You probably don't realize it, but you are already familiar with some elements of Hamlet - the famous soliloquy beginning with the line, "To be or not to be: that is the question"; the image of Hamlet holding a skull and saying, "Alas, poor Yorick! I knew him."
Laurence Olivier as Hamlet, 1948
In fact, Hamlet has made at least a couple of appearances on Sesame Street! Soliloquy on B
And as we begin to read the play, you will recognize plot elements that are used today in film and television dramas (e.g. murder, betrayal, friendship, destroyed love, revenge...). You may also relate to certain aspects of Hamlet's complex character and personality traits.
Hamlet, of course, is a Shakespearean tragedy. The title character is a tragic hero who has a personality flaw leading to his downfall/death, among others. Some say it is his procrastination that leads this... you'll be able to come to a conclusion about this as we read the play.
Hamlet is also a tale of revenge: Hamlet must avenge the murder of his father, Old Hamlet; Laertes must avenge the murder of his father, Polonius; and Fortinbras must avenge the murder of his father, Fortinbras.
Hamlet is a play that has something most people (and teenagers) will relate to - rejected love, fighting, betrayal, vengeance, madness, friendship, lust, and treachery.
Throughout this unit, we will be learning about Hamlet through the process of performance and through the process of collaborative investigation. This means that we will be looking at the play as actors, directors, and scholars - getting the language in our mouths, becoming engaged in close readings, asking questions and positing answers.
The purpose of this wiki page is to allow you an open forum in which to respond to and engage with the play (its plot, characters and themes), explore ideas with your classmates, comment on others' opinions and ideas, and read , listen to, or view supplemental material to provide a deeper understanding of and appreciation for the play.
Curriculum Outcomes
By the end of the unit, students will
Explore thoughts, ideas, feelings and experiences by considering others' ideas, expressing preferences, setting goals for language learning, adjusting initial understanding, explaining opinions, combining ideas and extending understanding.
Comprehend and respond personally and critically to oral, print, and other media texts, by using a variety of comprehension strategies to monitor understanding and to develop interpretations, and by using textual cues to construct and confirm meaning and interpret texts.
Analyse how various forms and genres are used for particular audiences and purposes and compare various interpretations of texts.
Respond to texts by appreciating the artistry (i.e. how language and stylistic choices in a variety of texts accomplish a variety of purposes).
Enhance the clarity and artistry of communication by generating and organizing ideas, enhancing and improving own and/or others' work, presenting and sharing ideas and information, and attending to conventions.
Encourage, support, and work with others in a cooperative and respectful manner.
Develop and celebrate community by sharing and comparing responses.
Lesson Overview
Kenneth Branagh as Hamlet, 1996
Lesson 1: Introduction to Hamlet (1 period)
Lesson 2: Acting 1.1 (1 period)
Lesson 3: Hamlet vs. Claudius (1 period)
Lesson 4: The Second Family: Meeting Laertes, Ophelia, and Polonius (1 period)
Lesson 5: Hamlet on the Ramparts (1 period)
Lesson 6: Spies and Informants (1 period)
Lesson 7: A Closer Look at Language (1 period)
Lesson 8: "O, What a rogue" Soliloquy (1 period)
Lesson 9: Voicing the Argument (1 period)
Lesson 10: The Nunnery Scene and One Page Essay Assignment (1 period)
Lesson 11: Reading "The Mousetrap" and Physicalizing Speeches (1 period)
Lesson 12: "The Mousetrap" on Video and Essay Assignment (1 period)
Lesson 13: Physicalized Speech Presentations; The Closet Scene (1 period)
Lesson 14: The Mad Scene (1 period)
Lesson 15: The Gravediggers Scene (1 period)
Lesson 16: The Role of Osric and The Last Gasp (1 period)
Lesson 17: Final Unit Test (1 period)
David Tennant as Hamlet, 2008
Assignments Reflective blogging (20 marks) Students will make a minimum of nine posts on the class wiki, using a variety of entries, including: comments on and reactions to the action, characters and their relationships, language, themes, and other students' responses. Students evaluate their learning using the blogging self-evaluation rubric. One Page Essay (10 marks) After viewing various interpretations of the Nunnery scene, students will compose a one-page essay (approximately 250-500 words) expressing which nunnery scene they preferred and why. Essays will be evaluated on the insightful content, effective organization of ideas, appropriate language use, and proper use of conventions. Physicalizing Speeches (15 marks) Students, in small groups, work together to select and/or create a variety of meaningful physical objects (e.g. props, drawing, students posing as statues) to hold up while certain words or phrases are read from an assigned speech as a way of highlighting the imagery in Shakespeare's writing. Groups will be assessed on cooperation, respect, preparedness, clarity and presentation. Essay Assignment (50 marks) Students will compose an essay (750-1000) on the following topic: Choose the production of the mousetrap scene you like best. Discuss the interpretation the acting company is trying to convey. Then discuss the acting in this interpretation. Include such things as Hamlet's behaviour toward Ophelia, the staging of the play within a play, Claudius' and Gertrude's reactions, the movement in the scene, camera angles and distances, music/sound effects, lighting, etc. Essays will be evaluated on insightful and thorough content, effective organization of ideas, appropriate language use for the form and audience, proper use of conventions and presentation. Unit Test (30 marks) Assignments, Handouts and Supplemental Materials
EXTRA CREDIT ASSIGNMENTS Select assignments from the list below. Only 20 extra credit marks may be achieved. Completed assignments must be submitted to me by the assigned date for assessment.
1. View the clip of the Simpsons version of Hamlet. Evaluate their interpretation of Shakespeare's tragedy. Are there too many inaccuracies? Does this five minute clip have any value for a student reading Shakespeare's Hamlet, or are the Simpsons doing what they normally do? React to this video excerpt in at least 250 words. (10 points) Simpsons Hamlet
2. Read The Embassy of Death by George Wilson Knight and Of Revenge by Francis Bacon. Complete the Responding to the Reading questions on page 34 of the Glencoe Hamlet Study Guide with complete sentences and well-supported ideas. (10 marks) The Embassy of Death by G W Knight Of Revenge by Francis Bacon Glencoe Study Guide
3. Read The Character of Hamlet's Mother by Carolyn Heilbrun and complete the Responding to the Reading on page 37 of the Glencoe Hamlet Study Guide, as well as the Analyzing Quotations section. (10 marks) The Character of Hamlet's Mother by Carolyn Heilbrun
4. Come see me for a copy of Rosencrantz and Guildenstern are Dead by Tom Stoppard. Read the indicated text and answer the Responding to the Reading questions on page 35 of the Glencoe Hamlet Study Guide. (10 marks)
5. View the Branagh version of Hamlet (we've viewed a few scenes in class already). It is a version that has not cut any scenes nor lines... so be ready because it will take four hours to watch. After watching it, answer the following questions:
a. What about Branagh's performance and interpretation of Hamlet do you particularly like?
b. What do you think he could have done better?
Your answer should be about 200-250 words, well-supported with specific reference to both the film and the text of the play. (20 marks)
ELA Provincial Exam - Marking Rationales for the Reading Responses
Below you will find the rationales for each of the 6 practice papers in your scoring rubrics for the provincial exam.
Since questions vary from year to year, it is in your best interest to notice the difference between a clearly developed explanation with relevant support, and a limited/superficial explanation with generalized support. If you have any questions, don't hesitate to contact me through my school email aclayton@rrvsd.ca or by phone (I'm in the book!).
Which medium would you choose and why (give three reasons for your choice - it should be based on what makes the medium effective)?
Look at the list of banned books on the links below, identify ones you've read, then select three that you'd like to research (it may ones you've read before). Predict why they were banned. Frequently challenged book 1990-1999 Frequently challenged books 2000-2009
You probably don't realize it, but you are already familiar with some elements of Hamlet - the famous soliloquy beginning with the line, "To be or not to be: that is the question"; the image of Hamlet holding a skull and saying, "Alas, poor Yorick! I knew him."
In fact, Hamlet has made at least a couple of appearances on Sesame Street! Soliloquy on B
And as we begin to read the play, you will recognize plot elements that are used today in film and television dramas (e.g. murder, betrayal, friendship, destroyed love, revenge...). You may also relate to certain aspects of Hamlet's complex character and personality traits.
Hamlet, of course, is a Shakespearean tragedy. The title character is a tragic hero who has a personality flaw leading to his downfall/death, among others. Some say it is his procrastination that leads this... you'll be able to come to a conclusion about this as we read the play.
Hamlet is also a tale of revenge: Hamlet must avenge the murder of his father, Old Hamlet; Laertes must avenge the murder of his father, Polonius; and Fortinbras must avenge the murder of his father, Fortinbras.
Hamlet is a play that has something most people (and teenagers) will relate to - rejected love, fighting, betrayal, vengeance, madness, friendship, lust, and treachery.
Throughout this unit, we will be learning about Hamlet through the process of performance and through the process of collaborative investigation. This means that we will be looking at the play as actors, directors, and scholars - getting the language in our mouths, becoming engaged in close readings, asking questions and positing answers.
The purpose of this wiki page is to allow you an open forum in which to respond to and engage with the play (its plot, characters and themes), explore ideas with your classmates, comment on others' opinions and ideas, and read , listen to, or view supplemental material to provide a deeper understanding of and appreciation for the play.
Unit Outline
By the end of the unit, students will
Lesson Overview
Lesson 1: Introduction to Hamlet (1 period)
Lesson 2: Acting 1.1 (1 period)
Lesson 3: Hamlet vs. Claudius (1 period)
Lesson 4: The Second Family: Meeting Laertes, Ophelia, and Polonius (1 period)
Lesson 5: Hamlet on the Ramparts (1 period)
Lesson 6: Spies and Informants (1 period)
Lesson 7: A Closer Look at Language (1 period)
Lesson 8: "O, What a rogue" Soliloquy (1 period)
Lesson 9: Voicing the Argument (1 period)
Lesson 10: The Nunnery Scene and One Page Essay Assignment (1 period)
Lesson 11: Reading "The Mousetrap" and Physicalizing Speeches (1 period)
Lesson 12: "The Mousetrap" on Video and Essay Assignment (1 period)
Lesson 13: Physicalized Speech Presentations; The Closet Scene (1 period)
Lesson 14: The Mad Scene (1 period)
Lesson 15: The Gravediggers Scene (1 period)
Lesson 16: The Role of Osric and The Last Gasp (1 period)
Lesson 17: Final Unit Test (1 period)
Assignments
Reflective blogging (20 marks)
Students will make a minimum of nine posts on the class wiki, using a variety of entries, including: comments on and reactions to the action, characters and their relationships, language, themes, and other students' responses. Students evaluate their learning using the blogging self-evaluation rubric.
One Page Essay (10 marks)
After viewing various interpretations of the Nunnery scene, students will compose a one-page essay (approximately 250-500 words) expressing which nunnery scene they preferred and why. Essays will be evaluated on the insightful content, effective organization of ideas, appropriate language use, and proper use of conventions.
Physicalizing Speeches (15 marks)
Students, in small groups, work together to select and/or create a variety of meaningful physical objects (e.g. props, drawing, students posing as statues) to hold up while certain words or phrases are read from an assigned speech as a way of highlighting the imagery in Shakespeare's writing. Groups will be assessed on cooperation, respect, preparedness, clarity and presentation.
Essay Assignment (50 marks)
Students will compose an essay (750-1000) on the following topic: Choose the production of the mousetrap scene you like best. Discuss the interpretation the acting company is trying to convey. Then discuss the acting in this interpretation. Include such things as Hamlet's behaviour toward Ophelia, the staging of the play within a play, Claudius' and Gertrude's reactions, the movement in the scene, camera angles and distances, music/sound effects, lighting, etc. Essays will be evaluated on insightful and thorough content, effective organization of ideas, appropriate language use for the form and audience, proper use of conventions and presentation.
Unit Test (30 marks)
Assignments, Handouts and Supplemental Materials
Reflective Blogging Instruction Sheet
Lesson 1: Wordles, Wordles, Wordles
Lesson 2: Class Reading Questions for Discussion
Lesson 3: Getting the Politics Right
Close Reading of Claudius' Opening Speech
Subtext and Pun
Monsterpiece Theatre "Words"
Hamlet's soliloquy (1.2, 129-159)
Lesson 4: Polonius' Family
Polonius' Family (view scene)
Lesson 5: Hamlet on the Ramparts
Ghost Scene 1.5
Ghost Scene 1.5
Lesson 6: Spies and Informants
Lesson 7: A Closer Look at Language
Lesson 8: O, what a rogue soliloquy
Lesson 9: Voicing the Argument
Lesson 10: The Nunnery Scene
Note: the above version includes Hamlet's "to be or not to be" soliloquy. The nunnery scene starts 3:15 into the video.
Lesson 11: Reading "The Mousetrap"
Lesson 12: "The Mousetrap" on Video
Lesson 13: Physicalized Speech Presentation
Hamlet 3.2 and 3.3 Physicalized Speech Presentations Instructions ...
Lesson 14: The Mad Scene
Lesson 15: The Gravediggers' Scene
Lesson 16: The Role of Osric and The Last Gasp
Lesson 17: Final Unit Test
Kenneth Branagh's Hamlet (1996)
Audiobook
Audiobook "Hamlet"
or check itunes for free podcasts
BBC Shakespeare Animated Tales "Hamlet"
Hamlet Part 1
Hamlet Part 2
Hamlet Part 3
Resources
No Fear Shakespeare
Hamlet LitChart
EXTRA CREDIT ASSIGNMENTS
Select assignments from the list below. Only 20 extra credit marks may be achieved. Completed assignments must be submitted to me by the assigned date for assessment.
1. View the clip of the Simpsons version of Hamlet. Evaluate their interpretation of Shakespeare's tragedy. Are there too many inaccuracies? Does this five minute clip have any value for a student reading Shakespeare's Hamlet, or are the Simpsons doing what they normally do? React to this video excerpt in at least 250 words. (10 points)
Simpsons Hamlet
2. Read The Embassy of Death by George Wilson Knight and Of Revenge by Francis Bacon. Complete the Responding to the Reading questions on page 34 of the Glencoe Hamlet Study Guide with complete sentences and well-supported ideas. (10 marks)
The Embassy of Death by G W Knight
Of Revenge by Francis Bacon
Glencoe Study Guide
3. Read The Character of Hamlet's Mother by Carolyn Heilbrun and complete the Responding to the Reading on page 37 of the Glencoe Hamlet Study Guide, as well as the Analyzing Quotations section. (10 marks)
The Character of Hamlet's Mother by Carolyn Heilbrun
4. Come see me for a copy of Rosencrantz and Guildenstern are Dead by Tom Stoppard. Read the indicated text and answer the Responding to the Reading questions on page 35 of the Glencoe Hamlet Study Guide. (10 marks)
5. View the Branagh version of Hamlet (we've viewed a few scenes in class already). It is a version that has not cut any scenes nor lines... so be ready because it will take four hours to watch. After watching it, answer the following questions:
a. What about Branagh's performance and interpretation of Hamlet do you particularly like?
b. What do you think he could have done better?
Your answer should be about 200-250 words, well-supported with specific reference to both the film and the text of the play. (20 marks)
ELA Provincial Exam - Marking Rationales for the Reading Responses
Below you will find the rationales for each of the 6 practice papers in your scoring rubrics for the provincial exam.Since questions vary from year to year, it is in your best interest to notice the difference between a clearly developed explanation with relevant support, and a limited/superficial explanation with generalized support. If you have any questions, don't hesitate to contact me through my school email aclayton@rrvsd.ca or by phone (I'm in the book!).
Censorship and Propaganda
Small group discussion handout:Which medium would you choose and why (give three reasons for your choice - it should be based on what makes the medium effective)?
Look at the list of banned books on the links below, identify ones you've read, then select three that you'd like to research (it may ones you've read before). Predict why they were banned.
Frequently challenged book 1990-1999
Frequently challenged books 2000-2009