Introduction to the Elements of Tragedy Lesson Plan

This lesson will be implemented during my AP English class during our unit on Shakespeares
Hamlet. The students that comprise this class are high achieving and advance in their skills and
abilities. Most of them are seniors, but there are about three juniors in the mix. At this point, we
are starting Act III in Hamlet.
Critical Learning Objectives being taught in this lesson:
SWBAT:
Students will understand that the elements that are associated with tragedy apply to not only
Shakespeares work, but to the contemporary characters they are familiar with in pop culture.
Students will know the elements of tragedy.
Students will be able to provide evidence from the text that prove whether or not they think
Hamlet is a tragic hero.
SOLs
12.4 b) Recognize major literary forms and their elements.
CCSs
CCSS.ELA-LITERACY.RL.11-12.5 Analyze how an author's choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as
its aesthetic impact.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
The students are sitting around a conference room table.
1. [ 2 mins.] Bridge/Hook/Opening to lesson: Introduction
Each student will have a pad of sticky notes at their seat, which they will be instructed not to use
until told.
Good morning, class! How is everyone today? You may notice that you have sticky notes in front
of you. These will come in handy in just a few minutes but, for right now, we are going to put
those aside. I would also like to remind you that the end of the quarter is Friday, so if any of you
need a list of what you owe or help getting out of some writers block, come and talk to me or
Ms. W.
Today we are going to be looking at Hamlet as a character. Weve been discussing his situation,
reactions, and relations but I would like to explore what really makes this character tick.

2. [10 mins.] Step 1: Sticky Notes

Lets get a look at what the classs initial thoughts about Hamlet. Grab your sticky notes and jot
down a characteristic of Hamlet that you have seen in the play. This could be something to do
with his personality, his situation, way of life, anything. Once you have one, I would like you to
take five minutes to continue to generate as many characteristics as you can. Once you are done,
stick them to the board at the front of the room.
They begin to generate. I will be encouraging them to keep writing if they seem stuck.
Ok, it looks like we are dying down a bit. Come up to the board and take a look at what our class
thinks about Hamlets characterization. They look great! What can we glean, or take away, from
these sticky notes about Hamlet?
Possible student responses: he is awful, we really dont like him, he is troubled, he is very sad
3. [5 mins.] Step 2: Categories
I will now write the following words on the board: Personality, Flaws, Position in Life, and
Mistakes.
I would like all of you to come to the board and, as a team, place each of these characteristics
that you have generated into these categories.
Once they are finished with this task, they will go over their characteristics and where they
placed them by reading them out loud.
4. [10 mins.] Step 3: Tragic Elements
I will then clear the board and project APPENDIX A a worksheet outlining the elements of a
tragic hero. Since we are not yet through the play, I have taken out some of the characteristics for
the sake of not giving away the ending. I will be sure to make it known and clear that this is not a
full list and we will be working with the full list when we finish the play.
This is a list of characteristics of a tragic hero. Can someone tell me what they already know
about a tragic hero? These are a great start to our discussion today. Take a second to read
through these elements. Just as a note: this is not the full list. I didnt want to give anything
about the end of the play away, so I took some elements out. Once we are finished with the play,
we will be revisiting this list in its entirety and see if our predictions panned out.
We will read each of the elements and explain what they mean.
5. [15 mins.] Step 3: Applying the Elements
Id like for everyone to go through each of these elements write down whether or not Hamlet
embodies it. If so, provide evidence that supports your reasoning. If not, provide evidence of an
event that proves the element wrong. Dont worry about finding exact quotes for your evidence;
just jot down an event that your remember that supports your reasoning.
Now, lets share our work.

1. [5 mins] Closure: Connection to the Contemporary

Now that we have been exposed to some of the elements of a tragic hero, take a moment and
think on the TV shows or movies you love. Would you argue that any of them are tragic heroes?
For example, characters like Dexter and Walter White have all of these characteristics.
Even though Shakespeare is hundreds of years old, his models are still live today in what we
watch. We will be coming back to these elements, which is why they are in you Google Drive. So,
as we continue to read, think back on them and see if you can pick up on any. Feel free to add to
your document as we read!
Methods of Assessment:
Students will demonstrate their initial understanding of the concept by relaying to me through a
discussion on what they already know about tragic heroes.
The work they do on their worksheets will provide information about their understanding of the
concept after the lesson is completed.
Materials Needed:
Sticky Notes
Projector
Board
APPENDIX A
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)
APPENDIX A
Characteristics of a Shakespearean Tragic Hero
1. He must be a person of some stature or high position such as a king, general, or
nobleman.
2. He must be basically a good person. He must matter to us and we must see him
as a worthwhile person.
3. Because of his position, his actions usually have far reaching effects.
4. He must possess a character trait or quality which under normal circumstances
would be a virtue, but which under the special circumstances of the play proves to

be a fatal flaw.
5. Although a great man, he often shows promise of further greatness.
6. Frequently, he makes serious errors in judgment, which lead him to committing
the deed which begins his downfall.
7. He must be ultimately responsible for the deed which begins his downfall.
8. He usually makes further errors in judgment following his misdeed.
9. Often he has a distorted perception of, or is blind to, reality.
10. He frequently commits further crimes, which precipitate his downfall.
11. He suffers both outwardly (isolation, alienation, attacks) and inwardly (tortured
conscience).
12. He must elicit both pity and fear from the audience (catharsis).
13. Usually he recognizes his mistakes.