Lesson 1: Hamlet
Duration of Days: 25
Lesson Objective
Students will be able to summarize the plot of Hamlet, identifying the major events and understanding the play’s structure (exposition, rising action, climax, falling action, and resolution).
Students will explore and analyze the central themes of Hamlet, such as revenge, madness (both real and feigned), mortality, corruption, and the struggle between action and inaction.
Students will analyze the complex characters of Hamlet, particularly Hamlet himself, as well as Ophelia, Claudius, Gertrude, Polonius, and others.
Students will gain a deeper understanding of Shakespeare's language, including his use of metaphor, imagery, soliloquy, and rhetorical devices.
Students will examine Hamlet’s soliloquies (especially the "To be or not to be" speech) and analyze how they reveal inner conflict, existential questioning, and character psychology.
Students will explore the historical, political, and cultural context of Elizabethan England and how it influenced Shakespeare’s portrayal of themes like monarchy, power, and justice.
Students will identify and analyze key literary devices in Hamlet, such as irony (particularly dramatic irony), symbolism (e.g., Yorick’s skull, the poisoned cup), and foreshadowing.
Students will examine Hamlet as a tragic hero in the context of Aristotle’s theory of tragedy, focusing on his tragic flaw (hamartia), his downfall, and the play's cathartic effect.
Skills: Tragic hero analysis, Aristotelian tragedy theory application.
Students will engage in discussions and written responses that critique Hamlet, offering personal interpretations while supporting arguments with evidence from the text.
What is the significance of the play's setting?
How does the political and social environment of Denmark shape the actions of the characters, especially Hamlet?
What motivates Hamlet throughout the play?
Is Hamlet's indecisiveness a strength or a flaw? How do his motivations change over time?
What does Hamlet’s anger towards Ophelia and Gertrude reveal about his broader views on women and morality?
Is Ophelia a victim or a passive participant in the events of the play?
How does Ophelia’s treatment by the men around her contribute to her eventual breakdown?
What does Horatio represent to Hamlet, and why does he remain loyal throughout the play?
How do the themes of revenge and justice shape the characters’ actions, and does the play ultimately offer any moral conclusions about the pursuit of vengeance?
How does Hamlet’s contemplation of mortality evolve throughout the play, particularly in his famous soliloquy ("To be, or not to be")?
How does the play explore the idea of madness?
Is Hamlet truly mad, or is he simply pretending? What role does feigned or real madness play in the unfolding of the tragedy?
How do elements of metafiction contribute to the effectiveness of the play?
How does Hamlet’s perspective on death inform his actions, especially as he grapples with the concept of an afterlife and the idea of fate?
What is the role of fate and free will in Hamlet?
How much control do the characters have over their destinies, and to what extent are they victims of circumstance or their own choices?
How does Hamlet explore the theme of indecision?
How does Hamlet’s tendency to overthink and delay action contribute to the tragedy of the play? Could his fate have been different if he acted more decisively?
How does Shakespeare use language to reveal character?
How does Shakespeare’s use of imagery (e.g., decay, disease, and corruption) contribute to the play’s themes?
RL.9-10.1 / RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferences drawn from the text. This is applied when analyzing Hamlet's soliloquies, character motivations, and key events in the plot.
RL.9-10.2 / RL.11-12.2: Determine a theme or central idea of the text and analyze its development over the course of the work. This includes the themes of revenge, madness, mortality, and corruption in Hamlet.
RL.9-10.3 / RL.11-12.3: Analyze how complex characters (e.g., Hamlet, Claudius, Gertrude) develop over the course of the text and interact with other characters. This is an important part of understanding the psychological depth and tragic structure of the play.
RL.9-10.4 / RL.11-12.4: Analyze the impact of specific word choices on meaning and tone, including the use of figurative language and rhetorical devices. In Hamlet, teachers will explore Shakespeare’s use of metaphor, soliloquy, irony, and imagery.
RL.9-10.6 / RL.11-12.6: Analyze a point of view or purpose and how it shapes the content and style of the text. This includes considering Shakespeare’s use of dramatic irony and his portrayal of different perspectives (e.g., Hamlet’s soliloquies vs. Claudius’s speeches).
RL.9-10.7 / RL.11-12.7: Analyze the representation of a subject or key scene in different mediums (e.g., stage productions, film adaptations). Students can compare live performances or film versions of Hamlet to the original text.
RL.9-10.9 / RL.11-12.9: Analyze how two or more texts address similar themes or topics. In a Hamlet unit, this could involve comparing it to other works of tragedy, such as those by Sophocles or other Shakespearean plays.
W.9-10.1 / W.11-12.1: Write arguments to support claims with clear reasons and relevant evidence. Students could write argumentative essays on themes such as revenge, justice, or the nature of Hamlet’s madness.
W.9-10.4 / W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. This includes both formal essays and creative projects.
W.9-10.5 / W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge
W.9-10.8 / W.11-12.8: Gather relevant information from multiple sources, assess the credibility of each source, and integrate the information while avoiding plagiarism.
W.9-10.9 / W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.9-10.1 / SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions on topics, texts, and issues, building on others’ ideas and expressing their own clearly. This could involve small group discussions on specific scenes or themes in Hamlet.
SL.9-10.2 / SL.11-12.2: Integrate multiple sources of information presented in diverse formats (e.g., visually, quantitatively, orally) to make informed decisions and solve problems.
SL.9-10.3 / SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.9-10.4 / SL.11-12.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning. In Hamlet, students may present their analysis of a character or theme.
SL.9-10.5 / SL.11-12.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. This can include visual or multimedia presentations of Hamlet themes or comparisons with modern adaptations.
SL.9-10.6 / SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate.
L.9-10.1 / L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. This is applied in the construction of formal essays and presentations.
L.9-10.4 / L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.
L.9-10.5 / L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Hamlet offers rich opportunities for exploring puns, metaphors, and other figures of speech.
L.9-10.6 / L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
1,2,3,4
Explicit vocabulary instruction is emphasized, and reading and writing skills lessons focus strongly on language acquisition and reading comprehension
Notes during reading
Class discussions and performances
Formative quizzes
Multimodal inquiry project
Screenplay