Title of lesson Hamlet’s Get This Over With Grade level Sec 5 IB
(November 2, 2018)
Subject: English Language Arts Topic:
Resources Hamlet film (Kenneth Branagh), Hamlet Jeopardy!, daily Hamlet, space to write
Required scene synopses on the board
QEP C2: Reads and listens to written, spoken and media texts
Subject Area - Integrates reading profiles, stance, and strategies to make sense of a text in
Competencies a specific context
- Talks about own response to a text within a classroom community
Learning activities:
1. Daily Hamlet meme
2. Let students know that this is the culminating day of
Hamlet.
3. Pick up where we left off in the play: what’s happened so
far? (5 minutes)
4. Act 3 Scene 4 (film). Remind students that we read a part
of this scene when we talked about the way Shakespeare
uses language! (5 minutes)
5. One-sentence scenes: In groups of 2 or 3, come up with
one sentence (under 15 words) that describes a given
scene. For this activity, use the Hamlet comic you were
given at the beginning of the unit, your book, and any
other resources at your disposal! (Can’t copy from the
comic.) When you’re done, write it on the board under the
correct heading. (Some teams will have more than one,
depending on length of scene). Do you think that the scene
is important to the plot or superfluous? (10 minutes)
6. THE FINAL ACT: Watch Act 5 (film). (20 minutes)
7. Hamlet Jeopardy (25 minutes):
The Rules: Everyone will be called on to answer at least
once. You may choose whichever question you like to
answer (they have varying levels of difficulty)
You only find out how much your question is worth once
you choose it – and there’s no going back.
You may steal only fact-based questions that have been
answered incorrectly – marked as STEAL THIS QUESTION!
You may answer a question after someone else has
answered it only if it is an opinion question – marked as
UP FOR INTERPRETATION. Then, you may only answer it
twice if your opinion is different than those given.
ONE PASS per student is allowed – and then, only if
another student is willing to take up the question for them.
If passed, the points go to the student who did answer the
question, not whoever chose the question.
Total lesson time: 75 minutes
Wrap-up of Hamlet
Learning Objectives:
Students will:
Review their knowledge of Hamlet
Consolidate learning that occurred
throughout the term
Relevance:
Students have explored, through research
and writing, the theme of revenge in Hamlet.
Now, they will be able to connect that
research and learning to the play itself,
check their knowledge and understanding,
and formulate and verbalize their own
opinions about the play.
Essential Question(s):
How can we use Hamlet as a way of
examining the theme of revenge?
Student will know:
What happened in the play (plot,
characters)
Students will understand:
The way in which the theme of revenge was
used in the play
Cross Curricular Competencies:
CCC3: Exercises critical judgement
CCC8: Cooperates with others
CCC9: Communicates appropriately
Broad Areas of Learning:
Media Literacy
Universal Design for Learning:
One-liner activity: Students will have
numerous resources of varying types at their
disposal
Jeopardy: Students choose their own
category of question. Students may choose
to pass on a question, if it can be answered
by someone else.
Further considerations:
FORMATIVE - Assessment FOR learning:
Will take place as students complete
Jeopardy and one-liner activities, and will
also take the form of anecdotal feedback.
FORMATIVE - Assessment AS learning:
Will take place as students complete
Jeopardy and one-liner activities.
SUMMATIVE - Assessment OF learning:
This class itself has no summative assessment,
but the summative assessment for the unit as
a whole will be an article (based on
research) on the topic of revenge, and a
response on a poem by William Blake.