Jamie's+First+Five


 * Lesson 1 || Introduction: Who is Shakespeare? ||
 * Lesson 2 || Act 1: Who’s There? ||
 * Lesson 3 || Act 1: Murder Most Foul ||
 * Lesson 4 || Act 2: To Thine Own Self Be True ||
 * Lesson 5 || Act 3: To Be or Not To Be ||
 * Lesson 6 || Act 3 ||
 * Lesson 7 || Act 4 ||
 * Lesson 8 || Act 4 ||
 * Lesson 9 || Review ||
 * Lesson 10 || Presentations; final papers due ||

[|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. Students will be presented video clips about Shakespeare and //Hamlet// in order to prepare them to read and comprehend Shakespeare’s text.
 * LESSON 1: Introduction: Who is Shakespeare? **
 * Materials used: ** Computer, projector
 * Standards: **
 * Objectives: **

-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. -Watch [|Shakespeare’s mini-biography]: -Ask students if they know of any common Shakespearean terms -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//] -“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. ” -Chose a student to provide a brief (one-sentence) description of stoicism. -Make a K-W-L chart on the board and ask for volunteers to answer the columns in relation to //Hamlet.// -Tell students to have the first act read for tomorrow’s class.
 * Resources: ** []; []; []; []; []
 * Introduction [think-pair-share] (5 minutes): **
 * Controlled Web-Surfing (25 minutes): **
 * Prepare for Stoicism (10 minutes): **
 * Summary/Closure (10 minutes): **

[|CCSS.ELA-Literacy.RL.11-12.3] Analyze the impact of the author’s 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 11–12 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. [|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. Students will each read a portion of Shakespeare’s 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.
 * LESSON 2: “Who’s there?” **
 * Materials used: ** Computer, projector
 * Standards: **
 * Objectives: **

-Show first five minutes of 2010 clip from Act 1, Scene 1 -Project the following discussion questions for students to write individually in their 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. How and where would you stage your own movie clip for this scene? -Ask for volunteers to share their answers -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 Bernardo’s lines.) 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 Marcellus’s 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 Shakespeare’s 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.
 * Resources: ** []
 * Introduction (10 minutes): **
 * Whole-class reading of Act 1, Scene 1 (20 minutes): **
 * Whole-class discussion of Act 1, Scene 1 questions (15 minutes) **
 * - ** Use PowerPoint to project discussion questions individually.
 * Summary/Closure (5 minutes): **

Materials used: Computer, projector Resources: [] Standards:
 * LESSON 3: “Murder Most Foul” **

[|CCSS.ELA-Literacy.RL.11-12.3] Analyze the impact of the author’s 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 11–12 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. [|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. Students will answer questions based on Olivier’s //Hamlet// in order to analyze aspects of Shakespearean film and better understand Shakespeare’s text Students will work in small groups and large groups on a partuclar scene from //Hamlet// in order to collaboratively work and comprehend the text.
 * Objectives: **

-Project the following discussion questions for students to write individually in their 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 Hamlet’s mind while the ghost speaks to him? -Tell students to share their answers with someone sitting next to them. -Ask for volunteers to share their answers. -Divide class into four equal groups to discuss one of scenes 2, 3, 4, and 5 of Act 1. -Tell each group to prepare a short oral presentation that features summary of the act, as well as aspects they thought were interesting or things they didn’t understand. -Circulate the room and provide assistance to those who need it. -Provide each group time to present their findings, as well as time for students to question. -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.
 * Introduction [think-pair-share] (5 minutes): ** Show the Ghost Scene from //Hamlet// (1948)
 * Group reading (20 minutes) **
 * Whole-class discussion (15 minutes) **
 * Summary/Closure (5 minutes) **

[|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). [|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.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 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. [|CCSS.ELA-Literacy.W.11-12.9] Draw evidence from literary or informational texts to support analysis, reflection, and research. [|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.
 * LESSON 4: “To Thine Own Self Be True”: **
 * Materials used: ** Computer, projector
 * Standards: **

-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 Hamlet’s first soliloquy in order to verbalize their thoughts relating to the story and increase comprehension of the text.
 * Objectives: **

-Project the following discussion questions for students to write individually in their 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 Hamlet’s love? 4. What is ironic about Polonius’ speech? -After about five minutes, choose volunteers to answer each question -Show Hamlet’s 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 frailty’s name is “woman”? Who is he expressing his displeasure with? -Distribute to students the “” 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 1. Pay close attention to Hamlet’s 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 Gertrude’s remarriage was morally acceptable? 3. In terms of filming styles, costume choice, setting, etc, which film portrayal is your favorite so far? -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 Hamlet’s “To be or not to be” speech, focusing on the overall message of what he’s talking about as well as any confusing parts.
 * Resources: ** []; []; []
 * First scene and questions (15 minutes) **
 * - ** Show “To Thine Own Self Be True” scene from //Hamlet// (1990)
 * Second scene and questions (15 minutes) **
 * Whole-class discussion questions about Hamlet’s first soliloquy (15 minutes) **
 * Summary/Closure (5 minutes) **

Materials used: Computer, projector Resources: []; lesson activity inspired by [] (“Emulating Shakespeare: To Snooze or Not to Snooze” by Mary Ellen Darkin); [] 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.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 11–12 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. [|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 answer questions relating to Branagh’s //Hamlet// in order to better comprehend Hamlet’s famous speech as well as analyze the aspects of Shakespearean film. -Students will work on a Shakespeare emulation project in order to create their own poetic works by assimilating and accommodating Shakespeare’s famous speech. -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? -Choose volunteers to answer each question. -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. -Distribute [|“To Snooze or Not to Snooze” handout] -Assign students to complete their own emulation of Hamlet’s soliquoy by using a situation of their own. -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.
 * LESSON 5: “To Be or Not to Be”: **
 * Introduction (10 minutes): **
 * Small group discussion (10 minutes) **
 * Individual emulation project (about 30 minutes): **
 * Summary/Closure (3 minutes): **