UPLANmodel 2

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--how does your Unit Plan address the criteria from our rubric (be
specific)?

I believe I have addressed the criteria of the rubric: my lessons contain all criteria
(objectives, resources, activities, assessment, accommodations,) and they all align with
the text, my BQ, and have a strong relevance to ELA. I think that my questions and
activities helped bridge a gap between Shakespeare and students in a way that achieves
relevance to them as well. I strongly integrated language and writing instruction along the
way of writing out the unit plan.

--what has our work on the collaborative unit taught you about your Unit
Plan?
Our work on the collaborative unit helped show me the importance of lesson diversity; I
liked planning as well as learning from activities that broke the mold of the discussions
that we had in the first few. My peers and I took risks and tried new things, and because
of that I tried to make all of my UPLAN lessons different and interesting. I also was able
to use my experience from the collaborative unit with accommodating exceptionalities to
provide ways of helping out students with special needs. Another thing the CUplan has
helped with was the very general idea of being open and flexible with time and plans;
things always seem subject to change no matter how hard we plan.

The process of ongoing feedback helped me become a little more open-minded and
critical about everything related to teaching and planning. I appreciated the ability to
work on this project in a controlled step-by-step process that was also somewhat
collaborative in nature between myself, Dr. Sherry, and my peers. It helped open me up
to the idea of being open with my teacher peers and collaborating with them.

RATIONALE:
Hamlets place as one of Shakespeares classic works makes it a proper and almost
required fit in our curriculum. Its important to realize, however, that we should not just
teach it for the sake of teaching it. Hamlet is a text that is not only relevant to English
Language Arts, but also our students. The character Hamlet is a young man who goes
through several changes in his life; upon returning home from college to mourn his
father, he is conflicted by the sudden remarriage of his mother to his uncle. He has
struggles with identity, rivalries with peers, and trouble with his girlfriend. Shakespeare
was ahead of himself in creating a character who goes through drama that we would
expect a teenager to experience. Shakespearean texts offer a rich and diverse culture of
the English language and storytelling in general. Hamlet has earned a place in the literary
"canon" for good reasons. This text contains many challenging aspects (Elizabethan
diction and poetic elements, for example) that can be taught to our students to help them
develop and grow as writers. Its mature themes and serious nature make it a logical step
3

up from Shakespearean texts such as Romeo and Juliet and A Midsummer Night's
Dream. Though there is occasional violence, I believe my students are mature enough at
this stage of their academic careers to handle the subject matter. I hope that parents
respect their students and my decision to teach such a work of art.

Hamlet is a timeless tale which is constantly referenced in popular culture, and is modern
manifestations can be shown to the class to show the popularity and appeal of it. This is
included, but not limited to film adaptations, television skits, and internet videos.
Shakespeare may seem foreign and hard to grasp for students, but I will do my best
to accommodate for my learner's needs. Some of my students may have never
experienced Shakespeare at all. I plan on using electronic overheads in order to
accommodate for visual learners; it's clear that reading assignments and lectures are not
adequate for all students. I will also offer dramatic read-throughs of key scenes to my
students who tend to be more hands-on. This can help students with comprehending the
story with repetition and collaborative efforts. Another engaging method to bring this
play to life with students is to have them act it out, perhaps by having them film a modern
rendition of a scene and using editing techniques to present a video to the class. The
Elizabethan text may present itself as a hurdle for students, but it is a challenge that is
more than manageable. I understand that a 'brute force' approach to making students read
Shakespeare is not the most optimal way to go; I plan on utilizing close reading strategies
and class discussions in order to help students understand the content. I am also open to
using textbooks or websites that offer modern English translations in order to better help
them understand the content. Students will be required to read sections of the play on a
nightly basis in order to get students ready for discussion, and key scenes that are integral
(to both the plot and Shakespearean rhetoric) will be analyzed in-depth during class
periods.

Summative Assessments:
The summative assessments of this unit plan consist of a final paper as well as a
presentation. Handouts are included on pages 4 and 5 on this document respectively.
The paper is a 'formal' assignment that still allows for creativity, freedom, and personal
flair; I ask of my students to debate the big question using support from the text and their
own lives to achieve two forms of relevance. The presentation project asks students to
perform, either digitally or live in front of the class, a scene from the play.

BIG QUESTION: What is better: stoicism or action?
-Students will establish a definition of stoicism in order to understand and apply it to
Hamlet and class discussions.
-Students will objectively analyze characters in order to determine the results of stoicism
and action.
4

-Students will subjectively reflect on their own personalities and lives in order to
determine their own philosophies on stoicism and action.

"#$$%& '(#)(*#+

1 Who is Shakespeare? Hamlet anticipations
2 Whos There? Class reading, intro to vocabulary
3 Murder Most Foul Group reading, tentative movie themes due
4 To Thine Own Self Be True Individual questions
5 To Be or Not To Be Collect close-reading, complete soliloquy
emulation
6 My Offense is Rank Writing instruction and tentative thesis
7 .. and Spur my Dull Revenge Foil character comparison
8 Alas, Poor Yorick Individual questions round 2
9 Paper Review Draft due
10 Presentations + Final Papers due

Hamlet Final Paper Assignment
Throughout our unit, we have discussed the differences between stoicism and action.
This leads us to a very tough question which we will individually address with this paper:
What is better? Stoicism or action?
To address this question, you are encouraged to first think about the entire play and
consider specific examples of those two mindsets in action; how does Shakespeare
perceive stoicism and action?
Textual support should make up the bulk of your argument. You should also consider
your own personal experiences when being stoic and taking action. Use specific details
both from Shakespeares text and your own life to articulate an argument that is between
5 and 7 pages of text.
There is no correct answer that I am looking for, as long as your answer is sound and
supported. I expect you to submit a document that answers the question; it should be
about 3-5 pages of length if compared to a typed Microsoft Word document (1 margins,
Times New Roman, 12 point font, that normal stuff).
Comment [1]: !
5

You may, if you would like, hand-write this project or publish it online; as long as Im
able to read it, and as long as you answer the question well, we shouldnt have a problem.

Have fun, and be creative!

Hamlet Final Paper Rubric
Criteria Mastery
8-10
Competent
5-7
Developing
3-5
Beginning
0-3
Score
Length 5-7 pages of text 3 pages of text 0-2 pages of text 0-1 pages of text

Thesis Thesis statement
is underlined in
opening paragraph
and strongly
supported
throughout paper.
Thesis statement
is underlined in
opening
paragraph and
logically
supported
throughout
paper.
Thesis statement
is absent or not
underlined and/or
not supported
well.
Thesis statement
is missing or
irrelevant to the
content of the
paper.

Organization Ideas are
presented in a
concise, logical
order that builds
towards the
overall message.
Paper has an
above-average
progression with
quality
transitions and
solid order.
Paper has
weaknesses is
progression and
transitions that
hinder the overall
message.
Paper has
random
organization
and/or irrelevant
parts introduced.

Effectiveness Conveys
understanding of
topic with specific
examples and
illustrations.
Quotes are
indentified.
Includes many
details, most of
which are clear
and well-
developed.
Includes minimal
details and
examples.
Minimal details
from research.

/30

Hamlet Scene Assignment: Lights Camera ACTION!
Hamlet was not meant to be read; it was made to be performed! Weve talked and read a
lot about Hamlet. Now its time to DO Hamlet. Though we have held some dramatic
readings in class, I am requiring each student to join a group to perform a specific scene
from the play. Sign ups for specific scenes and the number of characters/group members
will be held next week. You will be given about two weeks to meet and plan your scene.
Though you may perform in front of the classroom, you also have the option of making a
digital presentation (using Windows Movie Maker, iMovie, etc).

Hamlet Scene Assignment Checklist (each check is worth two points)
1._____ Script is submitted and (for the most part) followed
2._____Portrayal converts the story to a modern situation
3._____Shakespeares diction is translated into modern language
4._____The message of the scene is adequately conveyed
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5._____Presentation is at least three minutes long (scenes will be reviewed to ensure
adequate time)

_______/10 points

RELEVANCE
I can see that youve thought about concepts and activities that are relevant to the
discipline of ELA and to popular culture !. Now, how might you make these lessons
more engaging to students personal needs and interests? When you think about the
particular students at your field placement, how might you personalize this work even
further?

I made sure to mention that on the personal questions sections students are allowed to
use their books; I know from personal student experience that even when I read and re-
read assignments, I often blanked on specifics and page numbers unless I had the book in
front of me. Another thing I catered to individual student needs was the nature of my
grading; I care, for those questions, about thoughtful answers that respond to the prompt
7

rather than any sort of rigid rules. Some examples of student work from my field
placement had glaring convention errors, but they were still able to get the message
across in a thoughtful manner. Thats what I want my discussions and prompts to be
about getting the ideas out there.

ALIGNMENT
I can clearly see how youve created lessons whose objectives and activities ALIGN with
your summative assessment and the Units Big Question and Goals !.

SCAFFOLDING
How might you more explicitly build on each previous lesson in this sequence so that
students are gaining the competencies they will need to complete the summative
assessment? You might consider making a WHAT | HOW table for that assessment and
thinking about what students must do to complete that assessment, how you (as an
expert) typically perform that task, and what activities you could use to show students
how to do those steps in different ways.

I added in different activities, questions, and assignments to build up to the summative
assessment, such as the Personal Questions assignments in lessons 4 and 8 in order to
give students individual opportunities and time to write and analyze the specific parts of
the text that I want them to see. Lesson 6 is also heavily focused on writing instruction
and how to write an opinionated paper. I also require the students in that lesson to choose
a tentative topic. I also added in the peer review session for lesson 9 to give feedback on
writing efforts.

DIVERSITY
I like that you provide a variety of activities that appeal to different learning styles !.
Now, how might you provide activities that target the specific cultural and ability-level
differences in your field placement? For example, rather than including a separate section
with generic accommodations, what could you specify in relation to the activities of each
lesson (for example, provide text in native language is not really an accommodation
for an ELL student)?

When it comes to the students at my field placement, the make-up is similar to my own
rural high school background- theyre a bunch of white kids. Ive tried to be as open as
possible with my questions, valuing personal opinions and experiences though still
relating my work to the text.

One thing I tried to do is offer alternatives to students, such as allowing them to hand-
write assignments (if, for example, they dont have access to word-processing or video
recording/editing software). I think my movie/presentation project appeals to kinesthetic,
auditory students, and I also added the Venn Diagram for more artistic folks. I think that
my personal questions are able to help develop writing that is somewhat intrapersonal
while the discussions and group work is naturally interpersonal.

8

CONVENTIONS
I like that youve created and maintained consistent conventions for your plans: you use
standards, objectives, materials, and activities in ways that are easy to follow. ! Now,
how might you identify in an Assessment section what youre looking for in each lesson
to know whether students have addressed your objectives?

Assessment sections were added to every lesson, and I tried my best to make them
tangible and encompassing rather than totally generic (observe discussion, etc).

Ill be looking for you to consistently integrate the categories of reading instruction,
writing instruction, and language instruction (e.g., vocabulary, grammar, linguistic
variation, code/style switching) in your sequence of lessons, as per our rubric.

I tried to build in a lot more writing-related material to help build up to the final
assessment.
I feel like I could do a much stronger job with vocabulary and Shakespearean diction.
Some projects that I really liked (To Snooze or Not To Snooze emulation, etc,) seem
fun but may need to be cut or downplayed for activities that are more relevant to the Big
Q and summative assessment. I added in a brief 10-word vocabulary list for each act to
provide students with the resources (lists are located at the bottom of the plan).

I look forward to reading the rest of your lessons in this wonderful unit! !

LESSON 1: Introduction: Who is Shakespeare?
Materials used: Computer, projector
Standards:
CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as
other authors.)
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Objectives:
-Students will be presented video clips about Shakespeare and Hamlet in order to prepare
9

them to read and comprehend Shakespeares text by providing basic plot outlines (such
as the Simpsons clip) and general connections to popular culture.
-Students will be introduced to the idea of stoicism in order to establish an understanding
of what it is and how it will relate to the play.

Resources: http://www.youtube.com/watch?v=geev441vbMI;
http://www.phrases.org.uk/meanings/phrases-sayings-shakespeare.html;
http://vimeo.com/55386366; http://www.iep.utm.edu/stoicmind/;
http://bangell08.hubpages.com/hub/Similarities-Between-The-Lion-King-and-Hamlet
Introduction [think-pair-share] (5 minutes):
-Ask students to brainstorm a list of topics that they would expect to find in a Teen
Drama or Family Reality TV show
-Ask for volunteers to answer the question
-Tell students that we are, over the next few weeks, going to be reading a play that has
aspects of teen dramas that was written over 400 years ago.
Controlled Web-Surfing (20 minutes):
-Watch Shakespeares mini-biography:
-Ask students if they know of any common Shakespearean terms
-Ask students what, if any, Shakespeare plays theyve ever read or seen
-Show students a list of common Shakespeare phrases
-Show students the Hamlet clip from //The Simpsons//.
-Project the following questions for the whole class to discus
1. What does the humor add to this story?
2. Are there any other stories similar to Hamlet that you know of?
-Show students the similarities between //Hamlet// and //The Lion King//
Prepare for Stoicism (10 minutes):
-Throughout the story, Hamlet does a lot of thinking and a lot of talking. His actions are
comparable to a philosophy known as stoicism.
-Project notes of stoicism on PowerPoint and suggest that students jot down a few notes
-Notes include quotes from Stoic Philosophy of the Mind.
-The Stoics analyzed the activities of the mind not only on a physical level but also on a
logical level.
-Cognitive experience was evaluated in terms of its propositional structure, for thought
and language were closely connected in rational creatures.
Summary/Closure (10 minutes):
-Chose a student to provide a brief (one-sentence) description of stoicism.
-Ask students to write down any expectations and possible concerns regarding Hamlet
and Shakespeare in general.
-Tell students to briefly pre-read the first act for tomorrows class by identifying five
characters and two events. Students are to hand in their findings on a sheet of notebook
paper at the beginning of class.

Assessment
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-Collect tickets-out the door and review them in order to understand what students
anticipate about Hamlet.

Accommodations:
Provide a large-print worksheet of opening Simpsons video questions.
Provide large-print hard copies of stoicism notes.

LESSON 2: Whos there?
Standards:
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors 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).
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 1112 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
CCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or
poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating
how each version interprets the source text. (Include at least one play by Shakespeare and
one play by an American dramatist.)
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Objectives:
Students will each read a portion of Shakespeares text out loud in order to better
understand and become used to Shakespearean diction.
Students will be presented discussion questions in order to guide their reading as well as
present their own opinions on the text.

Resources: http://www.youtube.com/watch?v=U-NLnsq3P7Y, http://www.oed.com/,
http://www.shakespeareswords.com/Glossary

Introduction (10 minutes):
-Collect act 1 pre-reading assignment
-Ask a volunteer for a general gist of whats happening in the first scene of the play.
-Ask students where they would film and set this scene if they were producing their own
film for Hamlet.
-Show first five minutes of 2010 clip from Act 1, Scene 1, telling students to keep in
mind their own movie scene/acting project that they will present eight class periods from
this class.
-Project the following discussion questions for students to write individually in their
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classroom journals:
1. What liberties does the director of this interpretation take with his subject matter?
2. How does the setting add suspense to this scene?
3.What does it mean to unfold yourself? Is it a literal or figurative meaning, or perhaps
both?
4. Horatio and Marcellus are The rivals of Barnardos watch- how does the definition
of rivals differ between Shakespeares day and modern day?
-Ask for volunteers to share their answers
Whole-class reading of Act 1, Scene 1 (20 minutes):
-Go around the room and have each student read a piece of the text, switching students
when the text switches characters (ex, first few students read one line each until line 11-
that student reads all three of Bernardos lines.)
-Provide the act 1, scene 1 text on the projector as well in order to help students
who could better
-After reading, choose three-five volunteers to pick out vocabulary words that are foreign
or archaic. Write them on the board, and then look them up on either the Shakespeare
Glossary or the Oxford English Dictionary.
-Remind students that they are open to ask, at any point, what a word means, and
if the teacher doesnt know it can be looked up.

Whole-class discussion of Act 1, Scene 1 questions (10 minutes)
-Use PowerPoint to project discussion questions individually.
1. Why do you think that Shakespeare would start his play off with a question?
2.Why do you think Horatio is given that name?
3. Using Marcelluss words and your own context clues, determine what is rotten in the
State of Denmark.
4. What is the ghost wearing? Does this indicate him as a man of stoicism or as a man of
action?
5. Why do you think the ghost does not yet speak?
-Ask students what they think so far about Shakespeares diction and storytelling.
-Chose one student to provide a summary for Act 1, Scene 1.
-Tell students to prepare to discuss the rest of Act 1 for the next class by writing what
they feel are three major plot points and any words that they are not familiar with and feel
need elaborated on.
-Ask students to fill out a ticket out the door with three new Shakespearean vocabulary
words theyve learned, as well as their definitions.
-Also, ask students to write down what they think about reading Shakespeare so far.

Assessment
-Look at tickets out the door in order to see if students have learned new vocabulary
words, as well as their perception of Shakespeare.

Accommodations:
Provide a large-print worksheet of opening video questions.
Provide students with a large-print copy of the scene to read in class.
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Provide a large-print copy of whole-class discussion questions.

LESSON 3: Murder Most Foul
Resources: http://www.youtube.com/watch?v=b4qMxTpcfKw
Standards:

CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors 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).


Objectives:
Students will answer questions based on Oliviers Hamlet in order to analyze aspects of
Shakespearean film (to help students consider their and better understand Shakespeares
text.)

Students will work in small groups and large groups on a particular scene from Hamlet in
order to collaboratively work on and comprehend the text.

Introduction [think-pair-share] (5 minutes): Show the Ghost Scene from Hamlet
(1948)
classroom journals:
1. What did you find interesting about this interpretation of the ghost scene?
2. What kind of things do you think are going through Hamlets mind while the ghost
speaks to him?
3. Do you find the directors choices effective? Did the scene make sense to you
compared to the text?
4. What do you think the ghost means when he says his crimes were purged away?
5. Why does the ghost compare Claudius to A serpent
6. What is cursed hebenon?
13

-Tell students to share their answers with someone sitting next to them.
-Ask for volunteers to share their answers.
Group reading (20 minutes)
-Divide class into four groups to respectively inspect scenes 2, 3, 4, and 5 of Act 1.
-Tell each group to prepare a short oral presentation that features a summary of the act, as
well as aspects they thought were interesting or things they didnt understand.
-Circulate the room and provide assistance to those who need it.
Whole-class discussion (15 minutes)
-Provide each group time to present their findings, as well as time for students to
question.
Summary/Closure (5 minutes)
-Ask a representative of each group to provide a one-sentence summary of their
respective scenes.
-Tell students to be prepared to discuss the first half of Act 2.
-Also, tell students to choose, and write down, a tentative theme and scene for their
Shakespeare performance, which will take place in seven class periods. This is not
definite and can be changed , but is intended to make sure students are thinking of the
final project.

Assessment
-Review students tentative themes to ensure that they have a preliminary idea for what
they want to do. If students dont have a firm idea, make suggestions to them about what
scene they will choose, keeping in mind that there is a lot more of the play left to read.
-Circulate to each group to ensure they are on-task during discussion.

Accommodations:
Provide a large-print copy of students individual scene.

LESSON 4: To Thine Own Self Be True:
Standards:
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view
requires distinguishing what is directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
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Objectives:
-Students will answer questions relating to the 1990 as well as the 1996 versions of
Hamlet in order to better comprehend aspects of act 2, as well as analyze the aspects of
Shakespearean film.
-Students will be given the opportunity to discuss, in a large group, questions pertaining
to Hamlets first soliloquy in order to verbalize their thoughts relating to the story and
increase comprehension of the text.
-Students will also be given individual questions to generate engaging to the text, in
addition to questions relating to how Hamlet can be considered stoic.

Resources: http://www.youtube.com/watch?v=8JyxfJo-iiA;
http://public.wsu.edu/~campbelld/amlit/hamletques.htm; http://www-
tc.pbs.org/wnet/shakespeare-
uncovered/files/2013/02/Talking_To_Myself_What_Is_A_Soliloquy_SOAK.pdf
http://web.cn.edu/kwheeler/reading_lit.html

First scene and questions (10 minutes)
-Hand out act 2 vocabulary sheet
-Show To Thine Own Self Be True scene from Hamlet (1990)
classroom journals:
1. Where is Laertes going?
2. What kinds of advice is Polonius giving his son?
3. Why does Laertes tell her sister to beware of Hamlets love?
4. What is ironic about Polonius speech?
5. What is an unproportioned thought?
6. Why does Polonius use adoption to talk about friends?
-After about five minutes, choose volunteers to answer each question
Second scene and questions (10 minutes)
-Show Hamlets first soliloquy scene from Hamlet (1996).
-Project the following questions for students to answer individually in their journals.
1. What is Hamlet talking about in his first soliloquy?
2. How long has his father been deceased?
3. What does Hamlet mean when he says frailtys name is woman? Who is he
expressing his displeasure with?
4. In what ways is Hamlet practicing stoicism in this section of the text?
5. What does Hamlet mean when he talks about Too solid flesh melting?
15

-Distribute to students the What is a Soliloquy Student Organizer and allow them to
work together in pairs to complete it if they would like.
-After about five minutes, choose volunteers to answer each question as well as answers
to the organizer.
Personal Questions about Hamlets first soliloquy (15 minutes)
1. Pay close attention to Hamlets first soliloquy; how do his words encourage him to
take action? Does he end of taking action?
2. Hamlet mentions incestuous sheets do you think Gertrudes remarriage was
morally acceptable?
3. In terms of filming styles, costume choice, setting, etc, which film portrayal is your
favorite so far?
What is a close-reading? (10 minutes)
-Tell students that they are to do a close-reading of Hamlets famous soliloquy in act 3.
-Show students the close reading help website and tell them to focus on the overall
message of Hamlets speech, Hamlets characterization, and vocabulary that is confusing
and/or outdated

-Ask a representative of each group to tell what they found most interesting in this
soliloquy.
-Tell students to be prepared to discuss the first half of Act 3
-Tell students to do a one-page (handwritten or typed) close reading of Hamlets To be
or not to be speech

Assessment
-Collect personal questions about Hamlets first soliloquy in order to individually gauge
students writing, as well as their connections and comprehensions to the text. They will
be checked for completion. If students are struggle to connect with the text, consider
implementing more in-class read-throughs of key scenes.

Accommodations:
Provide a large-print worksheet of BOTH opening video questions in addition to personal
questions.
Provide a large-print hard copy of the close reading webpage.

LESSON 5: To Be or Not to Be:
Resources: http://www.youtube.com/watch?v=h7TgTb_0wsg; lesson activity inspired by
http://www.folger.edu/eduLesPlanDtl.cfm?lpid=556 (Emulating Shakespeare: To
Snooze or Not to Snooze by Mary Ellen Darkin);
http://www.folger.edu/documents/Emulationnew1.pdf
Standards:
CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support
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analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
Objectives:
-Students will answer questions relating to Branaghs Hamlet in order to better
comprehend Hamlets famous speech as well as analyze the aspects of Shakespearean
film.
-Students will answer specific questions based on stoicism from the To Be or Not to Be
speech in order to develop an understanding of how Hamlet is stoic.
-Students will work on a Shakespeare emulation project in order to both analyze the
famous speech as well as assimilate and accommodate the speech to create their own
work.
-Collect close reading assignment
-Show To Be or Not to Be scene from Hamlet (1996)
-Project the following questions for students to write in their journals individually
1. What liberties does Branagh (the director) take in this particular version of the speech?
2. In one word, what is Hamlet talking about in this monumental speech?
3. Why do you think Hamlet is thinking about that topic?
4. How is Hamlet practicing stoicism in this speech?
5. What does Hamlet ultimately decide to do?
6. What is the sea of troubles that Hamlet is talking about? What kind of figure of
speech is this?
7. What is the proud mans contumely?

-Choose volunteers to answer each question.
Small group discussion (10 minutes)
-Put students in small groups (4-5 students each)to discuss their findings in their Hamlet
close readings.
-Circulate the room and provide assistance when needed.
Individual emulation project (about 30 minutes):
-Distribute To Snooze or Not to Snooze handout
-Assign students to complete their own emulation of Hamlets soliloquy by using a
situation of their own.
17

-Tell students that their emulation is due for homework the next class.
-Also, tell students that the rest of Act 3 will be discussed during the next class.

Assessment
-Collect close reading assignment to check for students efforts, engagements, and
understanding of the text. Analyze them to make sure that students having an
understanding of both the plot and the poetic elements of the play.
-Ensure that students are on task during emulation project, and provide help and guidance
to students who request it.
-Collect emulation project from students who are finished.

Accommodations:
Provide a larger-printed version of the emulation project worksheet and To Snooze or
Not to Snooze example.

Lesson 6: My Offense is Rank
Standards:
Resources: https://owl.english.purdue.edu/owl/resource/685/05/,
http://www.time4writing.com/writing-resources/writing-resourcespersuasive-essay/,
http://www.youtube.com/watch?v=CeTpfr-tI7c

Objectives:
-Students will be given an explanation on how to write persuasively in order to gain an
understanding of how to write their final paper.
-Students will brainstorm their stance on the final papers topic in order to get a start on
thinking about their final paper.

-Hand out act 3 vocabulary sheet.
-Show clip of Claudius praying from a 2011 theater practice.
classroom journals:
1. How would you compare this actors performance to that of the other actors we have
seen so far?
2. What about the overall effect of the video? What are positives and negatives of
normal theater vs. film and special effects?
3. Do you think Claudius is actually sad about what he did? Why do you think that?
4. We see Hamlet entering at the end of this scene; why does he decide to not kill
Claudius?
5. Weve heard rank a few times now; what does this word mean?
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6. What does Claudius mean by Offences gilded hand?
7. What does Claudius mean when he says there is no shuffling from the law?

General Guidelines on Persuasive Writing (25 Minutes)
-Ask students if they have ever written a persuasive piece before; follow up by asking
them what they persuaded and how they argued it.
-Show students the Perdue OWL website on persuasive writing
-Remind students that this particular writing assignment requires citations from
the text as well as examples from students own lives, and because of that it is not
going to be as ridged.
-Choose volunteers or go around the room, asking students to read the eight paragraphs
of The structure of the argumentative essay.
-Show students the timeforwriting.com section on persuasive writing.
-Give students about five minutes to brainstorm their stance on the paper assignment and
write down a tentative thesis and outline on a sheet of notebook paper.
-Have students tell their ideas to a peer sitting close to them.
-Choose volunteers to share their stance.
Summary/Closure:
-Tell students that a rough draft will be due three class periods from now.
-Tell students to read act 4 for tomorrows class.

Assessment:
-Students will hand in a ticket out the door that has a tentative thesis and plan for their
final paper. If students do not seem to have a plan, give them suggestions or ask them to
brainstorm their ideas.

Accommodations:
Provide a large-print hard copy of Perdue OWLs persuasive writing website pages.

Lesson 7: .. and Spur my Dull Revenge
Standards:

support analysis, reflection, and research

Resources: http://www.youtube.com/watch?v=8D97aCet8gE,
http://www.youtube.com/watch?v=Lncm4g4aJ9I

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Objectives:
-Students will watch and reflect on a fan-made YouTube video in order to analyze a
different type of video and gain insight to their own presentation projects.

-Students will answer questions related to Hamlets final soliloquy in order to once again
make connections to his stoicism.

-Students will create a collaborative Venn Diagram in order to explore and explain foil
characters in Hamlet, including Fortinbras, Hamlets action-driven foil.

Introduction (10 minutes)
-Show students the Ophelias Death Youtube Video
1. Shakespeare keeps his work ambiguous; what do you think? Did Ophelia commit
suicide?
2. Who speaks these lines in the text?
3. What does the voiceover add to the video?
4. What does the music add to the video?

Final Soliloquy and discussion questions (10 minutes)
Show Hamlets final soliloquy from Branaghs Hamlet (1996)
-When does Hamlet speak these lines in the text? Feel free to use your book.
-What is a foil character?
-What makes Fortinbras such a strong foil character to Hamlet?
-What does the score add to this interpretation?
-Hamlet seems pretty pumped. What would you assume his next move would be?
-What does Hamlet mean by the large discourse that humans have?
-What does Hamlet mean by bestial oblivion?

Venn Diagrams (20 minutes)
-Assign class into four groups of five.
-Offer groups the choice of one of the four following pairs:
1. Hamlet and Laertes
2. Hamlet and Fortinbrass
3. Hamlet and Claudius
4. Ophelia and Gertrude
-Find similarities and differences between the two characters
-Write down differences in Venn Diagram, citing page numbers for specific examples
-Create a picture/caricature of your two characters depending on how you perceive them.
-Distribute poster paper and markers.

-Allow groups to present their posters.
-Tell students that the final act will be discussed tomorrow.
-Tell students to bring a rough draft of their final papers two class periods from now.
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Assessment
-Circulate the room during Venn Diagram creation to ensure groups are on task and using
specific examples from the text. If students are not using the text, suggest passages and
scenes to help them guide their project.
-Collect and analyze Venn Diagrams to ensure that students have an understanding of foil
characters.

Accommodations:
Provide a large-print worksheet of Hamlets final soliloquy questions.

Lesson 8: Alas, Poor Yorick
Materials used:
Standards:


CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.

Objectives:
Students will watch and reflect on a Broadway performance in order to gain a final view
of how Hamlet can be interpreted and staged and thus be given more insight for their own
presentations.

Students will answer a set off five open-ended personal questions about the end of the
play in order to reflect on ideas relating to stoicism and action.

Resources: http://www.indiana.edu/~memento/memento.html,
http://www.youtube.com/watch?v=p3v2ZU1mFxg

-Show the Gravedigger scene (Broadway 1964)
Ask the following questions to discuss as a whole group
1. Why do you think Shakespeare placed this scene in the final act of the play?
2. What does the clowns humor add to the play?
21

3. How does the clowns humor compare to the humor of today? Do you find them
funny?
4. Why do you think Hamlet would interact with such lowly folks?
5. What pun does Hamlet make about Lawyers fines and the dirt?
6. What does jowl mean in the verb definition that Hamlet uses?

-Explain to students the memento mori motif (reminder of death with the skull) by
showing the Indiana.edu webpage

Personal Questions about Hamlets choices (20 minutes)
Assign students time to answer the following questions individually; they are allowed to
use their books.
1. We all know what happens in the end. In your opinion, did Hamlets stoicism work
out? Again, there is no right or wrong answer.
2. Do you think Hamlet was successful? Why or why not?
3. How does Laertes accomplish his goals for revenge? Is he more or less successful than
Hamlet?
4. Why do you think Shakespeare had Fortinbras come out on top?
5. Would you personally consider Fortinbras a major character? Why?
6. What is Horatios role in the end of the story? Why do you think its important that he
lives?
7. Is Hamlet mentally more mature by the end of the play?
8. Why do you think the play places so much importance on remembrance?
9. In what ways can you compare to Hamlets stoicism? To Laertes and Fortinbras
action?
10. Be honest: what did you think of the ending? Was it effective?

Discussion of Personal Questions (20 minutes)
Ask students to briefly share their answers and ideas to each of the questions

Summary/Closure
-Collect responses to personal questions
-Tell students to bring a complete draft of their final papers for review tomorrow, and that
the final paper is to be handed in two class periods from now.

Assessment
-Collect personal questions in order to individually gauge students writing, as well as
their connections and comprehensions to the text. They will be checked for completion.

Accommodations:
Provide a large-print worksheet of personal questions.

Lesson 9: Paper Review
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Standards:
CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grades 11
12 here.)

CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.

Objectives:
Students will review their own work in order to evaluate their accomplishment of the
final assessments task.
Students will review the work of their peers in order to provide them with feedback and
assistance with their papers, in addition to gaining insight and different perspectives on
the importance of stoicism and/or action.

Introduction/Self-Evaluation (10 minutes)
-Project the final paper rubric on the board.
-Distribute additional rubrics and assignment sheets to students who dont have their
original one.
-Ask students to proofread their own work and grade themselves.

Peer review circles (30 minutes)
-Break students into four groups of five, giving each group five different rubrics.
-Tell students to spend about 5-7 minutes on each of their peers papers, passing them
around.

Assessment
-Check to make sure all students have a complete draft.
-Make sure peers are providing valuable feedback to student work by circulating around
the room and providing feedback to any questions; valuable feedback entails both praise
and constructive criticism of ideas and organization- do not allow students to make fun of
others writing.

Accommodations
Provide a large-print rubric to students who need it.

Lesson 10: Showtime!
Standards:

23

Objectives:
Students will perform presentations in order to act out Shakespeares work and help to
demonstrate understanding of the text in a meaningful, personal way.

Students will watch their peers presentations in order to gain additional viewpoints and
interpretations to Shakespeares work.

-Collect final papers.

Presentations (35 minutes)
-Allow each group to show their movie or act out their presentation.

Goodbye, Hamlet.. (10 minutes)
-Circulate the room and ask volunteers to share what they learned from Hamlet.

Assessment:
-Collect final papers for evaluation.
-Evaluate performances as per the checklist.

Accommodations:
-Allow students to choose the front of the room to watch presentations.

Were soon going to run out of colors! Updates this time are in blue.
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Lesson 6 seemed a little dry upon closer inspection- for this one I added a specific
question before explaining persuasive writing which asks if theyve ever persuaded
before, and if so what/how they did it. I think this caters to the needs of students who
may need a refresher and understanding about persuasive writing, and it also may
generate interst and engagement by valuing and connecting to what students have already
done.
24

Lesson 7 I think appeals to different students because not only do I have the routine
audio/visual movie, but I also implement the artistic Venn Diagram poster project.

Lesson 8 is a pretty dry work day :/ I added some personal questions that were fun as well
as ones that ask for personal experiences in order to help students engage more with the
text.
I think lesson 9 and 10 are fine as-is for meeting personal needs and interests- students
may be interested and engaged in what their peers have to say about their work, and
performances, at least for me, were always awesome and engaging (both as a participant
and an observer).

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I went through each objectives section and added a few explicit connections to stoicism
where there previously werent any. I tried to move some parts from the generic to the
specifics that the students were doing in class.
I also did my best to beef up and explain the assessment sections of what I felt were the
weakest and short ones to show what rather than just how Im assessing, providing
explanations as well as alternatives to lessons if the assessments dont go well. I think
this helps my unit by having alternatives

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I added the section to each lesson and assumed a student with a visual impairment like in
our collaborative plan.

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23($ %C @%92 63((%+(U P%2 3a*)>63: '%96, @%9 C%'9( %+ * 52*))*2]M%'*?96*2@ >%&+$ $0*$
*2&(3( C2%) $03 $3a$ %2 C2%) @%92 *((3(()3+$X(YU
25

I $&3,b&+ M%'*?96*2@ &+($29'$&%+ &+$% $03 %>3+&+5 M&,3% c93($&%+( %+ )*+@ ,&CC323+$
%''*(&%+(E I J&66 *,)&$ $0*$ M%'*?96*2@ (33)3, K&+,b%C $*'K3, %+ *( *+ *C$32$0%950$ C%2 )3
*$ $0&( >%&+$ %C $03 5*)3E I C336 I )*,3 &$ )9'0 ($2%+532 ?@ C%'9(&+5 %+ M%'*?96*2@ $0*$ )*@
?3 C9TT@: @3$ &( '%)>2303+,&?63 J&$0 '%+$3a$ '693(E I ,&, $0&( &+ 3*'0 %C $03 M&,3% ('3+3
c93($&%+( ?3'*9(3 I $0&+K $03@ 036> J%2K $%53$032 $% ('*CC%6, *+ 9+,32($*+,&+5 %C $03 $3a$:
J0&63 ($&66 *66%J&+5 )3 $% +%$ 0*M3 $% '9$ *+@ *'$&M&$&3( %9$E I$ ($&66 (33)( * ?&$
\(9>>63)3+$*6L $% )3 ?9$ &$ &( )9'0 )%23 '%+(&($3+$ *+, >2&)*2@ '%)>*23, $% ?3C%23E

--how does your Unit Plan address the criteria from our rubric (be
specific)?
I believe I have addressed the criteria of the rubric: my lessons contain all criteria
(objectives, resources, activities, assessment, accommodations,) and they all align with
the text, my BQ, and have a strong relevance to ELA. I think that my questions and
activities helped bridge a gap between Shakespeare and students in a way that achieves
relevance to them as well. I strongly integrated language and writing instruction along
the way of writing out the unit plan.
26

--what has our work on the collaborative unit taught you about your Unit
Plan?
Our work on the collaborative unit helped show me the importance of lesson diversity; I
liked planning as well as learning from activities that broke the mold of the discussions
that we had in the first few. My peers and I took risks and tried new things, and because
of that I tried to make all of my UPLAN lessons different and interesting. I also was able
to use my experience from the collaborative unit with accommodating exceptionalities to
provide ways of helping out students with special needs. Another thing the CUplan has
helped with was the very general idea of being open and flexible with time and plans;
things always seem subject to change no matter how hard we plan.

The process of ongoing feedback helped me become a little more open-minded and
critical about everything related to teaching and planning. I appreciated the ability to
work on this project in a controlled step-by-step process that was also somewhat
collaborative in nature between myself, Dr. Sherry, and my peers. It helped open me up
to the idea of being open with my teacher peers and collaborating with them.

27

Hamlet Vocabulary
Act I
1. avouch- v. to cite as authority
2. martial- adj. related to or suited for war
3. portentous- adj. eliciting amazement or wonder; shadowy or
ominous
4. harbingers- n. foreshadows what is to come
Comment [27]: I adapted these vocabulary lists
from
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96$@/]()*2K(]D%'9)3+$(]h%'*?96*2@l/;j*)63
$E>,CE
H+6&K3 (%)3 %$032 M32@ 6*253 6&($( X(9'0 *( * .7;m
J%2, 56%((*2@ I C%9+, C%2 j*)63$Y: $0&( %+3
C3*$923, * '%+'&(3 .; J%2,( >32 *'$: *+, $03@
(33) $% ?3 e)%($6@e '0*663+5&+5 *+, +3J J%2,(E

28

5. dirge- n. a song of grief/ mournful piece of music
6. impious- adj. lacking in reverence or proper respect
7. jocund- adj. marked by or suggestive of high spirits/mirth
8. circumscribed- v/adj. to surround by a boundary
9. dalliance- n. frivolous action or act of delay/ flirtation
10.precepts- v. to take beforehand/instruct

Act II

1. perusal- n. act of examining or considering with attention and in
great detail
2. discretion- n. ability to make responsible decisions
29

3. firmament- n. the heavens/ the arch of the sky
4. paragon- n. A model of excellence or perfection
5. gratis- adj. free/ without charge/ nothing
6. savory- adj/n. tasty, flavorful dish
7. chronicles- n. historical account of events
8. cleave- v. to split or separate
9. malefactions- n. evil deeds or crimes
10.arras- n. tapestry of Flemish origin used for wall hangings and
curtains.

Act III

1. visage- n. the appearance of a person
30

2. consummation- n. the completion or ultimate end
3. orisons- n. prayers
4. paradox- n. a statement that is seemingly contradictory but true
5. calumny- n. false accustion/ false charges
6. temperance- n. moderate in action
7. buffets- n. blows of force or striking with the hand
8. purging- v. to clear of guilt; to free or cleanse
9. bulwark- n. a strong support or structure for defense
10.mandate- n. an authoritative command or order

Act IV
31

1. importunate- adj. persistent; urgent
2. conjectures- n. a conclusion deduced by guesswork
3. inter- v. to deposit a dead body in the earth; bury
4. pestilent- adj. deadly; destructive; disease-causing
5. superfluous- adj. exceeding what is sufficient or necessary
6. impetuous- adj. marked by reckless or impulsive action
7. incensed- v. aroused extreme anger
8. mortal- adj. subject to death
9. obscure-v. to hide or conceal
10.requite- v. to repay; to make return for

32

Act V

1. cudgel- v. to beat or strike as with a heavy stick
2. pate- n. the human head, especially the top of the head
3. abhorred- v/adj. to regard with horror or loathing; despise
4. prate- v. babble on and on
5. amities- n. peaceful relations between nations
6. diligence n. steady effort
7. dearth n. a scarce supply
8. germane- adj. relevant and pertinent
9. potent- adj. of great strength
10. 10.felicity- n. great happiness; bliss

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