Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
78 views

Hamlet Intro

Uploaded by

api-240934338
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
78 views

Hamlet Intro

Uploaded by

api-240934338
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

R English 4 Hamlet Elizabethan Era and Hamlet Introduction Rachel Lenkei

November 18, 2013

Overview/Rationale:
This unit will focus on one of Shakespeares tragic plays, Hamlet. Through guided reading of the play in class, and close reading of the text, students will be able to interpret and analyze Shakespeares writing structure and use of language. The students will also engage in discussions about the how the language of the play contributes to and helps to develop the plot, themes, characterization, and symbols. This unit is designed to enable students to more deeply comprehend Hamlets character and his transformation throughout the play, making connections to the course the mes of image and identity construction in text. In this lesson, students will be introduced to Hamlet, and will read descriptions of English history at the time that Shakespeare lived and wrote to gain an understanding of the contexts that influenced his plays.

Enduring Understandings:
How are images and identities of characters created in a text, and what are their similarities and differences?

Essential Questions:
How and Why has Shakespeare remained relevant and popular today?

Objectives:
Students will be able to: o Explain the changes in English society during the Renaissance and Elizabethan Era o Describe aspects of English history that are relevant to Shakespeares writing of Hamlet o Identify evidence of foreshadowing in Act 1.1

Materials: Student copies of Hamlet, English History PowerPoint Procedures: Warm-up: o Pass out copies of Hamlet Instruction: o PowerPoint presentation on Elizabethan Era and introduction to Shakespeare and Hamlet Before Shakespeare slides, ask students: What do you know about Shakespeare? Write student responses on white board (4 min) o Review Shakespeare using PowerPoint, addressing student comments (10 min) Shakespeare wrote for an audience, wanted his writing to appeal to both English nobles and commoners Wrote about love, beauty, death, marriage etc., common themes that people can relate to Uses language and specific words and rhythms to emphasize the meanings of what a character or poem is saying o How is Shakespeare still used in everyday life? List on white board Phrases we owe . . . (http://www.businessinsider.com/everyday-phrases-from-shakespeare-2013-9) Is Shakespeare important today? Why is he still relevant? Is he still relevant? He has made many very long lasting contributions to the English language o Transition to review of iambic pentameter (7 min) Play clips from TED Talk about iambic pentameter (http://tedxtalks.ted.com/video/TEDxAldeburgh-Akala-Hip-Hop-Sha ) During intro quiz, pause after each question to have students answer, stop at 3:30 Start at 7:25 (iambic pentameter) to 9:25; maybe 15:00? In class guided reading: (22 min) o Select students to read parts for Act 1.1 o Stop after Horatio, In what particular thought to work I know not . . . to check for comprehension, review events (6 min) What is the setting (time and place)?

R English 4 Hamlet Elizabethan Era and Hamlet Introduction Rachel Lenkei

November 18, 2013

Who are the characters? What are they afraid of? o If time: Continue reading, stop when Ghost enters (pg.5), ask students to interpret Horatios lines and his analysis of the Ghosts appearance (3 min for reading) Closure: (5 min) o Tell students to finish Act I for homework and answer guiding questions Identify images of foreshadowing in the text Why doesnt the Ghost talk to the men? Why does he leave at the end of the scene? Homework: Finish reading Act I, take/review notes, identify key lines; answer guiding questions Assessment:

Participation in guided reading; responses to teachers questions


CC.1.3.11-12.A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. 1.1.12.A: Apply appropriate strategies to construct meaning through interpretation and to analyze and evaluate authors use of techniques and elements of fiction and non-fiction for rhetorical and aesthetic purposes. 1.1.12.C: Analyze textual context to determine or clarify the meaning of unfamiliar or ambiguous words and to draw conclusions about nuances or connotations of words 1.1.12.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on a variety of grade level texts to support understanding of a variety of literary works from different cultures and literary movements.

Standards:

Reflections:

You might also like