Language Assessment

The objective of this lesson plan is to demonstrate “how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening”- Common Core standard CCSS.ELA-Literacy.L.9-10.3.

Students will read Shakespeare’s Hamlet at home, and in the classroom. The reading frequency will be two or three scenes per night. An example of a typical homework assignment for this would be “Read Act I, scene 1 of Hamlet.

During class, students will take out their notebooks and answer a question pertaining to last night’s reading. The question shouldn’t be a simple comprehension question, but more of a critical thinking question, like “Why was Hamlet so eager to believe the his father’s ghost at first, but felt he needed proof of his Uncle’s crimes later? These light questions will help the students stay focused on the reading, and will also get them to do a little writing.

Once we’ve finished reading the play, I’ll introduce the Language Assignment to the students.

Language Assignment:

Now that the students are familiar with the plot and themes of Hamlet, students will analyze the language uses of two of the scenes in the play: Act 3 Scene 1, where Hamlet speaks his famous ‘To be or not to be’ speech, and Act 3 Scene 3, Where Hamlet almost kills Claudius but doesn’t.

For Act 3 Scene 1, students will try to first explain the different effect the language style has in the original play, and the updated No-Fear-Shakespeare text. What does the reader gain from the updated text, or vice versa? Students should seek out words that may have double meanings, as well as identify the emotions that are felt in each scene. Since we have read through the play, students will have more knowledge about it than they would have previously known. Students will have one class period and one night at home to work on their analysis of the language.

For the next scene we will analyze is Act 3 Scene 3. I feel as if this passage mirrors the previous section students hav analyzed. Whereas the first scene contained Hamlet’s famous speech where he contemplates life and death, this scene contains Claudius lamenting about killing his brother, as well as Hamlet backing out from killing him at the last moment.

Students will answer questions such as: What particular words does Claudius use to evoke desperation? Explain the significance of what Claudius says after Hamlet decides not to kill him? What is ironic about Hamlet deciding not to kill Claudius?

This Hamlet language assignment fulfills Common Core standards:

CCSS.ELA-Literacy.L.9-10.3 and 9-10.4. These are “Knowledge of Language” and “Vocabulary Acquisition and Use.