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Goal: For students to understand and appreciate Shakespeare’s language and his invention of the classical
tragedy.
Theme: The philosophical debates in Hamlet and the line between sanity and insanity.
The degree of good versus evil.
3 30 Students will complete with a Students will present the creative 2.03
minutes partner a creative plot summary of summaries to the class so they can see
Act One. This is in their own and understand different points of view.
words and dialogue so they can
make sense out of Shakespeare’s
language. They will focus on the
main parts and plot of Act One.
4 20 Students will create creative Hamlet This will serve as a good review before 2.01
minutes summary of Act Two with partner Text the quiz.
and present to class.
30 Students will complete quiz on Act See attached Act Two study guide sheet.
minutes two.
Students will read Act Three scene See attached “To Be” project.
40 i. Students will study and discuss 4.01
minutes Hamlet’s famous soliloquy “To be Hamlet 6.01
or not to be.” Students will then Text
paraphrase the speech and rewrite
the speech with a partner.
Hamlet
Text
5 30 Students will present “to be” 3.02
minutes speeches.
6 30 Students will present journal This will serve as a good review of Act
minutes entries, and we will discuss Three before the quiz.
7 15 Discuss Ophelia’s mental state. Hamlet Students will go to the text to prove 1.01
minutes Review important quotes and Text their arguments one way or the other. 1.02
terms. Also, this activity gives students a 2.03
chance to practice critical thinking skills
Finish reading Act IV in class. and interact within the class setting and
30 Students will react to and discuss with others.
minutes Ophelia’s death. They will write a
journal entry on whether they
believe Ophelia committed suicide
or not. Was her death accidental?
8 20 Review Act Four Hamlet This activity allows the students to study 1.01
minutes Complete creative summary with Text imagery throughout the text. You can 5.02
class. modify this activity to fit your own
Analyze important quotes and individual student needs.
figurative language. I will give students some time in class
the next couple of days to work on this.
Homework: Students will read Hamlet
Act Five scene I of Hamlet. text 5.01
5.02
6.01
9 15 Review Act V scene I of Hamlet. Hamlet Finalize Hamlet Discussions, projects,
minutes Discuss quote journal. Text etc.
10 30 Students will present Imagery Hamlet In partner groups, students will create 6.01
minutes presentations. Text High-level discussion questions that 2.01
cover the text of Hamlet. The questions 3.01
Students will create overall should generate a high level of
30 discussion questions to use in discussion within the classroom and
minutes Socratic seminar. They will work cover all of the text. For example, Does
with a partner to complete this. Hamlet really lose his mind or is he
merely pretending to avenge his father’s
death? Students will create the
30 questions. They should create at least 3-
minutes Finalize quotes on Hamlet good questions per group. They will
turn this in to you before the end of the
period. You will then select the best
questions from each group and these
same questions will be the ones that are
used in discussion the following day.
11 90 Socratic discussion on Hamlet and Hamlet Students will receive a participation 5.01
minutes review Text grade for their questions and responses 5.02
Homework: Study for test and during the class period. See the
review themes. attachment called “Socratic rubric.”
12 90 Hamlet timed essay test Students will choose one of the major 6.01
minutes themes found in Hamlet and write an 6.02
essay supporting the theme and thesis.
See the document “Hamlet Test.”
1.
www.folger.edu/education/lesson.cfm?
Lessonid=125
2. http://71
2educators.about.com/od/Shakes
pearehamlet/
3. Google.com
click on “Outta Ray’s Head
Literature”