gate and does not have much difficulty moving around the classroom. Fine motor skills require her to use a computer for note-taking and writing exercises. She reads at a 12th grade level.
Two students have an IEP addressing their diagnosis of ADHD. They have a tendency to distract each other and should be separated during group exercises.
Four students have IEP addressing reading disabilities. The grade range of reading abilities in this group is from 6th to 10th grade.
Prior knowledge Students have been exposed to a chronological understanding of Pre-Renaissance
texts and contexts over the school year. All of the students have read Shakespearean sonnets as well as the works of
Christopher Marlowe. Students have been introduced to the theory that Marlowe is Shakespeare. Most students have read Romeo and Juliet. The students have experience distilling examples from texts to support thesis
statements and arguments. The students have experience using proper MLA form. The students have written argument, analysis, narrative, and persuasive essays. Students have performed Renaissance era texts. Students are familiar with text mapping tools such as Inspiration™. Students have experience analyzing electronic sources for accuracy and
authenticity.
Unit Objectives
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Students will read the second folio of Hamlet in its entirety. Students will compare this version with other versions of Hamlet. Students will understand the context of the Renaissance and printing in
relationship to Hamlet. Students will be able to identify at least one textual difference between each
“version” of Hamlet. Students will be able to identify iambic pentameter. Students will write formal and informal critical analysis on several aspects of
Hamlet. Students will prepare and perform a scene or soliloquy or participate in a
constructive final project. Students will explore web information for accuracy and relevance. Students will use MLA format to incorporate text and create bibliographies. Students will participate in a variety of group projects to share and construct ideas
and information about Hamlet. Students will identify at least three major themes in Hamlet: antic disposition,
context of Fortinbras, and the reasons for delay. Students will use Inspiration™ to create character maps and outlines. Students will participate in critiques and assessment of their peers’ projects. Students will gain an understanding of Renaissance-era gender and social contexts
related to Hamlet
Standards
Show-Me Performance Standards 1.1 Develop questions and ideas to initiate and refine research
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1.2 Conduct research to answer questions and evaluate information and ideas 1.4 Use technological tools and other resources to locate, select, and organize
information 1.5 Comprehend and evaluate written, visual, and oral presentations and works 1.6 Discover and evaluate patterns and relationships in information, ideas, and
structures 1.7 Evaluate the accuracy of information and the reliability of its sources 1.8 Identify, analyze, and compare the institutions, traditions, and art forms of
past and present societies 2.1 Plan and make written, oral, and visual presentations for a variety of purposes
and audiences 2.2 Review and revise communications to improve accuracy and clarity 2.3 Exchange information, questions, and ideas while recognizing the
perspectives of others 2.4 Present perceptions and ideas regarding works of the arts, humanities, and
sciences 2.5 Perform and produce works in the fine and practical arts 3.1 Identify problems and define their scope and elements 3.5 Reason inductively from a set of specific facts and deductively from general
premises 4.1 Explain reasoning and identify information used to support decisions 4.4 Recognize and practice honesty and integrity in academic work and in the
workplace 4.5 Develop, monitor, and revise plans of action to meet deadlines and
accomplish goals 4.6 Identify tasks that require a coordinated effort and work with others to
complete those tasks
Show-Me Content Standards CA1 Speaking and writing standard English (including grammar, usage,
punctuation, spelling, capitalization) CA2 Reading and evaluating fiction, poetry, and drama CA3 Reading and evaluating nonfiction works and materials (such as
biographies, newspapers, technical manuals) CA4 Writing formally (such as reports, narratives, essays) and informally (such
as outlines, notes) CA5 Comprehending and evaluating the content and artistic aspects of oral and
visual presentations (such as storytelling, debates, lectures, multimedia productions)
CA6 Participating in formal and informal presentations and discussions of issues and ideas
CA7 Identifying and evaluating relationships between language and culture FA1 Process and techniques for the production, exhibition or performance of one
or more of the visual or performed arts FA3 The vocabulary to explain perceptions about and evaluations of works in
dance, music, theater, and visual arts
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FA4 Interrelationships of visual and performing arts and the relationships of the arts to other disciplines
FA5 Visual and performing arts in historical and cultural contexts SS6 Relationships of the individual and groups to institutions and cultural
traditions
NCTE/IRA Standards Students read a wide range of print and non-print texts to build an understanding
of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
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Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
School of Education Goals The knowledgeable learner
1.1 knows content that supports conceptual understanding 1.2 applies tools of inquiry to construct meaningful learning experiences 1.3 identifies developmental factors in student learning 1.4 understands theoretical principles of effective instruction to plan learning
experiences The informed instructor
2.1 designs curriculum based on students’ prior knowledge, learning styles, strengths, and needs
2.2 understands and uses a range of instructional strategies 2.3 uses a variety of communication modes, media, and technology to support
student learning 2.4 employs a variety of formal and informal assessments to monitor learning and
modify instruction The reflective collaborator
3.1 values and integrates reflection to grow as a professional 3.2 promotes communication and collaboration with colleagues, families, and
community leaders 3.3 seeks relationships with families and students to support student learning
The responsive educator 4.1 understands and responds appropriately to issues of diversity 4.2 acknowledges social and cultural contexts to create effective teaching and
learning environments 4.3 adapts instruction to the learner’s knowledge, ability, and background
experience 4.4 identifies resources for specialized services when needed
Vocabulary
HAMLET VOCABULARY LIST
This is a list of vocabulary words that are necessary to understanding the text of Hamlet. The vocabulary is arranged according to the act and scene in which the word appears. For Act 1, line numbers have been provided in parentheses. For the rest of the play, please fill in the line numbers from
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your reading that corresponds to the vocabulary word. This list is far from complete, and additional vocabulary is the student’s responsibility to understand. Keep a dictionary near your desk as you read Hamlet.
1.1
1. entreated (25) v.- to beg; to ask
2. assail (30) v.- to attack
3. fortified (31) v.- shielded; secured; protected
4. illume (36) v.- to brighten; to lighten
5. usurp (45) v.- to seize; to confiscate
6. avouch (56) v.- to certify; to confirm; to guarantee
7. esteemed (84) v.- to honor; to respect; to prize; to treasure
8. ratified (86) v.- approved; confirmed; legalized
9. mettle (95) n.- endurance; bravery
10. resolutes (97) n.- brave; fearless; relentless people
11. portentous (108) adj.- foreboding; threatening; sinister
12. privy (132) adj.- made participant in a secret
1.2
13. discretion (5) n.- permission to make decisions with own judgment
14. auspicious (11) adj.- delightful; joyous; happy; lucky; favorable
15. dirge (12) n.- funeral song; death march
16. dole (13) n.- sadness
17. visage (81) n.- the face or facial expression of a person
18. denote (83) v.- to indicate; to mark; to signal; to mean
19. disposition (169) n.- the predominant or prevailing tendency of one's spirits or moods
20. countenance (230) n.- appearance; facial expression
1.3
21. calumnious (37) adj.- slanderous; attacking one's character
22. precept (57) n.- rule; principle
23. perilous (101) adj.- dangerous
24. importuned (109) v.- insistently begged
1.4
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25. traduced (18) v.- to slander; to speak falsely of
26. canonized (47) adj.- to glorify; place in the company of saints
2.1
27. glean ( ) v.- to gather; to collect
28. sovereign ( ) adj.- absolute; total undisputed / n.- a king; a monarch
29. satirical ( ) adj.- sarcastic; biting; mocking
30. rogue ( ) n.- villain; fiend; scoundrel
31. promontory ( ) n.- a cliff high above water
32. firmament ( ) n.- the sky; the heavens
33. pestilent ( ) adj.- deadly; likely to cause an epidemic
34. paragon ( ) n.- perfect example; model; standard
35. quintessence ( ) n.- ideal; essence; perfect model
36. cleave ( ) v.- 1. to split; 2. to adhere; to stick
37. malefactions ( ) n.- evil deeds
3.1
38. consummation ( ) n.- completion; achievement
39. calamity ( ) disaster; cause of great distress
40. contumely ( ) n.- insulting treatment
41. inoculate ( ) v.- to cure by introducing some antigenic material
42. wantonness ( ) n.- immorality; extravagance
43. dejected ( ) adj.- depressed; disheartened
3.2
44. abominably ( ) adv.- detestably; with hatred
45. buffet ( ) v.- to hit or strike against
46. occulted ( ) adj.- hidden [obsolete, outdated usage except in medicine]
47. clemency ( ) n.- leniency; mercy
48. beguile ( ) v.- to deceive; to cheat
49. contagion ( ) n.- the causative agent of a disease
3.3
50. annex ( ) v.- to add; to join
51. fetters ( ) n.- chains or shackles attached to the ankles
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52. compelled ( ) v.- forced
53. bulwark ( ) n.- anything serving as a defense against an attack
54. diadem ( ) n.- a crown indicative of royalty
55. chide ( ) v.- to scold; to reprimand
56. whet ( ) v.- to sharpen; to stimulate
57. mandate ( ) n.- a command; a decree
4.1
58. discord ( ) n. lack of agreement
59. dismay ( ) n.- apprehension; discouragement
4.4
60. garrisoned ( ) v.- assign troops for protection
61. exhort ( ) v.- to urge by strong argument
62. imminent ( ) adj.- about to happen
4.5
63. conjectures ( ) n.- guesses; suppositions
64. superfluous ( ) adj.- extra; beyond what is needed
65. incensed ( ) adj.- angered; infuriated
66. obscure ( ) adj.- not well known; hidden
4.7
67. abate ( ) v.- to lessen; to decrease
68. remiss ( ) adj.- negligent; lax in attending to duty
5.1
69. cudgel ( ) v.- to beat with a heavy club
70. flagon ( ) n.- a container with a spout and a handle
71. abhorred ( ) adj.- hated; disgusting
72. prate ( ) v.- to talk idly; to chatter
5.2
73. sultry ( ) adj.- oppressively hot
74. perdition ( ) n.- eternal damnation; hell
75. faction ( ) n.- a group
76. aloof ( ) adj.- distant; indifference; unapproachable
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77. palpable ( ) adj.- capable of being felt; obvious; real; tangible
78. carouses ( ) v.- drinks merrily
79. treachery ( ) n.- willful betrayal of trust; deception
Adapted from a vocabulary list at http://www.quizlet.com
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Word BankEntreated Assail Fortified Illume UsurpAvouch Esteemed Ratified Mettle Resolutes
Portentous Privy Discretion Auspicious DirgeDole Visage Denote Disposition Countenance
Countenance Calumnious Precept Perilous ImportunedTraduced Canonized
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Crossword generator courtesy of http://armoredpenguin.com
Additional vocabulary strategies are detailed in Web Based Activities (p. 21).
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Pre-Reading Strategies
Brainstorming strategies prepare students for the themes and issues they will encounter in the material. By preparing several pre-reading essay and discussion questions, a teacher may lead a high school language arts class to consider many of the themes in Hamlet while relating these issues in a constructivist teaching style that addresses real-life situations.
How would you react if your mother had remarried your father’s brother?
How would you react if you returned from a summer vacation for find your father dead?
If you wanted people to believe you were insane, how would you do it?
What would you do if you found a close friend had betrayed you?
Do you believe in ghosts?
How would you obtain a confession of murder from a family member?
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Anticipation GuideHamlet
Directions: On the continuum in front of each of the numbers, place an "x" that indicates where you stand in regard to the statement that follows. Be prepared to defend and support your opinions with specific examples. After reading the text, compare your opinions on those statements with the author's implied and/or stated messages.
Agree Disagree ------------------------ 1. Families generally have a member's best interests in mind.
------------------------ 2. Having a clear goal, and the ambition to achieve it, is
honorable.
------------------------ 3. Power eventually corrupts the people who have it.
------------------------ 4. Revenge is the only way to gain true justice.
------------------------ 5. A person's immoral choices can come back to haunt him/her.
------------------------ 6. One must take a stand against injustice, even if the personal
cost is great.
------------------------ 7. A person has to confront death in order to understand life's
meaning.
------------------------ 8. Moral courage is more difficult to accomplish than physical
courage.
------------------------ 9. Evil often spirals out of control.
Courtesy of http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/anticipation%20guide.htm
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Janet Allen offers the K-W-L strategy to engage students in critical thinking skills, trigger prior knowledge, and determine what students should learn from a unit or lesson. In this strategy, the teacher may create a chart that asks the students to determine what they know (K), what they want to learn (W), and what they learned (L). The following example represents a list of possible student responses to the topic of William Shakespeare’s Hamlet. The third column remains blank for post-reading analysis.
What I Know What I Want to Know What I LearnedShakespeare wrote plays and sonnets.
Why do we study Shakespeare, especially since the language is difficult?
Shakespeare was British. Why do some of his lines rhyme and others do not?
Shakespeare wrote Hamlet and Macbeth.
Why does Hamlet want revenge?
I have seen movies versions of Macbeth.
How do the movie versions differ from the play?
Hamlet is about revenge. If his father has died, why isn’t Hamlet king?
Shakespeare’s language is difficult.
Is Hamlet insane, or is he acting?
Hamlet acts insane. How does Hamlet influence theater today?
The “lesson impression” strategy is an anticipation technique that introduces students to key concepts and vocabulary associated with a lesson or unit. Prior to the lesson, this strategy provides students with a list of words directly from the text and asks them to write a paragraph incorporating all of the words in the word bank. The paragraph should reflect what the students anticipate about the lesson from the provided word bank. The instructor may decide to allow students to use the words randomly, or to create a paragraph using the words in a particular order. Well-chosen, exciting words can also generate student interest. The following word splash uses both conceptual words and vocabulary words associated with Hamlet.
Prepare an original paragraph using the following words and your knowledge of Hamlet: Hamlet, ghost, midnight, father, murder, jaded, mother, insane, revenge, afoot, betray, avenge, death.
Hamlet was a young man who was visited by a ghost at midnight. The ghost was his dead father and told Hamlet that he was murdered. The jaded Hamlet was already upset that his mother remarried. It drove him insane. Hamlet told the ghost that he would take revenge. The murderer, knowing that a revenge plot is afoot, asks Hamlet’s friends to betray him. Hamlet eventually avenges his father’s death, but at a high price.
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During Reading Strategies
The graphic organizer below helps students organize the text of Hamlet. After the students have independently collected their evidence and completed the graphic organizer, the students pair and discuss their findings in a “text based dialogue.” The groups then present their findings to the class, addressing public speaking and peer-tutoring principles. For example, when discussing Hamlet’s failure to act, some students may choose to focus on Hamlet’s religious hesitations while other may focus on Hamlet’s young age and immaturity. In the presentation, the students will support their arguments with direct quotes from the text. Finally, each student will write a focused paragraph or essay on any of the topics in proper MLA style, organizing their findings into a clear and concise analytic essay.
While reading the text, address the following questions that provide clues to the themes of Hamlet. Provide textual support, citing the act, scene, and lines that support your findings in proper MLA format (see example below). Finally analyze the passage in your own words to support your findings.
Question Text AnalysisIn the first act, provide three specific lines that establish an ominous mood.
Ex. (1.1.22-28) Ex: The play opens at midnight at the changing of the guard as Marcellus has seen a ghost.
How does Shakespeare use the dialogue to propel action and plot? Give examples of events that are only explained through dialogue.
What purpose does the political situation with Norway and young Fortinbras serve?
How do you explain Hamlet's inability to act in avenging his father's death?
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The education website at http://www.GraphicOrganizers.com provides this possible plot graphic organizer for William Shakespeare’s Hamlet. Students can use the main points to locate text selections and organize the material. Students can also use the circles to keep track of page and line numbers relevant to the subject.
Courtesy of GraphicOrganizers.com
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The software Inspiration™ provides concept mapping and outline and graphic organizing for teachers and students. In a matter of minutes, a student can create a visual representation of the characters of Hamlet like the one featured below.
Post Reading Strategy
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The RAFT post-reading strategy presents an opportunity for students to enter the role of a character and present a written document from the character’s point of view. Besides the role (R) they will play, students must also decide the audience (A) to direct their writing, the form (F) that the writing will take, and the topic (T) of their writing. Students studying Hamlet have a variety of roles and formats they may choose. Some students may choose to be Hamlet writing a love note to Ophelia. Some students may choose to be Hamlet writing a formal request to the king. Students in the role of Gertrude may choose a public announcement, cementing her new marriage. Here, as Laertes, I write to Ophelia, again warning her of Hamlet’s false love. The students in class may perform this brief writing. Then students will then share their writing and discuss the themes and concepts that underlie the assignment. This could be a journal entry.
My dearest sister, Ophelia,My thoughts have been with you since our last meeting. I hope you have taken
my coarse but sincere words to heart concerning the mad Hamlet. Remember that his duty is to Denmark, and his affections for you may prove nothing but a feckless indulgence. He will place his honor before yours and I warn you that any dalliance in false pleasure will certainly bring you pain and dishonor.
I say this to you, sister, because your pain becomes my pain. If my departing words were harsh, it is only because I worry for you. Please put Hamlet from your mind, and admonish his future advances. Your involvement with his affectations will only cause this family grief.
Warmly, your brotherLaertes
Web Based Activities
http://quizlet.com/294375/hamlet-vocabulary-english-final-flash-cards/o This web-based activity helps students print flash cards for their Hamlet
vocabulary words. Furthermore, students may create flash cards identifying text passages and character speeches
http://quizlet.com/scatter/294375/o Quizlet.com provides this “scatter” game where terms and definitions
appear on the screen. Students drag the vocabulary word over the corresponding definition. The computer tallies the score based on the student’s individual speed of completion. The computer also keeps track of the student’s improvement. The site requires membership, but students may join through Facebook.
Unit Organization
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Day One – The Renaissance – Contexts and History Students will spend the lesson exploring the evolution of the printing press and its
effect on scholarship and writing. Students will explore the relationship between printing and the three versions of
Hamlet (Quartos 1 and 2 and the Folio texts). Students will be introduced to Shakespeare’s use of iambic pentameter and
language. Students will be introduced to the history of Shakespearean theater and
production. Introduction to the vocabulary.
Day Two – Act 1 - Character Maps and Relationships/Hamlet’s Revenge Students will be introduced to an overview of social and gender issues. Students will create character maps using Inspiration™ in the classroom. Students will be able to identify the relationship between these initial characters. Students will be able to identify the significance of the Ghost and his “purgatory.” Students will be able to identify and defend Hamlet’s revenge in a short writing
essay. Students will use the text to determine Hamlet’s age.
Day Three – Introduction to Act 2 – Antic Disposition and The Soliloquies Students will be able to define Hamlet’s “antic disposition.” In group activities, students will be able to use textual evidence to argue Hamlet’s
sanity, focusing on the speeches and soliloquy in Act 2, Scene 2. The students will add the characters of Guildenstern and Rosencrantz to their
character maps. Students will receive their final project assignment.
Choose one of the following1. Perform a soliloquy or perform a scene between two characters on days 9
and 10. The scene must be at least 30 lines long and must be performed by memory. Write an accompanying one-page reflection.
2. Create and present a theater poster for a production of Hamlet.3. Create a Hamlet flyer using pre-printing press technology. Students may
choose to construct their own paper using natural methods and materials, create a woodblock or engraving or learn calligraphic writing methods using all natural pigments and inks. Write a task analysis.
4. Pretend you are the host of a Jerry Springer-like tabloid talk show. Characters from Hamlet will appear on your “show” to expose their family squabbles. Write a script using familial issue in Hamlet and perform your “show.” No more than four students may form a team. Allow a minimum of three minutes for each student on your team.
As a homework assignment, students will “translate” one of Hamlet’s soliloquies into modern text messaging.
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Day Four – Fortinbras
Students will be able to identify the political climate of war, and the process of electing the new king (Why isn’t Hamlet king?).
Students will explore the significance of Fortinbras, using the text and scenes from Kenneth Branagh’s film version.
Students will explore various productions and the choice of removing certain plot elements in performance.
Students will “predict” the outcome of the Fortinbras’ subplot to answer the question in a writing assignment: Is the character of Fortinbras important to the story of Hamlet?
Vocabulary Quiz 1
Day Five – Act 3 “Play within the play”
Students will identify Hamlet’s purpose for writing and producing the “play within the play.”
Students will identify Renaissance theater conventions in relationship with the play within the play as well as the significance of the “dumb-show”
Students will explore Hamlet’s “To be or not to be” soliloquy. Students will explore the argument between Hamlet and Ophelia and its
significance. Students will be able to identify the irony of the play within the play.
Day Six – Hamlets Delay: Why Does Hamlet Prolong His Revenge? See Lesson plan, page 24.
Day Seven – Act 4: Deceptions Students will explore the conversation between Hamlet and Gertrude and the
death of Polonius. Students will explore the various deceptions that occur in this act.
o The king’s use of Rosencrantz and Guildenstern against Hamleto The king’s “secret” message to the King of Englando Hamlet’s reversal of the king’s intent
Students will explore the significance of “offstage” action. Students will spend fifteen minutes “rehearsing” for their final project. In a formal homework assignment, students will write an account of one of the
“offstage” actions discussed in class using the RAFT writing strategy, determining the role, the audience, the format, and the topic.
Day Eight – Act 5: Death and Legacy Students will explore the significance of the final act and the deaths of Hamlet,
his mother, and the king. Students will define how these deaths affect the legacy of Denmark.
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Students will explore the importance of Fortinbras’ passage through Denmark. Students will have fifteen minutes to rehearse their scenes and work on projects. Vocabulary Quiz 2
Days Nine and Ten Student performances and presentations Students will assess and peer review the performances and presentations. Parents of students will be contacted and are encouraged to attend student
performances and presentations
Day Eleven – Test Students will participate in a comprehensive exam on Hamlet including short
answer and multiple choice, response to passages from the text and a choice between five essay questions. The essays will be graded using a standard essay rubric.
The test will use the entire class period
Multiple Intelligences
Bodily-Kinesthetic
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Students with a strong bodily-kinesthetic intelligence may wish to perform one of the more physical scenes or prepare a tabloid TV show. These students may consider action and blocking in their final performances.
Interpersonal Students that excel in group activities will definitely want to consider a final
group scene with one or two other players. The unit offers ample opportunity for group activities.
Verbal Linguistic Many opportunities to use verbal and linguistic intelligences are available in this
unit. This unit includes several oral presentations as well as a final performance of a scene from the play. The exploratory and analytical writing exercises also address this intelligence.
Intrapersonal The analytical writing and journal entries will fit the needs of students who thrive
on introspection and self-reflection. The performance of a soliloquy for the final project requires intrapersonal intelligence.
Logical-mathematical The logical-mathematical student may enjoy the final display poster assignment
that requires fine layout skills and a logical mind.Naturalistic
The final project that includes an option to create a document using pre-printing methods was created to incorporate students with strong naturalistic intelligence.
Visual-Spatial A variety of assignments speaks to the student with strong visual-spatial
intelligence. This student may choose to create a theater poster or may enjoy blocking a scene from Hamlet.
Musical The language of Hamlet has a certain musical quality. The cadence and rhythms
of Hamlet’s soliloquies requires a certain musical intelligence.
Lesson Plan – Day 6
Title Hamlet’s Delay: Why Does Hamlet Prolong His Revenge?
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Area of StudyAP British Literature
TeacherMr. Jonathan Gerard
Grade LevelSenior (12th)
Duration of Instruction1 hour
DateApril 29, 2009
This is the sixth lesson in unit plan of eleven lessons. By this lesson, students have completed reading the third act of William Shakespeare’s Hamlet. The use of Shakespeare’s language, the significance of Hamlet’s soliloquies, his feigned madness, his relationship with the other characters, and the political importance of Fortinbras’ passage through Denmark have already been taught in the first five lessons.
Description of Setting
This is a senior AP British literature course in a diverse St. Louis city school. The classroom is a medium sized room by the library. The classroom has no windows and often gets uncomfortably hot, so the doors must often be opened for air circulation, inviting hallway and traffic noise to drift into the classroom. Five large round tables provide the main seating area for students with a long table at the front of the room that acts as a lectern. Bookshelves line all of the walls and beanbags and a sofa have been arranged in one corner of the room for silent sustained reading. The walls represent the students’ work. Earlier in the semester, the students participated in designing flyers and posters for an imaginary production of Christopher Marlowe’s The Tragical History of Doctor Faustus.
Description of the Learners
This is a highly diverse Senior British literature course. The class is composed of eighteen students with eleven boys and seven girls. Twelve of the students are African American; one student is from the Dominican Republic, and five students are Caucasian. Eight of the students qualify for a reduced lunch program.
Abilities Reading abilities range from 2nd to 12th grade One student has arrived only this year from the Dominican Republic. He speaks
very little English and reads English at a 2nd grade level. However, his Spanish reading scores suggest that he can read Spanish at a 12th grade level. An interpreter is available for extra assistance.
Being Hamlet 27
One student has cerebral palsy, affecting her fine motor skills. She is able to walk with an awkward gate and does not have much difficulty moving around the classroom. Fine motor skills require her to use a computer for note-taking and writing exercises. She reads at a 12th grade level.
Two students have an IEP addressing their diagnosis of ADHD. They have a tendency to distract each other and should be separated during group exercises.
Four students have IEP addressing reading disabilities. The grade range of reading abilities in this group is from 6th to 10th grade.
Prior knowledge All of the students have completed reading the first three acts of Hamlet. The students have participated in reading and lessons that explore Shakespeare’s
use of language, iambic pentameter, the soliloquies, the historical and political background, and the relationship between each of the characters.
The students have participated in paraphrasing Shakespeare’s language into modern English form and media related communication forms. The students translated a soliloquy of their choice into modern text message language.
The students have experience distilling examples from texts to support thesis statements and arguments.
The students have experience using proper MLA form. The students have used examples from the text to determine Hamlet’s age. The
students consider Hamlet to be a teenager who is called home from college to attend to his father’s death.
The students have written argument, analysis, narrative, and persuasive essays. Students have performed Renaissance era texts. Students are familiar with text mapping tools such as Inspiration™. Students have experience analyzing electronic sources for accuracy and
authenticity.
Goals and Outcomes
Goals: In a group setting, six groups of three students will identify and discuss one
argument for Hamlet’s delay and present their findings to the class. Students will read and analyze supplementary critical analysis and its relationship
with the Hamlet text. Students will write an argument essay on the reasons for Hamlet’s delay. Students will use proper MLA format
Outcomes In a homework assignment, students will defend an argument for Hamlet’s delay
in a five-paragraph essay using at least two passages from the play, explaining their purpose for choosing these passages, and using proper MLA style to integrate the quotations from the text into their essays.
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In an oral presentation, representatives from each group will present their argument for one of Hamlet’s delays in a 2-minute presentation, using at least one passage of at least ten words in length to support their argument.
Standards
Performance Standards 1.1 Develop questions and ideas to initiate and refine research 1.2 Conduct research to answer questions and evaluate information and ideas 1.4 Use technological tools and other resources to locate, select, and organize
information 1.5 Comprehend and evaluate written, visual, and oral presentations and works 1.6 Discover and evaluate patterns and relationships in information, ideas, and
structures 2.1 Plan and make written, oral, and visual presentations for a variety of purposes
and audiences 2.3 Exchange information, questions, and ideas while recognizing the
perspectives of others 2.4 Present perceptions and ideas regarding works of the arts, humanities, and
sciences 3.5 Reason inductively from a set of specific facts and deductively from general
premises 4.1 Explain reasoning and identify information used to support decisions 4.4 Recognize and practice honesty and integrity in academic work and in the
workplace
Content Standards CA1 Speaking and writing standard English (including grammar, usage,
punctuation, spelling, capitalization) CA2 Reading and evaluating fiction, poetry, and drama CA3 Reading and evaluating nonfiction works and materials (such as
biographies, newspapers, technical manuals) CA4 Writing formally (such as reports, narratives, essays) and informally (such
as outlines, notes) CA5 Comprehending and evaluating the content and artistic aspects of oral and
visual presentations (such as storytelling, debates, lectures, multimedia productions
CA6 Participating in formal and informal presentations and discussions of issues and ideas)
CA7 Identifying and evaluating relationships between language and culture FA3 The vocabulary to explain perceptions about and evaluations of works in
dance, music, theater, and visual arts FA4 Interrelationships of visual and performing arts and the relationships of the
arts to other disciplines FA5 Visual and performing arts in historical and cultural contexts
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SS6 Relationships of the individual and groups to institutions and cultural traditions
Instructional Process
As students take their seats, students will produce the following pre-lesson anticipation strategy, completed as a homework assignment. The anticipation strategy consists of several relevant questions leading from personal experience to textual analysis.
Briefly answer each question in a few sentences.
Have you ever tried to catch somebody in a lie? How did you do it?(ex. I knew that my boyfriend was going out with someone else, but he wouldn’t tell me. A friend told me that he was going to be at the mall with her. I went to the mall and found them at the café court where I questioned him public. He was really embarrassed and so was she.)Have you ever wanted to get revenge on somebody? What did you do about it?
Have you ever suspected something that you could not prove? Explain.
How could your personal experiences help explain one of the Hamlet’s essential questions: “Why does Hamlet prolong his revenge against Claudius.(ex. My situation is like Hamlet’s as I wanted to catch my boyfriend publicly in a lie, just as Hamlet does in staging the play within the play. Afterwards, I found that my friends were playing both sides, also scheming with my ex-boyfriend, like Hamlet’s betrayal by Guildenstern and Rosencrantz.)
This will lead the students to consider these answers in relationship to the focus of the lesson: “What are some of the reasons to explain why Hamlet delays his revenge on his father’s murderer.”
The teacher will check for assignment completion and call upon a few students for answers, distilling common themes by writing the answers on the blackboard.
Students will receive a handout listing the possible reasons for Hamlet’s delay and the relevant line numbers. Students will discover the relationship between their collective answers and Hamlet’s reasons for delay.
Hamlet: Theories of Delay
1. Hamlet wants to test the truth of the ghost’s claim.
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Important passages:1.4.69-92 Horatio’s skepticism1.5.136-185 Hamlet’s judgment of the ghost3.2 The play within a play
2. Hamlet must find the right moment.Important passages:
3.3.73-97 Hamlet wants to catch Claudius when his soul will be damned
3. Hamlet is young and indecisive.Important passages:
3.1.55-88 Hamlet’s “To be or not to be” soliloquy.3.4 Hamlet kills Polonius.
4. Hamlet is insane.Important passages:
1.5.164-177 Hamlet’s “antic disposition” speech2.2.315-325 “I am but mad north-northwest” speech3.4.138-215 Hamlet in Gertrude’s dressing room
5. No delay exists and he kills Claudius as soon as he has the chance. Important passages
2.2.484-540 “Oh what a rogue and peasant slave am I” soliloquy4.4.31-64 “How all occasions do inform against me and spur my revenge” soliloquy
6. Hamlet is too moral/too good to plot revenge. Important passages
1.2 Hamlet is an outsider to the courtAll of the soliloquies
Consider this analysis from Johann Wolfgang von Goethe (1795) Hamlet possesses “a lovely, pure, noble and most moral nature, without the strength of nerve which forms a hero, sinks beneath a burden which it cannot bear and must not cast away. All duties are too holy for him; the present is too hard. Impossibilities have been required of him; not in themselves impossibilities, but such for him.”7. Hamlet does not know whom to trust. Consider these issues Hamlet’s friends betray him (Rosencrantz and Gildenstern) His mother’s remarriage to his uncle His reliance on Horatio
Students will then focus on Act 3, Scene 3, lines 73-98. The teacher will show the Kenneth Branagh speech from the 1996 film version of Hamlet. In this version, the delay is visually made explicit as Hamlet lifts the dagger to kill Claudius in the confessional. As Claudius confesses his sins, Hamlet sheaths his dagger, revealing one of Hamlet’s possible reasons for delay. Students will take notes on what is seen in the performance that is not expressed in the text. In their small groups, students will consider and discuss the experience of reading the play vs. the performance (as decided by the director and players), and how this
Being Hamlet 31
affects textual meaning. Next, students will paraphrase the Hamlet’s speech in their own words. Finally, each group will decide which “theory of delay” this passage exemplifies. A representative from each group will share a summary of their collective notes.
As a class, the students will compare the presentations and decide which theory of delay they are defending. This example represents Hamlet’s delay as a matter of waiting for the right moment. However, if students decide on a different theory, they must defend their argument in the next part of the lesson
Each group will prepare a three-minute presentation defending the theory of delay. A new representative will present the group’s findings.
The students will leave class prepared to explore the other theories of Hamlet’s delay in a homework essay.
Homework Assignment
Read the critical articles, “Why Hamlet Delayed Killing the King” by A. Clutton-Brock and “Why Hamlet Delays His Revenge” by Kenneth Chan. Review the introduction in the Arden Hamlet text, especially the section “Playing Hamlet.” Using the Theories of Delay handout, your “personal experience” handouts, and the critical articles, write a five-paragraph assignment defending one or more of these theories. Use two passages from the Hamlet text to support your thesis. Paraphrase the textual support and explain why you chose these passages. Use proper MLA style to incorporate the passages into your paper. Feel free to use Internet sources for further support; however, evaluate the sites for authenticity and relevance using the Web evaluation tools at http://school.discoveryeducation.com/ schrockguide/evalhigh.html. Any websites or sources that you use must be cited in a final bibliography using proper MLA style.
Finally, for your journal entry, reflect on this assignment, its effectiveness, and what you learned from the assignment. Journals will be collected on next Friday for review.
Your paper is due in one week. Please use a computer to type your essay. I will be available before and after school. Save your work on the hard drive or a flash drive. Please adhere to our policies of academic honesty. During the next class period, you will submit your essays through http://www.turnitin.com. Please read the fourth act of Hamlet for the next class.
Assessment Procedures
The teacher will assess the anticipation strategy by participation and completion. The teacher will assess the in-class writing by participation and completion. The teacher will assess the in-class presentations by participation, completion and
academic improvement and effort. The teacher will consider the academic abilities of each student as well as the
academic improvement displayed by the student.
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The teacher will assess the homework exercise using the following rubric.
Essay Question RubricCATEGORY 5 3 1Content The essay accurately
defines the theory of delay, and a clear and concise thesis.
The essay accurately answers most, but not all, of the question. The thesis is unclear.
The essay does not answer the question with accurate details. Inaccurate or poor thesis.
Supporting Examples
The essay provides the number of examples required. The examples strongly support the thesis/argument.
The essay provides most, but not all of the examples required. The writer is vague is using supporting examples.
The essay does not provide enough examples. The writer uses examples that do not support his argument.
Grammar and organization
The essay should be free of major structural and grammatical errors. Proper MLA style in incorporated into the paper. Bibliography is included
The essay has a few structural problems or grammatical errors. The student uses MLA style with a few errors.
The essay has substantial structural and grammatical errors. Poor MLA style is evident. Bibliography is not in MLA format or is not included.
Rubric Generator courtesy of Rubistar.4teachers.org.
Materials
Branagh, K. (Director). (1996). Hamlet [Motion Picture]. United States: Castle Rock. Chan, K. (2004). “Why Hamlet delays his revenge.” In Quintessence of dust:
The mystical meaning of Hamlet. New York: IUniverse. Retrieved from http://homepage.mac.com/sapphirestudios/qod/excerpt.html.
Clutton-Brock, A. (1922). “Why Hamlet delayed killing the king.” In Shakespeare’s Hamlet. London: Mcthuen & Co. Retrieved April 18, 2009 from http://www.theatrehistory.com/british/hamlet012.html.
Goethe, J. (1795, 1959). From Wilhelm Meister's apprenticeship (T. Carlyle, Trans.). New York: Heritage press.
Schrock, K. (1996, 2009). Kathy Schrock’s guide for educators. Retrieved April 19, 2009, from http://school.discoveryeducation.com/schrockguide/
evalhigh.html. Shakespeare, W. (1605, 2006). Hamlet (A. Thompson & N. Taylor, Eds.). London: Arden. Shakespeare, W. (1798). Hamlet (L. de Moratin, Trans.). Retrieved April 18, 2009, from http://www.cervantesvirtual.com/servlet/SirveObras/ 78030621093492795465679/.
Being Hamlet 33
Time Management
The lesson is designed for a one hour class period The students will participate in a short question and answer session based on their
anticipation strategy (5 minutes) Five minutes will be spent reviewing the “Theories of Delay” handout and
viewing the short speech from the film. (5 minutes) Students will spend eight minutes in groups distilling the information from the
film. (8 minutes) Each group will provide a two-minute summary of their findings. (12 minutes) A six-minute class discussion where students will determine which theory of
delay to address. (6 minutes) Each group will spend ten minutes preparing a practice argument for this theory
of delay. (10 minutes) Each group will spend two minutes presenting their argument. (12 minutes) Homework assignment (2 minutes) If the class period ends before all students have presented their arguments, these
presentations may take place at the beginning of the next class period. This will provide a quick review and prepare students for the next lecture.
Behavior Management
Students will follow the predetermined rule of the class: Respect others. In group activities, the two students with AD/HD will be placed in separate
groups. Students will display academic honesty in their essay assignments. This is a tight class schedule, and the constant interaction will hopefully prevent
major behavioral problems.
Special needs modifications
This website provides a well-respected Spanish translation of Hamlet by Leandro Fernandez de Moratin (1798). This site also provides relative footnotes and references. The student’s translator has reviewed the material and finds it appropriate for the student. The translator also assists the student in writing and translating his essays for the class at http://www.cervantesvirtual.com/servlet/ SirveObras/78030621093492795465679/p0000001.htm.
The Kenneth Branagh film version of Hamlet provides the only film that represents the complete and longest version of the text, covering the entire Quarto Two, matching the text of the Arden edition used in class. The film version also
Being Hamlet 34
provides Spanish subtitles. Only certain parts will be viewed in class and the film will be made available for checkout through the library or the classroom.
The teacher will arrange for a complete viewing of the Kenneth Branagh film version of Hamlet in two after-school periods to help support students with learning and reading difficulties. Students will be expected to read the text (or English subtitles will be used) while watching the film. The teacher will be available for additional lecture and questions. Student participation is voluntary.
A translator may be available for lectures/lessons. Furthermore, one of the female students with a strong background in Spanish language provides support. Pair the student from the Dominican Republic with a Spanish-speaking student for group activities. If the Dominican student is comfortable, allow him to present to the class with assistance from the Spanish-speaking student.
Two students with AD/HD will be placed in different sections during the group activities.
The classroom is spacious and this lesson does not require modifications for the mobility of students with cerebral palsy.
In group activities, pair students with reading disabilities with peer tutors and encourage participation from all students. Students with reading disabilities could lead the group discussion and present the material to the class to increase reading confidence.
Students with special needs will be asked to focus their journal entry addressing the effectiveness of the curriculum modifications in this lesson. The teacher may evaluate these entries to modify future lessons plans to address special needs.
A translator (or a translation program such as the free Internet program at http://www.online-translator.com/) will assist English language learners to translating their own essay into English. ELLs will not be penalized for grammar, punctuation, and spelling.
The student with cerebral palsy may use a computer for taking notes and in class writings.
The teacher will provide the student with cerebral palsy with electronic versions of the handouts in a word document that allows her to fill in the answers and print out the completed seatwork.
Students with special needs may take the vocabulary test using the computer and printing their tests.
ELLs may use a translator to assist them in the vocabulary tests but the test should be completed in English.
Lesson Reflection
I have written this lesson as a culmination of a year’s worth of student work and preparation. Taught in April of the school year, this lesson assumes that the students have spent the school year studying writing techniques and MLA style. I chose to make this a senior AP literature class, with a similar population as the class I observed at University City High School during my early practicum. This is the first lesson I have prepared, and I see that the time management is very tight and does not leave any room
Being Hamlet 35
for behavioral distractions, tangents, or a great deal of group discussion. As a result, I modified the anticipation strategy to become a homework assignment rather than an in-class “quick write.” This lesson allows each student to present part of the topic in one of three separate classroom presentations. Hamlet will be read late in the school year, after addressing many Renaissance-era texts, including Christopher Marlowe’s The Tragical History of Doctor Faustus and a series of Renaissance-era sonnets from Shakespeare, John Donne, and other Elizabethan poets. By this time, students should be familiar with MLA style, proper citation, essay writing, and evaluating texts from past assignments; therefore, the teacher should not have to spend much time describing these issues. The modeled example in class should prepare students to write their essays. I ask students with special needs to address my curriculum modifications in their reflective journals in order to improve services to these students.
I taught the first part of this lesson in Dr. Koehnecke’s class on Wednesday, April 22, 2009. The class was responsive to the video and appreciated the handouts. The beginning of the lesson was marred by technical difficulties, which will always be a danger when using computers and technology. Once I set the scene, and played the video, I was happy to see that the students were able to understand the scene regardless of prior experience with Hamlet. When Hamlet visualizes driving the dagger through Claudius’ ear, a collective gasp could be heard. Without prior experience with the text, the students were able to accurately distill the reason for Hamlet’s delay, an indication that the materials I chose were effective.
A Flesch-Kincaid reading level evaluation places the readability of this lesson plan at the ninth grade (in the fifth month) level.
Unit Assessments/Rubrics
Vocabulary assignments will be graded based on completion and accuracy. Journal entries and informal writing projects (both individual and group) will be
graded based on completion and participation and academic improvement. The final presentation will be graded based on participation, completion, accuracy
of the scene, and fulfillment of assignment requirements (adequate number of lines, accuracy of memorization). Students will be graded with consideration of academic abilities and academic improvement, evaluated over the entire year.
Vocabulary tests will be graded based on accuracy. Formal writing assignments will be graded using the following rubric
CATEGORY 5 3 1
Being Hamlet 36
Content The essay accurately defines the theory of delay, and a clear and concise thesis.
The essay accurately answers most, but not all, of the question. The thesis is unclear.
The essay does not answer the question with accurate details. Inaccurate or poor thesis.
Supporting Examples
The essay provides the number of examples required. The examples strongly support the thesis/argument.
The essay provides most, but not all of the examples required. The writer is vague is using supporting examples.
The essay does not provide enough examples. The writer uses examples that do not support his argument.
Grammar and organization
The essay should be free of major structural and grammatical errors. Proper MLA style in incorporated into the paper. Bibliography is included
The essay has a few structural problems or grammatical errors. The student uses MLA style with a few errors.
The essay has substantial structural and grammatical errors. Poor MLA style is evident. Bibliography is not in MLA format or is not included.
Rubric generator courtesy of Rubistar.4teachers.org
Vocabulary Quiz 1 (40 points)
1 Fill in the blank
1. funeral song; death march
2. the predominant tendence of one’s spirits or moods
3. to glorify; in the company of saints
4. a king or monarch
5. willful betrayal of trust; deception
Being Hamlet 37
2 Matching
1. dole
2. illume
3. mettle
4. assail
5. precept
a attack
b endurance
c sadness
d rule; principle
e to lighten; brighten
3 Multiple Choice
1. slanderous; attacking one’s character
a. denote
b. calumnious
c. glean
d. inoculate
1. an ideal; essence; perfect model
Being Hamlet 38
a. consummation
b. wantonness
c. quintessence
d. calamity
1. evil deeds; offense
a. rogues
b. paragons
c. resolutes
d. malefactions
1. foreboding, sinister
a. calumnious
b. portentous
c. auspicious
d. privy
2. the sky; the heavens
a. pestilent
b. consummation
c. firmament
d. bodkin
Being Hamlet 39
4 True/False
1. wantonness → immortality; extravagance
True False
2. dalliance → to waste time
True False
3. satirical → detestable
True False
4. treachery → great warmth, fervor, passion
True False
5. clemency → mercy, leniency
True False
Courtesy of the test generator at quizlet.com
Hamlet Unit Exam (100 points)
I. Matching (4 points each = 28 points)
Choose seven of the nine quotes on the left and match them with the character on the right. Some names will be used more than once and some may not be used at all.
___ 1. “This above all: To thine own self be true”
___ 2. “He may not, as unvalued persons do / Carve for himself, for on his choice depends / The safety and health of this whole state”
A. Hamlet
B. Ophelia
C. Polonius
Being Hamlet 40
___ 3. “And am I then revenged / To take him in the purging of his soul / When he is fit and seasoned for his passage?”
D. Gertrude
E. Laertes
___ 4. “I will do’t / And for that purpose I will anoint my sword”
F. Horatio
G. Claudius
___ 5. “Get thee to a nunnery! Why wouldst thou be a / breeder of sinners?”
H. Fortinbras
I. Rosencrantz
___ 6. “Quoth she, before you tumbled me, / You promised me to wed. / So would I ha’ done, by yonder sun, / And thou hadst not come to my bed.”
J. Guildenstern
___ 7. “What would you undertake / To show yourself in deed your father’s son / More than in words.”
___ 8. “The lady doth protest too much, methinks.”
___ 9. “My words fly up, my thoughts remain below. / Words without thoughts never to heaven go.”
II. Short Answer (10 points each = 30 points)
Choose three of the passages above and expand on your knowledge of them. Describe the scene and context in which this passage fits. Use the following model.
QuotationSpeakerReceiverCircumstances
Significance
Being Hamlet 41
QuotationSpeakerReceiverCircumstances
Significance
QuotationSpeakerReceiverCircumstances
Significance
III. Essay Questions (21 points each = 42 points)
This is the open book part of the test. Choose two of the following questions and answer them as completely as possible. Each essay should be at least three paragraphs long and be as specific as possible. Use at least one quote from the text to support your answer. Write your answers on your own paper. MLA format is not necessary, but consider your essay construction.
1. What is the significance of Fortinbras’ passage through Denmark? How does this affect the outcome of the play?
2. Describe Hamlet’s “antic disposition.” Defend whether Hamlet’s is “acting” or not.
Being Hamlet 42
3. Discuss the relationship between the three versions of Hamlet. Describe a difference between each version. (Direct quotations are optional for this question.)
4. Using texts that we have studied this year, describe Shakespeare’s break from the allegorical tradition that precedes the Renaissance. (For example, how does Hamlet differ from Dr. Faustus in their use of allegory?)
5. Choose one of the following characters (Ophelia, Claudius, Polonius, Gertrude, Horatio) and discuss how the character clarifies one of the play’s themes (i.e., historical, religious, gender, and social issues, etc.).
Unit Reflection
The construction of this unit represents one of the most satisfying and practical assignments that I have prepared during my educational career. Constructing a unit on Hamlet for high school students may seem a daunting task for an educator’s first unit; however, the task enlightened me to the many facets of educational planning that I will encounter. Time management became an important factor, and I had to carefully choose topics that would not only address the overarching themes of the work itself but also would create motivating environments for secondary students to learn the material. This lesson represents only a surface initial reading of Hamlet; one that I can hope will supplement and prepare them for future encounters with Shakespeare’s works in a college setting. I realized that it is simply impossible for students to walk away with a complete and comprehensive understanding of every aspect of Hamlet. What I expect in this unit plan is for students to have a detailed understanding of some of the major themes that inhabit the text. The themes covered in this unit speak not only to the major political and historical aspects but also to the experience of high school students. I hope to create a motivating environment by establishing the idea that Hamlet is a young student with aspirations and familial problems like themselves. I ask the students to put themselves in Hamlet’s situation and explore their own reactions to the events in the text.
I modeled the sample classroom population on my practical experience observing students at University City High School in 2008. Here, I observed an AP senior World Literature class with 18 students. Almost half of the class had IEPs, serving a variety of learning disabilities. Two students with IEPs addressing AD/HD constantly needed to be separated, and the class served two ELL students. I made many accommodations in the lesson plan for a variety of special needs in my classroom, including a student with
Being Hamlet 43
cerebral palsy, students with AD/HD, and an ELL. Even with these ample accommodations, I question whether I made enough allowances.
I had to be creative to incorporate all of the multiple intelligences. I wanted to create a project that would be meaningful to students with naturalistic intelligence. I created a project where students use pre-printing technology to create a flyer or program for Hamlet. I also created an original project where members of Hamlet’s family appear on a tabloid talk show. The success of this project may be questionable, however, if prepared and performed under guidance by the educator, this may prove to be a project that results in a true “learning moment.” One cannot underestimate the relationship between learning and entertainment.
More than any aspect of this unit, I enjoyed creating the strategies and assessments. I was very successful locating Internet sources that address Hamlet vocabulary. However, I found the lesson and unit assessments largely disappointing and constructed the entire final unit test myself, covering the main issues that I explored in the unit objectives. I believe this test successfully ties to these objectives. I used a vocabulary test generator to assist students with special needs. The test generator allows students to take the test online or in a Word document. The student with cerebral palsy may click the bubbles to submit her answers. Though I used a generator, I chose the vocabulary words on the test, reflecting what I felt were the important terms. The vocabulary quiz is a generic sample or all of the vocabulary assessments associated with this unit.
I performed Flesch-Kincaid readability scales on several of the texts, and the grade level associated with the text of Hamlet (grade level 5.6) exposes the fallibility of the program. Educators must remain aware that the readability levels are a useful tool, but not a concrete decision maker in classroom texts. The teacher must develop a personal sense of judgment that will come with experience and knowledge of each individual classroom population.
Without actually teaching the unit, it is hard to make an estimate whether the time management is feasible. I attempted to create a working timeline, but feel that I have not allowed enough time for all that I want to cover. However, it becomes important for a teacher to have “more” lesson to teach than not enough. This issue of time management will only become apparent when I actually attempt to implement the unit plan.
As I prepared this unit plan, I found that I wanted to include a large variety of electronic materials. Technically, I learned a great deal about the organization of the unit and the use of Microsoft Word to create and format the unit plan. This lesson plan incorporates text, Inspiration™ graphics, clip art, PDF files, online generated documents, as well as a variety of charts, tables, and borders. I hope that I created a document that is at once logical and organized as well as attractive and readable.
Being Hamlet 44
Resources
Allen, J. (2004). Tools for teaching content literacy. Maine: Stenhouse.
Branagh, K. (Director). (1996). Hamlet [Motion Picture]. United States: Castle Rock. Chan, K. (2004). “Why Hamlet delays his revenge.” In Quintessence of dust:
The mystical meaning of Hamlet. New York: IUniverse. Retrieved from http://homepage.mac.com/sapphirestudios/qod/excerpt.html.
o Flesch Reading Ease (53.3)o Flesch-Kincaid Grade Level (11.0)
Clutton-Brock, A. (1922). “Why Hamlet delayed killing the king.” In Shakespeare’s Hamlet. London: Mcthuen & Co. Retrieved April 18, 2009 from http://www.theatrehistory.com/british/hamlet012.html.
o Flesch Reading Ease (68.0)o Flesch-Kincaid Grade Level (8.1)
Goethe, J. (1795, 1959). From Wilhelm Meister's apprenticeship (T. Carlyle, Trans.). New York: Heritage press.
o Flesch Reading Ease (54.2)o Flesch-Kincaid Grade Level (12.5)
Ladewig, B. (2004). Anticipation guide: Hamlet. Retrieved April 26, 2009, from http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/ Reading
%20Strategies/anticipation%20guide.htm Regan, D. (2006, 2009). Crossword puzzle maker. Retrieved April 26, 2009
from http://www.armoredpenguin.com/crossword/. Schrock, K. (1996, 2009). Kathy Schrock’s guide for educators. Retrieved April
19, 2009, from http://school.discoveryeducation.com/schrockguide/
Being Hamlet 45
evalhigh.html. Shakespeare, W. (1605, 2006). Hamlet (A. Thompson & N. Taylor, Eds.). London: Arden.
o Flesch Reading Ease (77.0)o Flesch-Kincaid Grade Level (5.6)
Shakespeare, W. (1798). Hamlet (L. de Moratin, Trans.). Retrieved April 18, 2009, from http://www.cervantesvirtual.com/servlet/SirveObras/ 78030621093492795465679/.
