“Hamlet: The Great Debate!”

Subject: English

Grade: 9-12

Time: 3- 50 minute

Abstract:

The purpose of this lesson is to develop students’ ability to create a valid argument with support using William Shakespeare’s Hamlet. Students will learn to critically evaluate passages in order to understand character motives and action. Students’ will be able to formulate their analysis in a presentation and in an argumentative essay.

Prior Knowledge:

Students will have already read Hamlet by Shakespeare. They should also have notes from previous class discussions. They should have a list of literary devices with definitions and examples that they can reference to (students should have a basic understanding of each literary term). Also, students should already understand the components that make up an argumentative essay and how to write one.

Standards:

LACC.910.RL.1.1.: Students will cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LACC.910.RL.1.3.: Student will analyze how complex characters (i.e. those with multiple and/or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Objectives:

By the end of this lesson, students will be able to...

1. Identify diction and its effect on tone.

2. Critically analyze passages in a play by demonstrating their understanding of themes and character development.

3. Evaluate a character's actions in order to understand its effects on the plot.

Resources:

  • Text: Hamlet by William Shakespeare
  • Smartboard
  • Poll Questions
  • Literary Device List
  • Computers/laptops
  • Essay Map: or print out
  • Venn Diagram: print out
  • Presentation Rubric
  • Essay Rubric

Procedures:

Part 1 (50 minutes):

  • Students will answer poll questions (5 minutes):
  • Review poll responses (5 minutes)
  • Present Debate Assignment (10 minutes):
  • The teacher will explain to the class that they will be presenting a debate on topics regarding Hamlet. Students will group up in teams of 3-4, to create 8 groups. Groups will be given a number (1-4) and a letter (A or B). The number designates the topic they will present on and the letter will designate their standpoint they must argue.
  • Topic 1: Did Hamlet truly descend into madness or was it all a facade?
  • A Team: Hamlet was mad
  • B Team: Hamlet was acting/ it was all a facade
  • Topic 2: Does the old King's ghost truly appear to Hamlet or is it a psychological delusion?
  • A Team: The old King’s ghost truly did appear to Hamlet
  • B Team: The old King’s ghost was Hamlet’s psychological delusion
  • Topic 3: Did Hamlet truly love Ophelia?
  • A Team: Hamlet loved Ophelia
  • B Team: Hamlet did not love Ophelia
  • Topic 4: Would Hamlet have made a good king?
  • A Team: Hamlet would make a good king
  • B Team: Hamlet would not have made a good king
  • Each group must create a thesis for their argument and must find support from the text to justify their argument. They can use outside sources as long as they cite it properly (MLA style). They can use any tool for their presentation. Their presentation must be 5-8 minutes long. If they pass 8 minutes, their presentation will be stopped and 2 points will be deducted from their overall score.
  • Each student will receive a copy of the rubric, so they know what they are being graded on
  • Student’s will be given the link for the essay map as a tool to organize their presentation and/or a printout version
  • Give student’s the link to the Venn diagram and/or a printout version. During the presentations everyone will fill out one sheet per topic (they do not have to fill it out for their argument but must fill it out for the other team’s argument).
  • Each teams must turn have turned in their presentation by email before the next period begins
  • They are given the rest of class to work on the assignment (25 minutes)
  • Present Essay assignment (5 minutes):
  • Though the essay is not due in the following two class periods, I want the students to know about the essay in advanced so that they pay close attention during the presentations and take thoughtful notes as it will help them write their essay.
  • Students will have to write an argumentative essay based on the 4 topics. They have to choose one of the topics and take a stance (their topic and argument doesn’t have to be the same as the one they presented on). They can use outside sources but they must cite them properly (MLA style).
  • The essay will be due two days after the end of the presentations, hard copy in the beginning of class. They will turn in the essay along with the Venn diagrams (they will be graded as participation points)
  • Groups work on the assignment (25 minutes)

Part 2: (50 minutes)

  • 1 minute prep-time for Group 1 to open their presentations.
  • Groups 1 will present, with A Team going first then B Team.
  • Repeat: each team has 5-8 minutes to present. If they pass 8 minutes, the presentation will be stopped and 2 minutes will be deducted from their final score. Students are to take notes on each teams, except their own.
  • After Group 1 presents, have a 8 minute class discussion, asking students for their opinion on the topic and to give their opinion on some of the arguments done.
  • 1 minute prep-time for Group 2 to open their presentations and repeat the same process for groups 2 presentation

Part 3: (50 minutes)

  • Repeat the same process as stated in Part 2
  • Remind students the essay will be due in 2 days. It must be turned in as a hard copy in the beginning of class

Assessment Plan: Venn diagrams, Presentation and essay

Accommodations:

  • ESOL:
  • Dictionary that translates from their language to English will be accessible for lessons and assignments
  • Reading out loud the poll questions, and if possible having the poll questions translated
  • Other:
  • Give an outline of the lesson for the students
  • Give extra time to finish assignments if needed