Hamlet

Day 4 March 14, 2013 Ms. Trebtoske Unit Objectives: Students will be able to understand what kinds of information do needed to make an informed decision Students will be able to evaluate information Students will be able to weigh options before making decisions Students will be able to determine if forward thinking will help better decision-making skills Lesson Objectives: SWBAT recognize a variety of text forms, text features, and stylistic elements in order to demonstrate understanding of Shakespearean language. SW participate in choral speaking.
(I can interpret a text without asking someone to explain it to me; I can make inferences from a text and give evidence; I can determine the meaning of words and phrases in the text; I can analyze the impact of specific word choices on meaning and tone; I can analyze the structure of the text and how that contributes to the impact.)

Common Core Standards: CC9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC9-10RL4 Analyze the cumulative impact of specific word choices on meaning and tone Materials/Preparation Needed: Journal prompt Choral Speaking- Hamlet Soliloquy Act 1, Scene 2 copies (32) Copies of Act 1, Scene 3 printed (2) Cut outs- improv Rationale: When I asked my students what they liked and disliked about reading Shakespeare, most of them said that they could not understand it. I firmly believe that Shakespeare was meant to be watched, but I also think that it is important to dissect the language so that the students can appreciate the ambiguity of it. I also want to have the students practice getting the language into their mouths and seeing how exciting Shakespeare can be when it is brought alive. Lesson Activity was taken from: http://www.stratfordfestival.ca/uploadedFiles/Stratford/Education_and_Training/Teachers/PDF _and_Doc_Files/Choral%20Speaking.pdf Professional Goals: How well do I engage students who struggle academically or behaviorally?

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Journal: What things in your life do you think are unfair? What things affecting others do you think are unfair? Vocab: fledgling (noun)- a young and inexperienced person, tiny bird Grammar Punctuation and capitalization Choral Speaking Instructions Read aloud together first (I read 1 line, students repeat same lane; repeat) in order to hear the language. Students will break off in groups and deconstruct their specific 10 lines. They will figure out who will say what line, what words (if any) should be said in unison, what words should include gestures, etc. o Students should decide in their groups who will say which lines. Ask the students to find opportunities for individual speech, choral speaking and groups. Ask them which lines they think they should say all together; ask if anyone has a line or phrase that theyd really like to say etc. When were done, each group will present their ten lines. Who has questions? Pull out three students to prepare for Readers Theatre (Act 1, Scene 3). They will not work in choral groups and instead focus on preparing for readers theatre. Choral Speaking Working in small groups Teacher walks around the room ensuring that students understand assignment; helps groups if they have questions. Choral Speaking Large group Perform the soliloquy Discussion/Quick Write What thoughts and feelings came up? What surprised you? Whats happening in the play at this point? What might happen next? Act 1, Scene 3 Readers Theatre 3 volunteers (Polonius, Ophelia, Gertrude) Extra time: Improv Student volunteers act out improve scenes Compare improv to story line of Hamlet

Improv Scenes: You are a senior boy in high school. You are popular, yet kind to underclassmen. You are the receiver for the schools football team. You also have an impressionable sophomore sister that you feel very protective over. She recently has been dating another senior boy; he is also the quarterback for the team. You dont really like this boy because he is sometimes rude and acts impulsively on the field. What advice would you give your sister? You are a pretty sophomore girl who is in her first real relationship. Your boyfriend is a senior and the football teams quarterback. Since you have been dating him, your popularity status has greatly increased, yet you

suspect that your boyfriend is starting to lose interest. You big brother, who is often bossy, is trying to give you advice about this relationship. How might you respond?