Multi-Media Unit Design Assignment

Michael Ippolito, Victoria Morrish, Mandy Thai

ENG 5208
Andrew Shaw
Western University
 This unit plan for this assignment is based on the Ontario Curriculum Grade 12 University

Preparation class. The class is in an urban district, possibly a more central location. The twenty-five

students would come from diverse backgrounds, cultures and experiences. The students would most likely

also come from a variety of socioeconomic statuses and have varying interests and skills.

This class would be an introduction to Shakespeare’s Hamlet and feature topics such as

components of tragedies, literary devices, performances, close reading and textual evidence finding

through debate opportunities and multimedia assignments. Students would already have read Hamlet in its

entirety in preparation for this unit. We will briefly go over previously covered material that will help

refresh the students’ memories so they can apply previous information to the new context.

One of the core reasons behind choosing Hamlet is to select a familiar work that the students will

probably already be aware of that features interesting opportunities to debate and close read with the text.

The students may not see the value in reading stories from the past and this could be an opportunity to

demonstrate why Shakespeare is still relevant, and the themes that arise can be developed in a more

relevant, multi-media context. Additionally, students have the opportunity to access the content and issues

presented in an example of classical literature through modern means.

In terms of pedagogical choices that balance curricular, conceptual and student learning goals, in

the Reading and Literature studies strand, the first two components are reading for meaning and

understanding style and form. Teaching students to understand the meaning and formal devices within the

play, such as components of a tragedy, and other aspects of storytelling, are essential to understanding

how to analyze, evaluate, and identify how authors and works can affect readers and our interpretations of

the text. Students need to learn how to find meaning to make connections and critically analyze the text.

Students must understand style and form to determine how literary devices and formal aspects that

determine the purpose and overall effect of a text. Students will apply the overall expectations of the

Reading and Literature Studies strand by connecting to the writing, oral communication, and media

studies strand through the use of multimedia activities, performance and a debate.
 The activities and assessments used in the unit plan are structured to build accumulating

knowledge and skills to be used in the students’ final assessments. Activities at the beginning of the unit

are extremely structured and rely on guidance and modelling by the teacher. As the unit progresses,

students gain freedom of choice and must defend their perspectives using what they deem appropriate

textual evidence. As students develop comprehension of concepts and issues presented within the text,

they may demonstrate this growth using ongoing assessments.

The multi-media portion of the unit leant itself very well to the play Hamlet. Through the use of

video confessionals, social media accounts, memes, performance recordings, and an ongoing online

portfolio, the students would be able to engage with the content of Hamlet in a way that goes beyond

simply reading and analyzing the play. Having the students create twitter accounts and video

confessionals from the perspective of the characters would allow for them to draw their own

interpretations from the play as well as would help them develop their skills for interpreting

Shakespearean English. The online portfolio also offers a way for the students to keep their material and

learning organized throughout the unit and to add a touch of individuality to their assignments.

Different methods of assessment are provided to accommodate students strengths and needs.

Students may demonstrate learning orally through class or group discussions, through verbal

presentations, and through the final debate. Learning may also be demonstrated through writing, as in the

Character Commentary assignment, in preparation for the debate, and in their final reflection.

Assessments offering student choice in method presents equitable opportunities for students to

demonstrate their learning in an accessible format. Additionally, information is presented in a variety of

formats so that students understand what is expected of them.

The skills learned and developed in this unit are applicable to any situation in which students may

encounter text or media material. They will have the ability to critically analyze and reflect upon the

information presented and their perspectives of said information. These skills will prove useful to students

in all areas and endeavours in their futures, both professionally and otherwise.
UNIT DESIGN
Designer Name(s) Michael Ippolito, Victoria Morrish, Mandy Thai

Subject Area English

Unit Title Focus Analysis of Hamlet’s Character

Estimated Amount of Instructional Time 3 Weeks (15 Lessons)

Additional Context Students will have already read the entirety of Hamlet prior
to the beginning of the instructional unit.

Date March 10, 2021

Grade Level(s) Grade 12 University Prep

Desired Results

Established Goals

● Students will read critically to analyze characters, plot, and themes in Shakespeare’s Hamlet
● Students will use textual evidence to support their arguments verbally, visually, and in writing
● Students will use multiple forms of media to demonstrate their learning

Enduring Understandings Essential Questions

● Critical reading and analysis ● How can we use textual evidence to draw
● Formulating arguments supported by conclusions about the relationships
textual evidence between the characters?
● Representing information using various ● How can we use media to demonstrate our
media forms understanding of the text?
● Analysis and use of plots and themes in ● How can peer-review help provide insight
literature for one’s own work?
● Character analysis ● How does preparing for a debate help with
learning how to structure an argument?
● How can we use the text to support our
arguments and perspectives?
● How can we communicate our
perspectives to other people?
Knowledge and Skills

Reading and Literature Studies 1. Reading for Meaning

2. Understanding Form and Style
3. Reading with Fluency
4. Reflecting on Skills and Strategies

Oral communication 1. Listening to Understand

2. Speaking to Communicate
3. Reflecting on Skills and Strategies

Writing 1. Developing and Organizing Content

2. Using Knowledge of Form and Style
3. Applying Knowledge of Conventions
4. Reflecting on Skills and Strategies

Media Studies 1. Understanding Media Texts

2. Understanding Media Forms, Conventions, and Techniques
3. Creating Media Texts
4. Reflecting on Skills and Strategies

Instructional Accommodations

● Information is presented verbally (spoken instruction or reading out loud), in writing (on the
board, using handouts, hosted online), and visually (using drawings, images, videos).
● Information is hosted on Google Classroom for students who may wish to revisit the material or
require more time with it.
● Assessment format is flexible; students may demonstrate learning through writing, acting,
verbally, or visually.
● Audiobook versions of text may be made available for students with visual impairment.

Assessment Plan

Performance Tasks Other Evidences

● Act summary performances ● Website entries

● Character Body Biography ● Character Commentary posts and
● Character Commentary responses
● Character Confessionals ● Preparation for Debate
● Hamlet Debate ● In-class discussions
● Final Reflection ● Exit Tickets
● Group activities
Learning Plan

Week 1

Lesson 1: Hamlet Review

● Students will complete Hamlet Content Quiz
● Hamlet Acts Abridged: Students will be divided into 5 groups (one per act.) In these groups,
students will plan, rehearse, and perform a short dramatic performance that summarizes the key
events of their act.
● As groups are performing, students will fill out the Act Summary sheet.
● Exit Card: Students will answer the question “What is the main conflict of Hamlet?” To be
submitted to the teacher before they leave class.
● Homework: Students will create a website to use as a learning portfolio for this class. Their first
page will contain a write-up of their Act Summary sheet. Students may choose to present this
information as written text, a first-person narrative, a comic, a voicethread, an infographic, and
more.

Lesson 2: Character Body Biography

● Guided analysis of Act II.I, lines 1-73. Teacher will read the conversation between Polonius and
Reynaldo, pausing to pose questions to prompt student thinking. Examples of questions:
○ What is Polonius asking Reynaldo to do? How is Reynaldo to complete this task?
○ How is Polonius modelling what he wants Reynaldo to do?
○ What can we learn from this conversation? (“Observe his inclination in yourself.”)
(Shakespeare, 2.1, 70)
● Class analysis of Act I.II, lines 64-159. What observations can we make about Hamlet’s
character from these lines?
● Hamlet Body Biography: With contributions from the students, the teacher will create a body
biography for Hamlet on the board. The body biography may contain written text, visual
images, symbols, quotes, and more.
● Character Body Biography: Divide students into six groups. Each group will receive chart paper
and markers, and will be assigned one of the following characters: Claudius, Horatio, Polonius,
Laertes, Ophelia, or Gertrude. Using textual evidence, students will create a body biography of
their assigned character.

Lesson 3: Creating Character Profiles

● Groups will present the Character Body Biography assignments completed yesterday. Groups
must identify major character traits of the character and provide textual evidence for each trait.
Allow for discussion after each contribution for students to challenge or contribute ideas.
● Character Commentary Assignment: Students will create a platform for ongoing commentary
throughout the unit from the perspective of one of the six characters studied in the Character
Body Biography assignment. These formats could be online blogs, Twitter accounts, or other
microforms. (Students should get approval from their teacher for other platforms before
beginning this assignment.) While some entries will be prompted, students may add posts freely.
● Character Commentary Assignment Profile: Students will work independently to select which
character they will use. They will begin to draft an online profile they will use for their character
based on textual evidence and the body biography presentations. These profiles should consider
making use of elements such as background images, music, artwork, themes, quotes, etc.
● Exit Card: Students will notify teachers which character they have chosen.
 ● Homework: Character Commentary Assignment: Students will create a profile and an
introductory entry for their assignment. Students must submit a link to their assignment via
Google Classroom.

Lesson 4: Character Confessionals

● Students will be divided into groups of three based on the character they have selected for their
Character Commentary Assignment. From the text, students will make inferences on how their
character feels about the situation at the beginning of the play. Consider how the character views
the late king’s death, King Claudius’ quick takeover of the throne and marriage to Queen
Gertrude, and how Hamlet reacts to these events.
● Character Confessionals: In these groups, students will write a short script for a reality
show-styled confessional. In this script, the character will confess how they feel about the
situation, about the characters, and what they believe will happen next.
● Students will film their Character Confessionals with one member acting as their chosen
character, either using their cell phones or with school-provided recording equipment.
(Optional: Students may also choose to film additional footage to add into their videos.)
● Homework: Students will edit their Character Confessionals and submit it to the Google
Classroom.

Lesson 5: Relationship Maps

● As a class, students will watch Character Confessionals submissions.
● In their groups from the previous day, students will create a Character Relationship Map. With
their character in the center, students will map out the relationship their character has with other
characters in Hamlet. As with the body biography activity, students are welcome to use images,
quote, written text, and more to emphasize their ideas.
● Afterwards, the class will work collaboratively to create a relationship map that connects all of
the characters to each other. The teacher will create this visual on the board or on a computer
(could be projected onto a white board) and add students’ contributions while regulating
discussion.
● Homework: Students will comment on two of their classmate’s Character Commentary
Assignment profiles or posts. Students are encouraged to use different media forms (videos,
images, memes, GIFs, etc) to respond.

Week 2: Victoria

Lesson 1: Debate Intro & Tragedy Talk

● Debate & Reflection Introduction
○ Students will be given the debate instructions and thorough breakdown of the activity.
They will divide themselves into two groups depending on their initial answer to the
question “Is Hamlet really mad?” From those two large groups, they will divide again
into smaller groups that are in charge of different components of that side's overall
debate (affirmative or negative) pertaining to the posed question.
○ Debate format and expectations will be reviewed and we’ll watch a bit of a debate on an
unrelated topic to help give students an idea of what to expect.
○ Divide students up and give them time to figure out the smaller groups and who is in
charge of what. The teacher will check in with each group to ensure they know their role
and how they will equally divide up the work.
● Tragedy Talk
 ○ As a class we will go over what is a tragedy (common tropes, form, general ideas etc),
famous examples of tragedies (R&J, Orpheus & Euridice, etc), compare tragedy vs
comedy using other Shakespeare works.
■ Main components: protagonist (hero’s journey/ ark), tragic flaw, outcome etc
○ As a class we will go over and discuss how Hamlet is a tragedy and fulfills these tropes.
● Writing a Tragedy Activity
○ We will break down how to write a tragedy and what are important components to keep
in mind.
○ The students will (on their own or with a partner) create and write their own short
tragedy as a comic, through memes, short stories, act it out or any format they choose
(with approval by the teacher).
■ Does not need to be very long or be a finished product, but the general plot and
components of a tragedy must be demonstrated.
○ Exit Ticket: Students will inform the teacher about their tragedies progress.
○ Homework: Students will upload their tragedies to their website.

Lesson 2: Literary Devices Review

● Review:
○ We will determine what students already know about literary devices through a Kahoot
(or basic interactive diagnostic activity)
○ Actual review: We will review exactly what literary devices are, the most common ones
that appear and provide examples for each.
○ Around the Room Activity: students will be divided into small groups and asked to go to
a whiteboard around the room. Each person will provide their favorite literary device, a
short description and example. Then groups will rotate around the room adding more
examples related to Hamlet (if they appear in Hamlet) and discussing the ones already
listed. Groups will share the results of whichever station they land on at the end of the
activity.
○ Connotations activity: Students will be given a list of (approx) 20-40 literary terms (and
short examples). We will go through the list as a class to explain each one briefly.
Students will then be divided back into their Act performance groups and be tasked with
finding as many different literary devices within the Act as they can within the
timeframe (approx 20 minutes).
● Discussion: We will review which literary devices came up repeatedly in each Act and which
were more unique. Prompts include “How was that literary device used? Why is it important?
Why did it stand out to you? Is there a way to make it a stronger connotation? Does that device
appear again the same way anywhere else?”
● Exit ticket: Short reflection: students will answer some questions related to the content and
activities including “What was your original favorite literary device and why? Do you have a
new one after today? Why or why not? Can you think of a literary device you have seen in
popular culture (movie, tv, social media, news etc) and give an example?”
● Homework: Upload exit ticket reflection to website and add a literary device example to their
microform. Respond to at least 2 other student’s microforms.

Lesson 3: Themes
● Review:
○ We will review what students know about themes, some examples of themes they may
recognize and common misconceptions (ex. A theme and a topic are not the same thing).
 ○ Review writing thematic statements.
○ Watch a short video or clip. Students in small groups or pairs can answer the questions
“what was a topic (or topics) that appeared in the clip? What was the moral or message
about that topic? Write at least one possible theme found in the clip and why” (As
students work, teacher observes and asks questions)
○ Take up the students' work as a class. Get student and teacher feedback- what was
challenging about that activity, what was easy, what they liked/disliked, and the teacher
goes over any components that need addressing.
● Themes in Hamlet:
○ As a class, come up with a list of topics that appear in Hamlet (Teacher should already
have a list prepared, just in case).
○ Student’s independently choose a topic and try to come up with examples from Hamlet
in which that topic appears.
○ Students then divide into groups based on what topic they chose, compare examples and
try to come up with at least one theme related to that topic.
● Discussion:
○ As a class, we will review the topics, themes and examples each group chose.
○ Discuss if we could expand on each group's theme and how. Discuss the effectiveness of
the examples and if there are any more they could have to back up their thematic
statement.
○ If there is time- repeat activity in new groups with new topics.
● Exit ticket: Students will choose one of the themes discussed in class and reflect on what they
like/ dislike about that theme, general thoughts and ideas related.
● Homework: Students will upload their groups examples and their exit ticket reflection on their
website and one short update to their microform related to themes in Hamlet. (Ex. If the student
uses a tweet format, they could tweet a line from the text that relates to an important theme in
modern language and then briefly describe). Respond to at least 2 other student’s microforms.

Lesson 4: Important scene breakdowns

● Review:
○ We will briefly review what we have covered the past few days- tragedies, literary
devices, topics and themes.
● Important Scene Breakdown #1: Act 2 Scene 2
○ Summary: “Polonius, chief adviser to the new king, tells Claudius that Hamlet's madness
is due to unrequited love for Ophelia, Polonius's daughter, but Claudius is not convinced
and plots with Polonius to spy on Hamlet. Hamlet's childhood friends, Rosencrantz and
Guildenstern, have been summoned to the castle by the king and queen to keep close
watch on him. A troupe of actors also arrives at Elsinore to entertain the court and are
persuaded to include some lines written by Hamlet.”
○ Divide students into groups. Each group will have one topic (either tragedy, literary
devices, themes) to report on from these Act and Scene. Each group will report how their
topic functions within the scene, why it is important and provide evidence.
○ Discussion: Groups present. We will breakdown the act/scene and ask the groups
qualifying questions. Prompts “What do we think we know about Hamlet’s sanity in this
scene? Is Polonius a reliable character here or is he lying? Is it wrong for R&G to spy
on Hamlet? Do we think he knows he is being spied on?”
● Important Scene Breakdown #2: Act 3 Scene 4
 ○ “Unable to kill his uncle, Hamlet challenges his mother about her relationship with
Claudius and admits he has been feigning madness. Hearing a noise, he believes that
Claudius is eavesdropping, draws a sword and kills Polonius.”
○ Rotate groups to a new topic with similar instructions for the new scene.
○ Discussion
● Important Scene Breakdown #3: Act 5 Scene 2
○ “Unaware that Claudius has conspired to have Laertes murder Hamlet during a staged
duel and for it to appear accidental, Hamlet accepts Laertes's challenge in good faith. As
they fight, Gertrude drinks the poisoned wine that Claudius had intended for Hamlet and
dies. Laertes manages to wound Hamlet slightly with the poisoned tip of his sword. In
the heat of the fight, the swords are switched. Laertes is in turn wounded by Hamlet,
using the poisoned weapon, and dies. Hamlet dies in Horatio's arms. Fortinbras arrives at
the head of a Norwegian army.”
○ Rotate groups to a new topic with similar instructions for the new scene.
○ Discussion
○ Exit Ticket: Choose one scene we did not discuss in class and answer short questions
relating to its importance then upload to the website. Respond to at least 2 other
student’s responses.

Lesson 5: Debate Prep #1

● Review
○ As a class, we will review the debate activities expectations and requirements.
○ Mini-debate/ 4 corners activity: small debate activity where the corners of the class are
classified as “strongly agree”, “agree”, “disagree”, or “strongly disagree”. The teacher
will read out prompts (not related to Hamlet) and ask students to discuss their opinion
with their group, and then the class. Students will respond to each other's opinions and
offer rebuttals. The teacher will give feedback on the behavior and language used when
in a debate format.
● Debate Prep:
○ Students will divide into their prospective groups and begin working on their debate
plans.
○ The teacher will be going between groups addressing ideas, issues and offering
suggestions to further their arguments.
● Check-in:
○ As a class, check-in about how the groups have progressed. Check if they have at least
three examples from the text planned, have begun to think about rebuttals from the other
side and are they addressing the posing question “Is Hamlet really mad?”
● Debate-prep continued
● Exit ticket: Students inform the teacher how prepared they feel for the debate on a scale of 1-10
and why.
● Homework: Students should continue to think about their debate plans.

Week 3

Lesson 1:
● This lesson assumes the class has access to the school’s computer lab and it has already been
signed out prior to the lesson.
 ● At the beginning of the class, the teacher will bring the class to the computer lab and ensure that
everyone has a computer.
● For the first portion of the class, the teacher will introduce the class to Peerceptiv and explain
that this is what the students will be using to evaluate each other’s learning reflections. As a
reminder, the one-two page double-spaced reflection will be due by the end of the day on the
same day as the debate. The students ideally will have been developing this reflection
throughout the second week and there should be a final space at the end reserved for the debate.
This final space should be about a paragraph long.
● The teacher will inform the students that Peerceptiv is how they will be implementing
peer-review into the classroom and that they will be using it to anonymously evaluate their
peer’s critical reflections.
● The teacher will explain to the class how Peerceptiv works.
○ Peerceptiv is a two-way anonymous online peer-review program.
○ The teacher creates a classroom and adds their students to it.
○ The students submit their work anonymously and then choose a submission to review.
○ The students will be able to leave comments and rating prompts to justify the numerical
grades given.
○ While the students will be able to grade each other, the teacher has final say on what
grades each student gets. The teacher will also be giving feedback on the reviews, not
just the submissions.
● The students will post the reflections on their websites as well as upload them as a document
into Peerceptiv the same day as the debate by 11:59 pm. They will each be required to review
one of their peer’s documents and can only review a submission that has not yet been reviewed.
(The students will be able to see if a submission has been reviewed yet.)
● After they have reviewed one, they are welcome to review any others they wish provided that
they have already been reviewed so as to not confuse students who have not reviewed their first
submission yet.
● The teacher will explain to the students the benefits of peer-review and how critically analyzing
their peer’s work will also provide insight into how to improve their own writing.
● The debate will take place on Thursday of this week. As the students will have a busy week
leading up to the debate, the peer review for their critical reflections will be due by Sunday at
11:59 pm.
● The teacher will provide a sample short paper (around one page double-spaced) uploaded as a
submission to Peerceptiv. The students may spend the rest of class learning how to use the
program by reviewing the sample paper. They can use the time to experiment with the software
and ask questions if they need to.

Lesson 2:
● Analysis of the “To be or not to be” soliloquy.
● As the teacher (or a student) reads through the soliloquy, the class will stop at certain points for
either the teacher or a student to interpret/translate the Shakespearean English. An example
being, “To be or not to be - that is the question” is Hamlet debating suicide.
● Students will discuss together as a class such questions as: “Why are Rosencrantz and
Guildenstern spying on Hamlet,” “What is Hamlet debating that is ‘nobler,’” “Why is Hamlet
debating suicide,” “What is holding Hamlet back from completing suicide,” and “What does
Hamlet think of himself by the end of this soliloquy?”
● After this, the students will watch three performances of this soliloquy. These are the Laurence
Olivier (1948) performance, Mel Gibson (1990) performance, and the Kenneth Branagh (1996)
performance. Following these performances, the students will watch a video where actor Ben
 Crystal recites the soliloquy as it would have originally been pronounced. Ben Crystal - Original
Pronunciation.
● The students will take some time to answer as a class the questions: “Which actor was the
closest to the original pronunciation,” “Which actor captured Hamlet’s emotion most effectively
and why,” and “Which actor’s performance was your favourite and why?” The students will be
encouraged to justify and defend their answers to the class in order to potentially convince
others to agree with their opinion. They should think of this as a minor, preparatory debate.
● For the last stretch of class, the students will all be given a written worksheet to fill out.. They
will be allowed to work in their debate groups while filling out this worksheet. The worksheet
will have the same questions that the students answered in the previous discussion. The reason
behind having them write out the answers after the discussion is because a class discussion
offers the chance for the students to hear each other’s reasoning behind their answers and
potentially change their own decisions.
● The purpose of showing the students these performances is first, to show them how different
interpretations of a work result in different performances and second, to give them extra
material to use in their debates. If an actor is leaning more heavily into the “Hamlet is mad”
interpretation, the students can reference that in their debates, for example.
● Exit card: Students will submit the worksheets they were filling out during the last minutes of
class.
● Homework: Students will add a short response to today’s videos to their online portfolio. Just
three to four sentences detailing which performance was their favourite and why.

Lesson 3:
● The students will have this last class to get into their groups and prepare for the debate.
● At the beginning of class the teacher will give a brief refresher on how the debates will be
structured.
○ The teacher or a student volunteer will act as the chair for the debate. Nobody may speak
until recognized by the chair.
○ Each side will have to come up with three main points to argue their case with.
○ Each side will designate a speaker for each main point. The speaker for each point has
two minutes to state their point.
○ After a main point has been stated, the opposing side may rebut the claim. A student on
the opposing side may raise their hand to rebut, but may not speak until recognized by
the chair. The opposing side has four minutes to rebut the argument.
○ After the rebuttal, the initial side will have a chance to defend the argument. As with the
rebuttal, anyone on the relevant side may defend, but they must be recognized by the
chair. The defense has four minutes to defend their argument.
○ After the order of main point-rebuttal-defense is complete, the debate moves on to the
next argument. Each instance of this particular sequence of events is called a “round.”
● The students will then be instructed to get into their groups and look over all of their resources.
These resources can include the performance videos from the prior day, the text of Hamlet, any
character body biographies they think will be helpful (especially Hamlet’s), their relationship
maps, etc.
● As the students have had a little over a week to work on this debate, each side should have a
clear idea of what their strongest points are going to be. The purpose of this class is for them to
have three formal arguments for each side by the end. With guidance from the teacher of course.
● By this point, the students will either be arguing whether Hamlet is mad in the play or whether
he is not.
 ● While the students are discussing in their groups, the teacher will move between the two sides
and give them helpful suggestions for phrasing their arguments using the resources they have.
Some possible teacher prompts include: “how does Hamlet’s treatment of the women in his life
provide evidence for his madness,” “How come in Act. III Sc. IV only Hamlet sees the ghost and
not his mother,” “Does Hamlet’s behaviour in Act III Sc I towards Ophelia help prove that he is
feigning his madness,” and “How do the other character’s reactions to Hamlet’s behaviour help
determine whether his madness is real or not?”
● The teacher should also assist students in preparing for possible outcomes. For example, some
potential prompts could be: “If Hamlet really is mad, then you will need to be prepared to
answer whether he is mad for the whole play or to point out when he loses his mind,” “If you
can rationalize key contentious points in Hamlet’s behaviour, you can defend the fact that he is
feigning his madness,” and “Do not be afraid to call out the opposing side on whose
perspective they are arguing from. What looks like madness to Claudius may be an act to
Horatio.”
● Exit Card: Each side must submit a formal list of their three main arguments with a speaker
designated for each. The chair presiding over the debate will use this list to keep the debate
running smoothly and organized.

Lesson 4:
● The students will come into class and the teacher will very briefly remind the students of the
structure.
○ The chair recognizes people before they can speak.
○ The speaker for the main point has two minutes.
○ The rebuttal period lasts four minutes, in which time anyone on the opposing side can
rebut.
○ The defense period lasts four minutes, in which time anyone on the defending side can
defend.
○ Once the main point, rebuttal period, and defense period have all happened, the next
main point is brought up. Each main point-rebuttal period-defence period is called a
round.
○ The chair has the authority to move to another section of the debate should they deem it
necessary. For example, after a minute of the rebuttal period, nobody has raised their
hand to speak.
● The teacher will encourage the students to have any useful material on hand in case they need to
reference it.
● They may use this reference material during their main points, or if it helps their rebuttals and
defence.
● The class will be asked to rearrange their desks and chairs in such a way that the middle of the
floor is clear. This may be difficult depending on class size so consider altering this if there is
not enough room. Just having the students switch desks for the purposes of this debate would be
enough.
● Assuming class size is not an issue, the chair will recognize the first speaker and give them the
floor. Whoever is presenting a main point should do so from the center of the room, and present
it to the opposing side and the chair. They should not be facing their own side.
● Anybody providing a rebuttal or defence does not have to make their statement from the center
of the floor, but should be encouraged to at least stand up while speaking.
● A full debate round should take ten minutes. This will ideally result in a sixty minute debate
leaving roughly ten-fifteen minutes for a post-debate reflection period.
● Each student will be required to speak at least once for the sake of participation.
 ● In the last ten-fifteen minutes of class, the teacher will initiate a discussion with the class to
discuss what went well and what could have gone better.
● Homework: Following the discussion, the students should be instructed to add a brief paragraph
about the debate to their critical reflection. This will then be added to their website by 11:59 pm.

Lesson 5:
● The students should have added their critical reflection paper to their websites by 11:59 pm the
previous night.
● As mentioned at the beginning of the week, the students will have until 11:59 pm on Sunday to
finish their peer-reviews.
● The teacher will have a means of displaying the student’s websites on the screen. The students
will all take a turn briefly outlining their website.
● The presentations will be structured as follows:
○ Each student will get three minutes to display their website.
○ Assuming an average class size of around twenty-two students, this will take up about
sixty-six minutes of class.
○ The student will introduce their website, take a minute to discuss what the creative
process was like, take another minute to tell the class about any difficulties/challenges
they encountered along the way, and then quickly call attention to their favourite part of
the website. This could potentially be the character map, body biographies,
confessionals, etc.
● While the online portfolios will be assessed based on the material, the presentations give the
students the opportunity to highlight parts about them that they think are worth paying extra
attention to.
● By allowing the students to present about their portfolios before they are assessed, the teacher
allows themselves to gain an insight into the creative process each student underwent which will
help for when the teacher is grading the portfolios.
● In the last few minutes of class, the students will reflect on their learning throughout the unit.
● Exit card: The students will be given a sheet to write a short reflection about how they felt the
online portfolio assignment helped further their learning. This need not be any longer than three
to four sentences.
 Resources

Carlo Bonaiuti. (2013, Sept. 8) To be or not to be - Kenneth Branagh HD (HAMLET) [Video]. Youtube.
https://www.youtube.com/watch?v=SjuZq-8PUw0&t=102s

Literary Devices. (2021). Hamlet. LiteraryDevices.net. (Accessed February 2021 at https://literarydevices.net/hamlet/)

Movieclips. (2012, Oct. 7) To Be or Not To Be - Hamlet (3/10) Movie CLIP (1990) HD [Video]. Youtube.
https://www.youtube.com/watch?v=Vf2TpWsPvgI&t=35s

O’Donnell, C., and Smagorinsky, P. (1999, January). Revising Ophelia: Rethinking questions of gender and power in school. The English
Journal, 88 (3), pp. 35-42. doi 10.2307.8215777 (Accessed February 2021 at https://www.jstor.org/stable/821577)

Peerceptiv. (2019) Getting Started With Peerceptiv: New Instructor User Manual.

Peerceptiv. (2021). Peerceptiv: Infinitely Scalable Learning.

https://www.peerceptiv.com/

Royal Shakespeare Company. (2021). Key moments. Rsc.org.uk. (Accessed February 2021 at
https://www.rsc.org.uk/hamlet/about-the-play/key-moments)

Sark School. (2016, Feb. 10). 1948 Olivier To Be or Not to Be [Video]. Youtube.
https://www.youtube.com/watch?v=MiWf4I6bOcA&t=46s

Shakespeare, W., Mowat, B. A., & Werstine, P. (2012). The tragedy of Hamlet, Prince of Denmark. New York: Simon & Schuster
Paperbacks.

Adapted from Wiggins, Grant, and Jay McTighe. Understanding by Design. Expanded 2nd Ed. Alexandria, VA: ASCD, 2005.
Sample of Lesson Plan

Hamlet : Week 1, Day 1

Teacher Ms. Thai Subject 12U English

School N/A Unit Hamlet

Grade 12 Time 75 Minutes

Lesson Overview

Lesson Title

Hamlet Review

Connection to a Culminating Activity

Hamlet Character Analysis Essay; Character Twitter Assignment; Hamlet Debate

Overall Expectations Reading for Meaning

Learning Goals Students will demonstrate knowledge and understanding of Shakespeare’s

Hamlet (characters, plot.)
Students will apply their knowledge and understanding of Shakespeare’s
Hamlet in a short dramatic performance.

Prior Knowledge Students will have finished reading Hamlet in its entirety.

Agenda

Administrative Activities
(5-10 minutes)
Allow time for the following:
● Attendance
● Announcements, other administrative tasks
Hamlet Content Quiz
(15 minutes)
Hand out Hamlet Content Quiz
● Ensure students have put their books away and their cell phones on the front corner of
their desk (face down)
● Allow students time to answer questions about important content in Hamlet
● Collect all quizzes afterwards
Hamlet Acts Abridged Preparation (Discussion)
(10 minutes)
Hand out Hamlet Acts Abridged planning sheet
● Divide students into 5 groups (one per act)
 ● In their groups, students will plan a short dramatic performance to summarize the key
events of their acts
● Students must use these 10 minutes to discuss their assigned acts in their group and
write down the key events on their handout sheet
Hamlet Acts Abridged Preparation (Rehearsal)
(15 minutes)
Allow students time to plan and practice their dramatizations
● Emphasize that these are not expected to be perfect
● Students can use their books or a script for reference
Hamlet Acts Abridged Performances
(25 minutes)
Groups will perform their act summaries in order
● Hand out Act Summary sheet
● Students will take notes on the key events of each act
● Collect all planning sheets after performances (to be typed up and shared with class)
Exit Ticket:
“What is the main conflict of Hamlet?”
● Students will submit their exit tickets before leaving class.

Differentiated Instruction

● Students will have opportunities to demonstrate knowledge and understanding through

discussion, in writing, and through performance
● Performances offer opportunities to learn visually and auditorily
● The teacher will provide notes from performances for students afterwards.

Required Materials

● Handouts
● Pen/Pencil

Assessments

Assessments for Learning:

● Hamlet Content Quiz
Assessments as Learning:
● Hamlet Acts Abridged
Assessments of Learning:
● Exit Card

Teacher Reflection Strategies

● Observe confidence and engagement of students in activities.

● Listen to the quality of discussion.
● Assess quality of performances.
● Ask students if they have any questions.
● Assess efficacy of activity through Exit Cards.
Hamlet Debate Rubric

Category 50-59% 60-69% 70-79% 80-100%

(Level 1) (Level 2) (Level 3) (Level 4)

Knowledge and Understanding

Knowledge of The student The student The student The student

Content demonstrates demonstrates some demonstrates demonstrates
limited knowledge knowledge of considerable thorough
of content content knowledge of knowledge of
content content

Understanding of The student The student The student The student

Content demonstrates demonstrates some demonstrates demonstrates
limited understanding of considerable thorough
understanding of content understanding of understanding of
content content content

Thinking

Use of Planning The student uses The student uses The student uses The student uses
Skills planning skills planning skills planning skills planning skills
with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness

Use of Processing The student uses The student uses The student uses The student uses
Skills processing skills processing skills processing skills processing skills
with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness

Use of The student uses The student uses The student uses The student uses
Critical/Creative critical/ creative critical/ creative critical/ creative critical/ creative
Thinking thinking processes thinking processes thinking processes thinking processes
Processes with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness

Communication

Expression and The student The student The student The student
Organization of expresses and expresses and expresses and expresses and
Ideas and organizes ideas organizes ideas organizes ideas organizes ideas
Information and information and information and information and information
with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness
Communication The student The student The student The student
for Different communicates for communicates for communicates for communicates for
Audiences and different audiences different audiences different audiences different audiences
Purposes and purposes with and purposes with and purposes with and purposes with
limited ome effectiveness considerable a high degree of
effectiveness effectiveness effectiveness

Use of The student uses The student uses The student uses The student uses
Conventions conventions, conventions, conventions, conventions,
vocabulary, and vocabulary, and vocabulary, and vocabulary, and
terminology of the terminology of terminology of terminology of the
discipline with the discipline the discipline discipline with a
limited with some with considerable high degree of
effectiveness effectiveness effectiveness effectiveness

Application

Application of The student The student The student The student

Knowledge and applies knowledge applies knowledge applies knowledge applies knowledge
Skills and skills in and skills in and skills in and skills in
familiar contexts familiar familiar contexts familiar contexts
with limited contexts with some with considerable with a high degree
effectiveness effectiveness effectiveness of effectiveness

Making The student makes The student makes The student makes The student makes
Connections connections connections connections connections
Within and within and within and within and within and
Between Various between between between between
Contexts various contexts various contexts various contexts various contexts
with limited with some with considerable with a high degree
effectiveness effectiveness effectiveness of
effectiveness