Year 10 students explore visual and written versions of Hamlet by examining the roles of different characters and their impact on the play. They analyse character and themes, and write a literary criticism essay.
Shakespeare, Reading, Writing, Speaking, Listening, Critical Literacy, Collaboration, Literary Essay.
Australian Curriculum
As a result of completing this learning module, year 10 students will be able to:
Year 10 Content Descriptions
Language
Language variation and change
Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve(ACELA1563)
Text structure and organisation
Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
Expressing and developing ideas
Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
Literature
Literature and context
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Responding to literature
Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Examining literature
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
Literacy
Texts in context
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
Interacting with others
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
Interpreting, analysing, evaluating
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences(ACELY1752)
Creating texts
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
Review, edit and refine students’ own and others’ texts for control of content, organisation,sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
Use a range of software, including wordprocessing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
Learning Intention: To connect your own knowledge and experiences to some of the issues we will explore in our study of Hamlet by William Shakespeare.
Think about each statement read to you. Do you agree or disagree? Move to the side of the line that corresponds to you opinion. Be prepared to explain your opinion if your name is randomly selected.
Statements:
i. It is important to have a good relationship with your parents.
ii. Breaking up with a boyfriend or girlfriend is difficult.
iii. Adultery is always wrong.
iv. Ghosts are real.
v. Revenge is appropriate.
vi. Murder is always wrong.
vii. There is such a thing as a "perfect" family.
viii. There is no way to know if a person is truly "mad".
Comment: Reflect on this activity by commenting on two of these statements. Then comment on other students' comments. Start with @Name (inserting their name) so they know you are responding to their comment.
Purpose
The purpose of this Update is to engage students by drawing on their background knowledge to explore some of the issues explored in the play.
Resources
See also Folger Shakespeare Library for resources.
Cross the Line
This is an energising teaching strategy in which students are presented with controversial statements. After drawing an imaginary line through the classroom, the teacher asks them to stand on one side of the line, either agreeing or disagreeing with the statement.
It allows students to see that there are diverse opinions on different subjects and it provides a springboard for some interesting discussions.
Teaching Tips
As students respond to each statement, hold a brief discussion by randomly selecting students to explain their position on the line. This builds in accountability for all students. In addition you can allow volunteers to also explain their positions on the line.
At the end of the activity students can choose two of the statements to write an extended reflection on in their journals.
Learning Intention: To understand historical information about Shakespeare, his context, and language.
View How did English Evolve?
Read William Shaespeare and his Influence on Modern Language and No Sweat Shakespeare.
View Shakespeare's Words videoclip on how Shakespeare has influenced the English language.
Comment: Comment on the information you learned. You could also search for other information about how languages change and Shakespeare. Post a link and write a few sentences about the information you discover. Then comment on the comments on 2-3 other students, identifying similarities and differences in what you found out. Start with @Name so students know you are commenting on their information.
This Update focuses on presenting a range of information to students about langauge and about Shakespeare's language. Students can also actively contribute knowledge to the discussion. Add comments to prompt students' thinking about different cultural, technological, political and social influences on languages – suggesting a range of reasons for language to change.
Learning Intention: To gain an understanding of Hamlet's perspective.
Follow your teacher’s instructions.
Comment: How do you feel about what you have just written? Comment on other students' comments, identifying how you agree and disagree.
Students write a series of responses to teacher instructions.Ask them to number each response and leave a line between it.
After students have written the names down continue:
"Cross out your father's name." Pause. "He just died."
Then: " Draw a line connecting your mother's name to your uncle's. A month has passed. Your mother has just married your uncle."
Discuss your students' responses. They will be many, varied, and passionate.
Allow students not to participate if they feel uncomfortable.
Learning Intention:To understand the main aspects of the plot of "Hamlet".
Watch the BBC Shakespeare Animated Tales - Hamlet. Reorder the jumbled plot summary.
Comment: What are some questions you have about the plot of Hamlet? Try to answer the questions posed by other students. Is this story relevant to year 10 students today? Why/Why not?
This Update is designed to familiarise students with the field, by focusing on the plot.
The field includes the action, what’s going on, the characters, themes, topics, settings and processes.
Learning Intention: To understand the characters and their relationships.
On A2 paper begin creating a mindmap of the characters in Hamlet and their relationship to each other.
Throughout the unit you will refer back to the A2 sheet and add quotes and other information as they become relevant.
Refer to the Powerpoint for some tips on Character Sociograms.
Comment: Hamlet has many quotes that we use today in modern English. What is your favourite quote so far? Give a reason.
Preparing this sheet will give the students a resources to explore the relationships between characters in the film, as well as a scaffold to understand what is going on.
It may be useful for students to be given pictures of the characters from the film version of Hamlet, so that they can match the names and faces as they watch and read along.
Learning Intention: To understand the relevance of Hamlet in a modern context.
Watch the film, Hamlet. Add to your character sociogram.
Comment: What does the film remind you of? What do you think of what has happened in this version of the play?
Watch selected scenes from the Kenneth Branagh version of Hamlet. Students should follow along with the script in their books.
Stop periodically to discuss key scenes and character developments. Draw attention to themes, particularly, revenge. Ensure that students are following along using Think-Pair-Share strategies or open class discussions.
Encourage students to add notes or quotes to their character sociogram.
Learning Intention: To deepen your understanding of characters' motivations.
Polonius gives his children advice. He tells Laertes:
This above all: to thine own self be true
And it must follow, as the night the day
Thou canst not then be false to any man
Farewell, my blessing season is in thee!
What does this mean? How could you use this advice in your own life?
Look at ACT 1 Scenes iii - iv. What advice does Polonius give to his daughter, Ophelia?
Whose interest is Polonius acting in? Is this a fair thing to ask her?
Comment: First, discuss your responses in a Think-PairShare. Then, share one idea from your discussion. Comment on other students' comments, pointing out similarities and differences, and explaining why it is a "fair" or "unfair" thing to ask of Ophelia.
Learning Intention: To understand Hamlet's character and motivations as revealed in the Ghost scene.
What was the Ghost's message to Hamlet?
What was he so horrified at?
Cut off even in the blossoms of my sin,
Unhouseled, disappointed, unaneled.
No reckoning made, but sent to my account
With all my imperfections on my head.
Oh, horrible, o, horrible, most horrible!
Look at the text of the Ghost's words to Hamlet carefully.
Use No Fear Shakespeare to help you to translate what he is saying.
Comment: Why is the ghost so horrified? Do you think that this would affect people today in the same way?
It is important to get the students to stop and consider the impact of the Ghost's appearance on Hamlet's character development and the plot of the play. This initial analysis deepens students' understanding of Hamlet's motivations. It also links to the final essay question about revenge.
Learning Intention: To understand Hamlet's famous soliloquy.
To be or not to be?
After watching the "To be or not be?" speech, read through the play. Working with a group, read it in unison. Then take in turns to read it line by line.
After you have read it once, try using different tones.
Watch other youtube clips of the scene and compare and contrast different emphases and tones.
Look at the text book help notes or No fear Shakespeare to help you work out what Hamlet is saying.
Watch other youtube clips of the scene and compare and contrast different emphases and tones.
Comment: Write a paragraph which covers:
Then comment on 1-2 other students' comments.
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This Update allows students to experiment with reading the words of Hamlet with different emphasis. It is important to do this in small supportive groups, as the text contains unfamiliar words.
Once they have read the text a few times with their group, they should workout the meaning of it, using the notes from play or Sparknotes resources.
Learning Intention: To understand Hamlet's speech to Ophelia.
After watching Hamlet berate Ophelia in ACT 3.1, think about why he is treating her in this manner.
Is he telling her to become a nun or is he being sarcastic and telling her to go to a brothel?
Think about how Ophelia would feel:
Comment: Discuss this in a Think-Pair-Share before sharing some of your ideas in a comment in Scholar. Give reasons for your opinions. Then comment on 1-2 other students' comments.
Using the Think-Pair-Share strategy, students consider how Hamlet has treated Ophelia.
They then reflect on this in their comments, providing reasons/evidence for their opinions.
This Update contributes to students' developing skills in analysing specific key scenes in the play.
Learning Intention: To understand Ophelia's role in the play.
The image of Ophelia drowning amid her garlands of flowers has proved to be one of the most enduring images in the play, represented by aritsts and poets through the centuries. Ophelia is associated with flower imagery from the beginning of the play. In her first scene, Polonius presents her with a violet; after she goes mad, she sings songs about flowers; and now she drowns amid long streams of them.
Use study notes provided in your text as a guide to your discussion with a partner, before you write a response in Scholar.
Comment: Write a PEC paragraph about Ophelia and how Ophelia is presented in the play. Provide evidence from the text. Read other students' paragraphs and give them feedback, challenging or supporting their points.
Ask the students to think about the character Ophelia, following her death.
Using online study notes such as Sparknotes and Schmoop, the students can build on their understanding of the play and gain a deeper understanding of their characters.
Small group discussions will help them to facilitate this.
Learning Intention: To further deepen your understanding of Hamlet's character.
This is an iconic scene. As Hamlet holds Yorik's skull in his hand, he reflects on life.
Read through his speech and think about what he is saying. Use online study notes to help you if you like.
Comment: Do you agree with Hamlet's conclusions? Give reasons for your opinion and then comment on at least one other student's comments.
As this is such a well-known scene from the play it is important to pause here and reflect on the conclusions that Hamlet is making.
Allow the students to use study guides to work out what Hamlet is saying, give them the opportunity to discuss their reactions to it in small groups.
Learning Intention: To deepen your understanding of what Hamlet is about, particularly its themes.
After watching Hamlet read the article: 9 Things You Can Learn from Hamlet
Think about your reaction to the play Hamlet.
Comment: What are the 2-3 lessons that you would take away from Hamlet. Comment on other students' comments, noting similarities and differences, and explaining why.
This Update supports students to consider the enduring moral messages that Hamlet imparts to audiences.
Use the Simon Critchley article to get them thinking about their responses.
Randomly select students to share their responses with the class before commenting. This is also a formative assessment strategy.
Learning Intention: To work collaboratively to analyse a character in depth.
Each group is given a character to analyse – considering agency, (object or agent of revenge), state of mind, role in the play and their relationship to other characters.
In your data set you will find links to different performances depicting your character as well as various analyses of your character.
What is the character's role in the play and what are their attributes?
What moral dilemmas does the character face?
What motivates the character?
What interactions and relationships does the character have with other characters?
Choose a significant quote given by the character and explain why you chose it.
Suggest alternative ways that the character could be prtrayed in different productions.
Comment: How do you think the characters' dialogue/soliloquy relates back to the topics of revenge and madness? Comment on other students' comments.
Split the class into expert groups. Explain that each group will need to gather information about a particular character, the way that they are ptrayed in the play and their role in relationship to the other characters, particularly looking at their as an object or agent of revenge and their state of mind. They will need to find answers to a series of focus questions.
Learning Intention: To understand the point of view of a key character.
Choose one of the characters from the expert jigsaw. Retell a key scene or the story from their point of view.
You can present this in any form you like. For example:
Comment: What new thing did you learn about the character by "standing in their shoes"? Read other students' comments and give them feedback.
In this Update, students deepen their understanding of the characters, themes and plot by retelling the story from another point of view.
Learning Intention: To reflect on key themes in the play.
Look at the imaginary line in the classroom. As you teacher reads out the following statements stand on the line according to whether you agree or disagree with the statement. Be prepared to justify your position if you are asked.
1. Rosencrantz and Guildenstern got what they deserved.
2. Ophelia's madness was caused by the death of her father or the end of her relationship with Hamlet.
3. Gertrude knew about her husband's murder.
4. Hamlet really saw his father's ghost.
5. Hamlet's actions were justified.
6. Hamlet took too long to take action.
7. Hamlet really loved Ophelia more than her brother Laertes did.
8. Hamlet was truly 'mad'.
Comment: Choose one of the statements and write a PEC paragraph response about it. Include evidence to justify your position.
Draw an imaginary line in the classroom and read out a set of statements about the characters in Hamlet.
Use named paddle pop sticks to randomly choose students to justify their position after each statement is read.
Allow the students to discuss their responses.
After completing the activity get the students to choose one of the statements and write a PEC paragraph response.
Learning Intention: To further deepen my understanding of revenge and madness in the play.
With a partner, draw up and complete a cause and effect map. Consider who caused the acts of revenge in the play and what are the effects of revenge. Consider how madness was presented in the play, its causes and effects. Also include any supporting evidence.
| Act of Revenge/Madness | Cause | Effect | Evidence |
Comment: Are any of the acts of revenge justified in the play? Give reasons for your opinion.
How is madness presented in the play? How does it impact on the events that occur?
This is another activity that will assist students in their final essay. Finding evidence will be an extra benefit for their essays.
Cause and Effect Map: ITC, (2007). Innovative Teacher’s Companion. Sydney: ITC.
Learning Intention: To analyse the themes of Hamlet.
Socratic Dialogue
This is a structured discussion which aims to reach a consensus. You will be discussing who is to blame for the tragedy that occurs in Hamlet as well as some key questions about the way in which the themes of madness and revenge are presented in the play.
Rules
Madness
What does Hamlet mean when he says he's going to put on an "antic disposition" (1.5.175)? Why does Hamlet play the role of an "antic"? What's purpose does it serve?
We know that Hamlet says he's going to pretend to be insane. Is there textual evidence in the play that Hamlet actually does descend into madness?
What is the difference between Hamlet's madness and Ophelia's? Is there a marked difference in their behavior and speech?
What causes Ophelia to go mad? What purpose does her madness serve in the play? What textual evidence would you use to support your claim?
Revenge
“Revenge should have no bounds”
How does Hamlet's attitude toward revenge change throughout the play? When does he talk about revenge? How does what he says about revenge match what he actually does?
How does Hamlet's attitude toward revenge contrast with Fortinbras' or Laertes' approach?
Why does Hamlet delay so much in avenging his father's murder? Is there a part of him that doesn't really want to take revenge?
Comment: Comment on what you think is the most important theme of the play. Provide reasons for your opinion. Then comment on at least one other student's opinion, explaining why you agree/disagree with them. Use evidence from the play.
Use the Socratic Dialogue strategy to get the students to think about the themes of Madness and Revenge in Hamlet. With the students seated in a circle, explain the rules of the dialogue and the aim of reaching a consensus.
Get the students to discuss their responses before moving on to discuss the questions about madness and revenge.
Learning Intention: To apply my understanding of the themes of revenge or madness in the play, Hamlet.
Choose one of the following questions to respond to in an essay.
1. Using quotations, character analysis and notes during class, discuss Claudius’ statement to Laertes that “Revenge should have no bounds” IV.7.143.
2. Using quotations, character analysis and notes during class, discuss how Shakespeare presents the idea of madness in Hamlet.
Comment: Why do you think Hamlet is still popular today, over 400 years after it was written? Comment on other students' comments, elaborating on their ideas where possible.
Literary Criticism Essay Project Rubric
Learning Intention: To creatively apply my understanding of the play Hamlet in an oral presentation.
Prepare and deliver an oral presentation of 8-10 minute in response to one of the following questions.
1. Choose a theme from the play, discuss how Shakespeare presents it and then show what it mean and how it is relevant in a modern context.
2. The play is a tragedy. Find another tragic text and compare it with Hamlet.
3. Choose a character from the play and discuss their journey, growth and development using a range of different media.
Comment: Comment on another student's presentation, giving them useful feedback.
Ask the students to prepare a creative extended oral presentation using a range of media, reflecting on an aspect of the play Hamlet.