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