hamlet sow
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Hamlet worksheetsTRANSCRIPT
No Learning objectives
PossibleAssessment
Focus/Resources
Starter/Connect Introduction/Activate Development/
Demonstrate
Plenary/
Consolidation
Keywords Homework
L1 To understand how ghosts
appear in Hamlet
Act 1 sc 1 and 2
Watch Harry Potter clip about ghosts http://www.youtube.com/watch?v=2bujRZhOt9w what ROLE are ghosts playing here
Mind map ghosts – what are they? Where do they appear in literature?
http://www.youtube.com/watch?v=U-NLnsq3P7Y
Clip of ghost (Act 1)
Read Horatio/ Hamlet conversation
Predict the importance of the ghost in Hamlet.
Ghosts Prophecy
Foreshadow Pathetic Fallacy
L2 To understand the relationships
between Polonius, Leartes
and Ophelia
Act 1 Scene 3 Pictures of famous families – students to create a family tree e.g. Simpsons/ Family Guy/ Mitchells (Eastenders)
Family Tree and court – provide logic puzzles e.g. ‘Ophelia is Polonius’ daughter’
http://www.youtube.com/watch?v=BI8T5DPxY5Y
Watch Act 1 Scene 3
Discuss how the characters are presented – worksheet (return to in other lessons; about characters) – a character sheet.
Worksheet Court Chief
Counsellor
L3 To understand the relationship Hamlet has with
the ghost
Act 1 Scene 4 and 5
CAUTION – change depending on your class
Creative Killings.
Give character roles for students
Read Act 1 Scene 4 and 5 Bullet point what happened to King Hamlet
RevengeVengeance
Incest
Storyboard on how
King Hamlet
died
What is the most creative way to kill someone that you can think of?
e.g. stab someone with an icicle
L4 To understand how the King’s
ghost is presented
Act 1 Scene 4 and 5
Pictures of different kinds of ghosts – how would you cast King Hamlet’s ghost?
Discuss – how is the King’s ghost presented?
Mind map words from the ghosts speech – connotations: “foul crimes”/ “lightest word would harrow up thy soul, freeze thy young blood”/ “a serpent stung me”/ “that incestuous, that adulterate beast, with witchcraft of his wit”
How should the ghost’s anger be conveyed?
Watch Act 1 Scene 4 and 5
http://www.youtube.com/watch?v=dBznOZu7FQo
http://www.youtube.com/watch?v=ZSsIVxovLKk
How is the ghost presented in this clip?
How would you cast him?
Write a tweet from the ghost’s point of view
ConnotationDenotation
‘antic disposition’
Create a visual
representation of one
quote
L5 To understand how Hamlet’s
madness is presented
Act 2 scene 1 If you were to show you had an ‘antic disposition’ (mad) what would you do and why?
Read extract Act 2 Scene 1 – conversation between Polonius and Ophelia.
Watch clip http://www.youtube.c
Write a PEEL paragraph explaining how Hamlet’s madness is presented through Ophelia.
Scaffold using a PEEL
Peer assess PEEL paragraph looking at using quotes and writing effectively
Analysis
om/watch?v=hN0DAxjw0z0
planning grid.
L6 To understand the role of
tragedy and tragic heroes in
Shakespeare
Can you think of any heroes who have a tragic flaw e.g. superman and kryptonite
Superman – Hamartia
Romeo and Macbeth as tragic heroes – give half the class an extract from R, half from M.
Students are to read the extract and discuss what that hero’s hamartia is.
What is Hamlet’s tragic flaw so far?
Give students a sorting activity to decide what his flaw is e.g. love/ madness/ guilt…
Get students to re-write Aristotle’s definition for a tragic hero.
Hamartia Hubris
Tragic hero
L7 To understand Polonius’ plan.
Act 2 Scene 2 Translate the King’s opening speech (Act 2 sc2) in to modern English.
Watch http://www.youtube.com/watch?v=3vTXtdQ63FA
http://www.youtube.com/watch?v=J8C4gPU_hEU
http://www.youtube.com/watch?v=FnrKScWFR3M
http://www.youtube.com/watch?v=dyB4ktn7AIE
Give students the extract about Polonius’ plan.
Students are to plot potential downfalls in their plan.
Students are to list what has happened in this scene.
Arras
L8 To understand the language of
Shakespeare
Act 3 Scene 2 Students are to work out the number of syllables
SoliloquyBlank Verse
Rhyming Couplets
in the following lines:
O that this too too solid flesh would melt, /Thaw, and resolve itself into a dew! /Or that the Everlasting had not fix’d /His canon ’gainst self-slaughter! O God! O God!
L9 To understand how the
character of Hamlet has been
developed
Whole play
L10
To understand how to write a
PEEL essay.
Hamlet’s soliloquy in Act
2 Scene 2
Re watch soliloquy
http://www.youtube.com/watch?v=dyB4ktn7AIE
L11
To complete our assessment.
Any questions before completing our assessments?
Write in silence for the lesson
L12
To understand how to
effectively mark our assessment.
Show students an example paragraph and ask them to mark it
Students to swap and assess each other’s work
Correct SPAG and then assess language analysis etc.
L13
To understand the importance
of Hamlet’s soliloquy
Hamlet’s soliloquy in Act
3 Scene 1
Copy of
Students to discuss the connotations of the following quotes
“take arms against a sea
http://www.youtube.com/watch?v=jK8am5ur7Ck
Students to answer questions on the soliloquy (worksheet).
What is Hamlet’s conclusion – does he want to die?
Soliloquy
soliloquy and Worksheet
of troubles”
“to die- to sleep”
“whips and scorns of time”
“conscience does make cowards of us all”
Draw students’ attention to the fact this is a different version then they have been watching – next lesson they will see the version they are used to.
Consider doing group work – asking different groups to answer different questions before feeding back.
14 To understand how the
relationship between Ophelia
and Hamlet is developed
Act 3 Scene 1
Copy of conversation
between H and Op.
Hypothesise –
What do you think Hamlet thinks about Ophelia and why?
Prompt: genuine love/ lust/ madness
Watch the scene
http://www.youtube.com/watch?v=6nM_Oqd6Ers
http://www.youtube.com/watch?v=FJRfLmMlFHQ (poor quality)
http://www.youtube.com/watch?v=7PcUQyXNYe0 (Brannagh version, not Tennant but takes you to the end of the scene)
Give pairs (or threes – 2 actors & 1 director) the conversation between Hamlet and Ophelia.
Ask students to read the conversation in pairs – focus on drama and bringing story to life.
Draw focus to the insults and flattery.
Students who read Ophelia answer: ‘what do you think Ophelia thinks about Hamlet, does she care for him?’
Students who read Hamlet answer: ‘Do you think Hamlet likes Ophelia?’
Directors: How do you think Shakespeare presents their relationship? What does he want the audience to think?
Dialogue Director
Presentation
Write a letter as
diary entry as either
Hamlet or Ophelia, reflecting
on this scene.
15 To understand how Hamlet’s
madness is developed
Act 3 Scene 2 Hypothesise: what will happen when Claudius sees the King being killed in the play?
Watch the scene (~16 minutes)
http://
How is Hamlet’s madness being presented here?
Is Hamlet still acting mad or is he actually mad?
Madness
www.youtube.com/watch?v=HtYCXO-jAJg
http://www.youtube.com/watch?v=alfutKH2388
Look at how he is being portrayed in the extract.
Discuss: costume, language, tone of voice, props etc.
Discuss and finish with a vote.
16 To understand the role Claudius
played in King Hamlet’s death
Act 3 Scene 3
Claudius’ soliloquy
What clues have we had so far that Claudius killed King Hamlet?
Are there any clues you trust more than others?
-draw out reliability of King Hamlet’s ghost e.g. Hamlet might be mad
Read Claudius’ soliloquy
-consider reading it as a class or breaking in to lines and getting students to read/ dramatise sections
Being a detective:
Where is the evidence that Claudius killed King Hamlet? Find quotes
Choose stronger students to be a judge and a panel of juries.
Students to present the ‘evidence’ that King Hamlet was killed by Claudius; jurors to have an open discussion deciding guilt and judge to have the final say.
JudgeJuror
Regicide
17 To understand the relationship between Hamlet and his mother
Act 3 Scene 4 Define Oedipus complex; ask students to write what they think about it.
(~16 mins)
Watch Act 3 Scene 3
http://www.youtube.com/watch?v=5XJwsReIfis
Watch Act 3 Scene 4
http://www.youtube.com/watch?v=mOjpvNPr3JU
Provide key quotes of Hamlet’s advice to mother – students to explore their relationship.
Imagine you are either Hamlet or mother – write a letter to the other character explaining how you feel.
Oedipus complex
http://www.youtube.com/watch?v=ay502y7aspo
18 To understand how
Shakespeare presents Hamlet and his mother’s
relationship
Act 3 Scene 4
Copy of Hamlet and Queen’s
dialogue
Do you think Hamlet has an Oedipus complex? Why?
Find key quotes to demonstrate Hamlet and the Queen’s relationship.
Go over PEEL paragraphs (include WALI for ‘E’ –writer’s intent, audience’s response, language analysis, interpretation)
Write a PEEL paragraph answering ‘how does Shakespeare present Hamlet and his mother’s relationship?’
Peer assess Oedipus complex
19 To understand how Hamlet feels about
killing Polonius
Act 3 Scene 5 and 6
What should Hamlet’s punishment be for killing Polonius?
-for weaker groups give a list of possible punishments; students need to choose.
Watch Act 3 Scene 5 and 6
http://www.youtube.com/watch?v=8ak0XhSow5Q
Does Hamlet feel guilty for killing Polonius?
Consider the staging of the performance – props, lighting etc (could fill in a grid re: generic features)
What do you think will happen to Hamlet?
20 To understand how Ophelia is
presented
Act 4 Scene 1 Rank the following in order of signs of madness – most mad being at the top.
1. Bursting in to song at random times
2. Appearing in a
Watch Act 4 Scene 1
http://www.youtube.com/watch?v=5a1ks-S4UNU
http://www.youtube.com/
How is Ophelia’s madness presented here?
Where is the proof for her insanity?
Why is it important that Laertes sees his sister
Bullet point – how have we see Laertes develop?
How have we seen Ophelia develop?
state of undress 3. Shouting loudly
for no reason 4. Telling peculiar
jokes 5. Hearing voices
of someone who has died
6. Giving lots of herbs and flowers to people
watch?v=la4XiB1dZq0 like this? Or – what do you think shows Ophelia to be mad most convincingly?
21 To understand the effects of
Polonius’ murder
Act 4 Scene 2 Queen Gertrude “one woe doth tread upon another’s heel, so fast they follow”
What “woes” do you think will happen in this scene?
Watch
http://www.youtube.com/watch?v=UOkImi8n0Os
What are Laertes and Claudius planning? Why?
What happens to Ophelia, why?
To what extent do you think Polonius’ murder is to blame for these actions?
How do you think these events will impact Hamlet?
22 To understand how Hamlet
reacts to Ophelia’s death
Act 5 Scene 1
Read ‘what fair Ophelia’ – to end of scene
What effect do you think Ophelia’s death will have on Hamlet? Why?
Watch
http://www.youtube.com/watch?v=LLO5IdAl-q8
http://www.youtube.com/watch?v=cVHu5BTylbM
How is Hamlet’s grief presented – discuss re: clips first.
Read extract – highlight key words/ phrases which show how Hamlet feels.
Imagine you are Hamlet – come up with a diary entry/ statement about how you feel coming back to Elisnore and hearing Ophelia killed herself.
23 To understand how
Shakespeare presents the relationship
between Hamlet and Ophelia
Make a timeline/ bullet point key events for the relationship between Ophelia and Hamlet
Discuss how Shakespeare presents the relationship between Hamlet and Ophelia.
Discuss –to what extent is Hamlet and Ophelia’s relationship based on love or madness?
Debate – love v. madness
Using sparknotes
, find 5 quotes
which you can use to show the
relationship between
Hamlet and
Ophelia24 Assessment
planningHow does
Shakespeare present the relationship
between Ophelia and
Hamlet?
If you were staging Hamlet, how would you choose to show Ophelia and Hamlet’s relationship?
Complete PEEL planning grid
Provide quotes as we don’t have copies of the text
WALI
Writer’s intent/ audience’s response/ language/ interpretation
Links to context
Complete PEEL
planning grid
25 Assessment How does Shakespeare present the relationship between Ophelia and Hamlet?26 Peer assess Proof read the
assessment you completed last lesson.
Peer assess – give mark scheme
SPAG
27 To understand how the play
ends
Act 5 Scene 2 How do you think the play is going to end?
Watch
http://www.youtube.com/watch?v=LZ5x2nlfDYY
Why does everyone die?
28 TO understand how the play
ends
Act 5 Scene 2 What makes Hamlet a tragedy? (don’t just say people die!)
Does the audience think this is a satisfactory end?
29 To understand the key themes
present in Hamlet
30 Mop up lesson
31 Mop up lesson
32 Mop up lesson
33 Christmas lesson
34 Christmas lesson