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Hamlet Learning Experience

Hamlet Learning Experience

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Published by Starr R.
Lesson Plans
Lesson Plans

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Categories:Types, School Work
Published by: Starr R. on May 05, 2011
Copyright:Attribution Non-commercial

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Discipline: English Language ArtsGrade Level: 11thShakespeare's Hamlet
Learning Context
In the Learning Experience, students will be asked to determine the consequences of revenge.Students will read
 Hamlet 
by William Shakespeare, as well as the graphic novel of 
Shakespeare's Hamlet 
by Adam Sexton and Tintin Pantoja. Students will determine a theme or central idea of thesetexts and analyze, in detail, its development over the course of the text, including how it emerges and isshaped and refined by specific details; and they will provide an objective summary of the text. Studentswill also analyze how complex characters (e.g., those with multiple or conflicting motivations) developover the course of the text, how they interact with other characters, and how they advance the plot or develop the theme. Using the graphic novel, students will analyze the representation of a subject or akey scene in two different artistic mediums, including what is emphasized or absent in each treatment.Students will then use their knowledge of the text and central idea to create their own story revolvingaround the theme through using various mediums. The final project will challenge students to think  beyond the spur of the moment decisions. Using a variety of media, (written, visual, and audio)students will be able to interact with the text, other than simply reading aloud.
StandardsStandard 11-1 Reading:
Cite strong and thorough textual evidence to support analysis of what the textsays explicitly as well as inferences drawn from the text, including determining where the text leavesmatters uncertain.
Standard 11-3 Reading:
Analyze the impact of the author’s choices regarding how to develop andrelate elements of a story or drama (e.g., where a story is set, how the action is ordered, how thecharacters are introduced and developed).
Standard 11-7 Reading
: 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 thesource text.
Standard 11-3 Writing
: Write narratives to develop real or imagined experiences or events usingeffective technique, well-chosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and itssignificance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use a variety of techniques to sequence events so that they build on one another to create acoherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,suspense, growth, or resolution).
Use precise words and phrases, telling details, and sensory language to convey a vivid pictureof the experiences, events, setting, and/or characters.
Standard 11-6 Writing:
Use technology, including the Internet, to produce, publish, and updateindividual or shared writing products in response to ongoing feedback, including new arguments or information.
 
Essential questions:
What are some of the consequences of our actions concerning revenge?
Can revenge be worth it in the end?
Assessment Plan
Students will be engaged in class reading and discussion, and they will earn points for participationin class.
Checklist for participation:
Did the student bring reading journal?
Was the student prepared for the day's lesson? (ie: have homework completed, have books,or any other material needed?)
During reading: Stayed on task and kept the flow of the reading going from character tocharacter.
During writing: Wrote for the majority of the 15 minutes allowed and didn't disturb otherswhen they finished.
Contributed to classroom discussion.
Students will write in a journal of topics picked by the teacher that relate to the reading every other day.
Students will have a project due at the end of the Learning Experience where they may work with partners or by themselves, in which they must compare and contrast the various media used in thetelling of 
 Hamlet 
.
Students will present their projects to their peers and the teacher and be graded using a rubric:CategoryExcellentGood
 NeedsImprovement
UnacceptableReading Analyzed multipleinterpretations of 
 Hamlet,
evaluatinghow each versioninterprets thesource text.Analyzed multipleinterpretations of 
 Hamlet 
, and didsome evaluating asto how eachversion interpretsthe source text.Analyzed multipleinterpretations of 
 Hamlet 
, and didlittle evaluationhow each versioninterprets thesource text.Attempted toanalyze multipleinterpretations
 Hamlet 
, but did noevaluation.Analyzed howcomplexcharacters, such asHamlet, Claudius,and Opheliadevelop over thecourse of a text,interact with other characters, andadvance the plot or develop the theme.Began to analyzehow complexcharacters, such asHamlet, Claudius,and Opheliadevelop over thecourse of a text,interact with other characters, andadvance the plot or develop the theme.Analyzed howcomplexcharacters, such asHamlet, Claudius,and Opheliadevelop over thecourse of a text,interact with other characters.Did not analyzehow characters,such as Hamlet,Claudius, andOphelia developover the course of a. text.WritingUsed a variety owriting techniquesUsed sometechniques to createUsed a fewtechniques toUsed fewtechniques to
 
to create an uniqueinterpretation of 
 Hamlet.
an uniqueinterpretation of 
 Hamlet.
create aninterpretation of 
 Hamlet.
create a retellingof 
 Hamlet.
Technology
 
Used multiplemodes of technology increating and presenting project.
 
Used sometechnology increating and presenting project.Used one type of technology increating and presenting project.Used notechnology increating and presenting project.
Student Work 
 N/A (Would be projects done from a previous class)
Procedure
Bell Ringers
Have students to write down the essential question in the beginning of their reading journal andanswer it.
At the beginning of each day, students will ask questions about things they did not understand in areading assignment, or if there were no assignments for the previous night, review what happenedin the play the day before.
As students reach certain acts in the play, they will answer journal questions at the beginning of class.
Question 1 at Act 1 Scene 4
Question 2 at Act 3 Scene 3
Question 3 at Act 5 Scene 5 ________________________________________________________ Day one:The teacher will…
Give a 10 minute direct, but brief, instruction on Shakespeare and his time period. It is assumed thatstudents will have already read some of his work and will only need a reminder. If it seems thatstudents do not remember, more time can be devoted to the author.
Assign roles of which character students will read aloud in the following days. (auditory)
Begin reading
 Hamlet.
Days 2-10
Students will be reading
 Hamlet 
during these days. The time will vary according to class andstudent ability to follow and discussions in class. Notes of what students find difficult and needexpansion on will vary according to class. The following actions will be taken as the play progresses and change according to different classroom/student needs.
Encourage and facilitate close reading, discussing:
The impact of the author’s choices regarding how to develop and relate elements of a storyor drama.
The author’s choices concerning how to structure specific parts of a text.

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