Class and Grade Level: 12th grade English Literature and Composition

Unit: William Shakespeares play, Hamlet. Students have been exposed to

Shakespeare plays in 10th and 11th grade.
My Goals for Students: to know: selected vocabulary words from the play
Hamlet, the following literary terms: act, scene, dialogue, soliloquy, aside,
tragedy, drama, biographical facts about William Shakespeare and his
contribution to English literature, characters and setting in Hamlet, the four
types of literary conflicts (Man vs. Man, Man vs. Self, Man vs. Nature, Man vs.
Society), the journey of a hero
It is also my goal that students will understand that: just as each sport has
its own vocabulary, each genre of literature has its own vocabulary; for
example, wrestlers have matches, not games, and strive for takedowns, not
touchdowns. Plays have acts, not chapters, and are written in dialogue, not
prose; plays are written for the stage, not the page; each scene in a play has
a purpose; one of the many reasons we still read Shakespeare today because
he writes about human nature- times may change, but people do not.
Common Core State Standards:
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or
central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and

phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)

CCSS.ELA-LITERACY.RL.11-12.7: Analyze multiple interpretations of a

story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the
source text. (Include at least one play by Shakespeare and one play by
an American dramatist.)

Assessment and Goal Alignment: my goal for this unit to have students
understand the various literary terms associated with play, to be able to
connect different aspects of the play to their lives or other modern-day
events, and to understand the various themes and plot line of the play.
Throughout this unit, students will be working the Shakespeares language
closely by not only reading and listening to the play, but actually getting up

and working the the language to act out what is happening. Furthermore,
students will complete a literary terms handout before we being reading the
play, and I will continue to reference these various terms so they can
understand and recognize how they are used throughout the play. We will
also have many journal prompts and class discussions about how the events
in Hamlet still happen today, and many of us have experienced these events
in our own lives (death, betrayal, love, murder, etc) For the final
assessment, students will be allowed to choose from various task options.
These options are all designed to showcase students understanding on the
play, while allowing them an opportunity to select which assignment(s) they
want to complete based on their interests and strengths.
Sequencing Objectives: I will first introduce the play by giving students
an overview William Shakespeares biography, and I will also review with
them the typical journey of a literary hero. Before we read the play, students
will complete a hero anticipation guide, a literary terms worksheet and they
will begin filling out their Hamlet character chart that they will add onto as
we read. The next few weeks will be spent listening to Hamlet in class.
Since students are not allowed to take their books home, we will listen to the
play in class and stop throughout so I can check for understanding and
comprehension. Students will also be completing guided reading questions
for each act that they will turn in at the end of each act. Each week,
students will also engage in activities that allow them to interact with the
language in a deeper way than simply reading and listening. Students will
work in groups to create tableaux, and they will analyze their characters
feelings during the tableau activity. Students will also work in groups to
create a choral reading of the famous to be or not to be speech. After each
act, students will watch the movie of the act so they can see the play
performed and analyze another interpretation of the play. Throughout this
unit, students will participate in journal writing activities or class discussion
in which specific themes that are found in Hamlet are discussed and applied
to individual lives or modern-day events. Finally, students will select which
final project task(s) they want to complete based of their strengths and
interests.
Final Assessment: Select one or more projects, that add up to 100 points,
from the final project rubric. Think about which project(s) sound most
interesting to do and which project you think you would have the most
success with. Each project will tap into a different strength such as writing,
art, music, photography, etc. Before you select the assessment that you
would like to complete, make sure that you read over the requirements and
feel comfortable with the task.
Essential Questions:
1. Why do we still read Shakespeare today?
2. What is the difference between a play and a novel?

3. What are the various literary conflicts and how might they apply to this
play?
4. How does an author use language to define characters personality
traits?
Terminology: act, scene, dialogue, soliloquy, aside, tragedy, drama, foil,
tragic flaw, tragic hero, foil, protagonist, antagonist, conflict, climax, and
catastrophe