Week 1

Monday

Five minute quickwrite: What experience do you have with Shakespeare? How have you been introduced to his works?

Powerpoint on Shakespeare. Talk about his life, his works, and introduce ideas found in Hamlet. Talk about other works of literature and media that share some of the ideas found in Hamlet. (The Dead Father’s Club, The Lion King, et cetera.) Encourage students to have a class discussion about other forms of media that may have been influenced by Hamlet.

Hand out a worksheet to introduce Key vocabulary. Have students work on the sheets until the end of class. If the worksheet is not finished by the end of class, it will be due the next day as homework.

Tuesday

Quickwrite: Do you believe in ghosts? Why or why not?

Hand out ‘No Fear Shakespeare’ version of Hamlet. Assign the books to students.

Read through Act 1 Scene 1 as a class. Assign speaking roles for students. At the end of the scene, discuss it with the class. Ask them what they thought of the scene, and gauge student reactions. Are they absorbing what is in the book? Have a class discussion after reading the scene, addressing student questions and concerns.

Wednesday

Quickwrite: If you found out a family member had been murdered, would you seek revenge? If so, how far would you go?

Assign speaking roles again as students prepare to read more from the text. Read Act 1 Scene 2 as a class. This scene is a bit longer than the previous one, so it may go until the end of class. If the class is unable to finish reading the scenes by the end of the class period, instruct students to finish the reading at home. If the class is able to finish early, lead a class discussion about the main characters that have been introduced. Talk about Hamlet, Claudius, and the Queen. Discuss Hamlet’s sadness over the loss of his father, and ask the students if they have an idea who the ghost is, and what the ghost might want.

Thursday

Quickwrite: have you ever been in love? Have you ever had your heart broken?

Much like the previous two days, read through Act 1 Scene 3. This scene is a bit shorter than the last one, and introduces some new characters. Once the class is done reading through the scene, have another class discussion about the introduced characters. Afterwards, if the class seems to be done, have the class start reading Act 1 Scene 4. Assign Act 1 Scene 4 as homework.

Friday

Quickwrite: Do you think the message is lost in Hamlet when it is translated into modern language?

Today is a more relaxed day. The class will be watching Hamlet in movie form. The class will be watching Mel Gibson’s 1990 version of Hamlet. The class will be handed out a worksheet for them to fill out as they watch through the scenes so there is less of a chance of them slacking off. The worksheet will be due at the end of the period. The class will watch up until the end of Act 1 Scene 4. Assign the reading of Act 1 Scene 5 and Act 2, Scene 1 as homework for the weekend.

Week 2

Monday

Quickwrite: Can you relate to Hamlet as a character? Why or why not? Are there any other characters in the play that you can relate to?

Short Quiz: Have students take out a piece of paper. Ask five or six questions that relate to the scenes that were assigned over the weekend. Questions such as: Who does the ghost claim to be? The ghost says it was murdered, how did the murder happen? Who killed the ghost? Briefly describe Hamlet’s plan, et cetera. Have the students trade quizzes, go through the answers, and have them grade each other’s papers before handing them in. Quizzes will only be worth five or six points, depending on how many questions are on the quiz.

Go over the scenes that were assigned as homework as a class. Ask students if they have any questions, ask if anything stood out to them, ask what they liked or didn’t like. Ask if there are any characters they like, or if there are any characters they really dislike. Briefly go over plot points to refresh their memory after a weekend.

Assign speaking roles to students and begin to go through Act 2 Scene 2. The scene is long, so it is unlikely it will be finished by the end of class. Assign the rest of the scene as homework.

Tuesday

Quickwrite: Do you think Hamlet is pretending to be mad, or is he actually crazy?

Class activity time! Split the class into two groups. On one side of the class will be students who think Hamlet is pretending to be mad. On the other side of the classroom, have students who think he is mad. Have them discuss amongst each other arguments to support their case. Tell the students that they’re going to try and convince you that their side is right. If you think the class needs extra motivation, offer candy to the side with the best arguments. After allowing enough time for them to discuss amongst each other and gather their arguments based on what we’ve already read, take turns taking arguments from each side of the class. If they don’t raise their hands, take volunteers.

After the class activity, ask the students if any of the arguments were enough to make students change their minds. Lead a brief discussion on what has been read so far.

Wednesday

Quickwrite: Do you think Hamlet is better read in a class, or experienced as a play/movie?

Today is a bit more relaxed. The class will be watching the Mel Gibson Hamlet movie. Picking u from where we left off last time, the class will watch the movie up until the end of Act 2 Scene 2. Assign a worksheet for them to fill out during the movie.

Assign Act 3 Scene 1 as homework.

Thursday

Quickwrite: Do you think Hamlet is overreacting to his situation? Underreacting? Explain.

After the quickwrite, instruct students to take out a piece of paper for a brief quiz. Ask five or six questions, such as: What is the ‘to be or not to be’ speech about? What does Hamlet say to Ophelia when she tells him she loves him? What does Claudius decide to do with Hamlet? After the quiz, instruct students to pass their quizzes to their neighbors, go over the answers, and have the class grade the short quiz.

Once the quiz is completed, assign speaking roles for the students and prepare to read through Act 3 Scene 2. This is an important scene, so make sure students understand the importance of the King standing up and fleeing the play after witnessing the murder of the former King.

Friday

Quickwrite: They say actions speak louder than words. Do you agree? Why or why not?

Assign speaking roles to the students. As you prepare to read Act 3 Scene 3, go over what happened in the last scene. Refresh the student’s memories and remind them of the play that happened beforehand. When reading through the scene, take note of how the King admits to killing his brother, and ask the students why Hamlet doesn’t kill him. Assign Act 3 Scene 4 as homework.

Week 3

Monday

Quickwrite: Which is worse: a murder committed in the heat of the moment, or a murder that is planned out and calculated?

Today, the class will be watching two versions of the same scene they read as homework. Hand out the attached worksheet to the class. The worksheet has the transcript of the scene, as well as some questions for class discussion. Allow students to work on the worksheet as they watch the scenes.

First, play the scene from the Mel Gibson version of the film. Then, play the 2009 David Tenant adaption, still of the same scene. Afterwards, allow students some time to work on the worksheet. Draw a Venn Diagram on the board, and ask students what they put in each section. Fill out the diagram on the board. If time allows, ask students what changes they would make if they were to make Hamlet into a movie adaption.

Assign Act 4 Scene 1 and Act 4 Scene 2 as homework.

Tuesday

Quickwrite: If you were Hamlet, how do you think you would handle this situation?

Today, the class will be watching the Mel Gibson Hamlet movie up until Act 2 Scene 2. We will be starting from where we last ended, and we will also watch the scene from yesterday again. This should take students to the end of class.

Assign students to read Act 4 Scene 3 and Act 4 Scene 4 as homework.

Wednesday

Quickwrite: What is your opinion on people who are driven to madness over love? Are they hopeless romantics? Are they making a big deal out of nothing? Explain your reasoning.

Instruct students to take out their books and assign speaking roles. The class will be reading through two scenes today, Act 4 Scene 5 and Act 4 Scene 6. Act 4 Scene 6 is rather short, but if the class takes too long to get through Act 4 Scene 5, then assign it as homework.

Before class is over, tell students to begin thinking of what angle they might take for their final project. Tell them there are several things they can do for their final project, but remind them to keep it in mind, as the play will be finished soon and they will begin working on final projects soon. Hand out the attached worksheet to the students so they can begin thinking about their final projects for this unit.

Thursday

Quickwrite: Do you think it was a good idea to send Hamlet away? Did you think the King made a good decision?

Today will be another reading day. Instruct students to take out their books and assign speaking roles. The class will be reading through Act 4 Scene 7.

For homework, assign the students to look at either Act 3 Scene 1 or Act 3 Scene 3,. Ask the students to find similarities and differences in the language of the original text and the more modern text. Ask students to write a short paper about these differences, which will be turned in near the beginning of next week.

Friday

Quickwrite: If you were in charge of a kingdom, do you think you would have to worry about one of your family members killing you to take the throne? Why or why not?

Students will be reading aloud this period. Instruct students to take out their books. We will be reading Act 5, Scene 1. It is a long scene, and may not be finished by the end of the period. Instruct students to finish the play over the weekend as homework.

Tell students that next week will be devoted to working on their final projects. Hand out a sign up sheet. Presentations will occur on the final two days of the unit, and have students sign up for when they want to present.

Week 4

Monday

Quickwrite: What is your reaction to the end of the play?

Instruct students to take out a piece of paper for a short quiz. This will be the last short quiz they have for this unit. Ask them five or six questions about the end of the play, such as: Who kills the queen? How does the King plan to kill Hamlet? Who walks into the throne room at the end of the play? After the quiz is over, have students hand their quizzes to the students sitting around them. Go over the answers, and have the class grade the papers before turning them in.

Lead a short discussion about Hamlet. Ask students what they thought about the play, and gauge student reactions. Was there anything that surprised them? Anything they didn’t understand? Encourage students to speak up about what they thought.

Afterwards, continue watching the Mel Gibson version of the movie until the end of class. It is unlikely it will be finished by the time class is over.

Tuesday

Quickwrite: What are you planning on doing for your final project?

Finish the Mel Gibson version of Hamlet.

Once the movie is over, the students will use the rest of the period to work on their final projects. Wednesday will be a work day, while Thursday and Friday will be used for presentations.

Wednesday

Quickwrite: As you work on your final project, is there anything you’re having difficulty with? Any part of the text you’re having trouble with understanding as you try to incorporate it into your project?

Work day to finish up final projects.

Thursday

Quickwrite: Do you feel like you learned anything from Hamlet? What is it? Or, if you didn’t learn anything, do you think Hamlet should still be taught in schools?

Presentations. Have students present their projects. Some presentations may be short, while others might take a while longer.

Friday

Quickwrite: Did you enjoy reading and watching Hamlet? Why or why not?

Finish up presentations.

Below are two sample worksheets I will hand out to my class.

The first worksheet will be given out on the day we watch two different adaptions of the same scene. I have included the transcript of the scene so students can follow along.

The second paper outlines the necessities for the final project for the unit, and outlines what I will be looking for during the presentations.

SCENE IV. The Queen's closet.

Enter QUEEN MARGARET and POLONIUS

LORD POLONIUS

He will come straight. Look you lay home to him:
Tell him his pranks have been too broad to bear with,
And that your grace hath screen'd and stood between
Much heat and him. I'll sconce me even here.
Pray you, be round with him.

HAMLET

[Within] Mother, mother, mother!

QUEEN GERTRUDE

I'll warrant you,
Fear me not: withdraw, I hear him coming.

POLONIUS hides behind the arras

Enter HAMLET

HAMLET

Now, mother, what's the matter?

QUEEN GERTRUDE

Hamlet, thou hast thy father much offended.

HAMLET

Mother, you have my father much offended.

QUEEN GERTRUDE

Come, come, you answer with an idle tongue.

HAMLET

Go, go, you question with a wicked tongue.

QUEEN GERTRUDE

Why, how now, Hamlet!

HAMLET

What's the matter now?

QUEEN GERTRUDE

Have you forgot me?

HAMLET

No, by the rood, not so:
You are the queen, your husband's brother's wife;
And--would it were not so!--you are my mother.

QUEEN GERTRUDE

Nay, then, I'll set those to you that can speak.

HAMLET

Come, come, and sit you down; you shall not budge;
You go not till I set you up a glass
Where you may see the inmost part of you.

QUEEN GERTRUDE

What wilt thou do? thou wilt not murder me?
Help, help, ho!

LORD POLONIUS

[Behind] What, ho! help, help, help!

HAMLET

[Drawing] How now! a rat? Dead, for a ducat, dead!

Makes a pass through the arras

LORD POLONIUS

[Behind] O, I am slain!

Falls and dies

QUEEN GERTRUDE

O me, what hast thou done?

HAMLET

Nay, I know not:
Is it the king?

QUEEN GERTRUDE

O, what a rash and bloody deed is this!

HAMLET

A bloody deed! almost as bad, good mother,
As kill a king, and marry with his brother.

QUEEN GERTRUDE

As kill a king!

HAMLET

Ay, lady, 'twas my word.

Lifts up the array and discovers POLONIUS

Thou wretched, rash, intruding fool, farewell!
I took thee for thy better: take thy fortune;
Thou find'st to be too busy is some danger.
Leave wringing of your hands: peace! sit you down,
And let me wring your heart; for so I shall,
If it be made of penetrable stuff,
If damned custom have not brass'd it so
That it is proof and bulwark against sense.

QUEEN GERTRUDE

What have I done, that thou darest wag thy tongue
In noise so rude against me?

HAMLET

Such an act
That blurs the grace and blush of modesty,
Calls virtue hypocrite, takes off the rose
From the fair forehead of an innocent love
And sets a blister there, makes marriage-vows
As false as dicers' oaths: O, such a deed
As from the body of contraction plucks
The very soul, and sweet religion makes
A rhapsody of words: heaven's face doth glow:
Yea, this solidity and compound mass,
With tristful visage, as against the doom,
Is thought-sick at the act.

QUEEN GERTRUDE

Ay me, what act,
That roars so loud, and thunders in the index?

HAMLET

Look here, upon this picture, and on this,
The counterfeit presentment of two brothers.
See, what a grace was seated on this brow;
Hyperion's curls; the front of Jove himself;
An eye like Mars, to threaten and command;
A station like the herald Mercury
New-lighted on a heaven-kissing hill;
A combination and a form indeed,
Where every god did seem to set his seal,
To give the world assurance of a man:
This was your husband. Look you now, what follows:
Here is your husband; like a mildew'd ear,
Blasting his wholesome brother. Have you eyes?
Could you on this fair mountain leave to feed,
And batten on this moor? Ha! have you eyes?
You cannot call it love; for at your age
The hey-day in the blood is tame, it's humble,
And waits upon the judgment: and what judgment
Would step from this to this? Sense, sure, you have,
Else could you not have motion; but sure, that sense
Is apoplex'd; for madness would not err,
Nor sense to ecstasy was ne'er so thrall'd
But it reserved some quantity of choice,
To serve in such a difference. What devil was't
That thus hath cozen'd you at hoodman-blind?
Eyes without feeling, feeling without sight,
Ears without hands or eyes, smelling sans all,
Or but a sickly part of one true sense
Could not so mope.
O shame! where is thy blush? Rebellious hell,
If thou canst mutine in a matron's bones,
To flaming youth let virtue be as wax,
And melt in her own fire: proclaim no shame
When the compulsive ardour gives the charge,
Since frost itself as actively doth burn
And reason panders will.

QUEEN GERTRUDE

O Hamlet, speak no more:
Thou turn'st mine eyes into my very soul;
And there I see such black and grained spots
As will not leave their tinct.

HAMLET

Nay, but to live
In the rank sweat of an enseamed bed,
Stew'd in corruption, honeying and making love
Over the nasty sty,--

QUEEN GERTRUDE

O, speak to me no more;
These words, like daggers, enter in mine ears;
No more, sweet Hamlet!

HAMLET

A murderer and a villain;
A slave that is not twentieth part the tithe
Of your precedent lord; a vice of kings;
A cutpurse of the empire and the rule,
That from a shelf the precious diadem stole,
And put it in his pocket!

QUEEN GERTRUDE

No more!

Worksheet for Hamlet- Act III, Scene IV

Which Film Adaption of this scene did you enjoy more? Why? Think about the setting, casting, and interpretation of the scene.

Draw a Venn Diagram and fill it as much as you can. Then we’ll compare!

If you could make your own adaption of Hamlet, What are some of the artistic choices you would make?

Final Project: Hamlet

Objective: Students will be able to demonstrate what answers to the ‘big question’ they have learned from the reading, discussion, and analysis of this memoir. Students can choose a theme from the play and expand on it in their final project. Their final assessment includes a brief presentation of their assessment and answer to their chosen ‘big question.’ The assessment will be a project that can be created in a number of ways. Some ideas and descriptions of possible avenues to accomplish are below.

     What your project MUST include:

1.      Six quotes form the book with page numbers that illustrate or address their chosen theme.

2.      An explanation or interpretation of each quote in your own words.

3.      Your creative and/or artistic response to the quotes individually or as a whole to demonstrate your answer to the ‘big idea’ question. In other words, what have you learned from reading and watching Hamlet?

1. On poster board or other large paper, construct a collage of SYMBOLS or ILLUSTRATIONS from magazines, newspapers, photocopies, or personal artwork. Make sure that the TONE is similar to Hamlet. Your 6 quotes, interpretation, and answer to the ‘big question’ must somehow be incorporated into the visual.

2. Write a poem. You must write a minimum of 24 lines, but they can be broken up into several smaller poems if you wish. Your 6 quotes, interpretation, and answer to the ‘big question’ must somehow be incorporated into the poetry, in written accompaniment to the poetry, or some kind of artwork that illustrates your poems.

3. Create a work of art. Your 6 quotes, interpretation, and answer to the ‘big question’ must somehow be incorporated into the artwork or in a written accompaniment to the artwork.

4. Write a short story. Your characters and conflicts should reflect your understanding of an answer to the ‘big question.’ Somehow either incorporate the 6 quotes and interpretation into your story or write an accompaniment to your story which includes your 6 quotes and interpretation.

5. Design a scrapbook or portfolio. Using text, visuals, poetry and mixed media, display the 6 quotes you have chosen along with your interpretation. Your answer to the ‘big question’ must somehow be incorporated into the scrapbook.

6. Movie of between 2 and 3 minutes. The project should use visuals and text creatively to display the 6 quotes you have chosen as well as their interpretation. Through music choice and visuals, the viewer should be able to see and understand your answer to the ‘big question’ for the unit.

7. Any other project that has been approved by me which uses the 6 quotes, interpretation, and answer to the ‘big question.’