Hamlet Unit-AP English

Hamlet Unit-AP English

2 Week Plan

Monday
1. Journal Topics 1,2 Due
2. Introduce Play, Themes, Synopsis of Act I
3. Introduce Unit Plan, Assignments
4. Read Act 1 for HWK, Do Journal 3

Tuesday
1. Watch Act I, II
2. Read Act II for HWK, complete scene chart, Journals 4,5

Wednesday:
1. Go over scene charts, discuss play, update themes/character analysis
2. Watch Act III
3. HWK: Journals 6,7; Read Act III, complete scene chart

Thursday:
1. Journals 6,7 Due
2. Go Over scene charts, discuss play, update themes/character analysis
3. Analyze Hamlet soliloquys III, i and III, iii
4. Watch Act IV
5. HWK: Read Act IV, complete scene chart.

Friday:
1. Journal 8 Due
2. Go over scene charts.
3. Analyze Hamlet soliloquy Act IV, iv
4. HWK: Read Act V, do Journal 9

Monday:
1. Discuss play as a whole, scene charts
2. Assign positions for Shakespeare Authorship Debate
3. HWK: Finish Hamlet Theme Sections and Character Analysis, Research Authorship, complete character analysis

Tuesday:
1. Analyze last four Hamlet Soliloquies (I,ii; II,ii; III,i; III,iii; IV, iv) in preparation for Timed Writing Wednesday.
2. HWK: Prepare for Timed Writing

Wednesday: Timed Writing

Thursday:
Research for Shakespeare Authorship Debate

Friday:
Shakespeare Authorship Debate

Journal Topics:

Complete 5-10 minute journal writing sessions for the topics in each act of the play as we read.

1. Pre-Reading/Act I: How common do you believe the act of revenge is in everyday life? Write about specific incidents that you were either involved in or witnessed. Think about an example of revenge. How would events have changed had someone not sought revenge?

2. Pre-Reading/Act I: Do you characterize yourself as a “thinker” or a “doer”? Explain and give examples. Who in the play are you most like?

3. Act I: In scene iii Polonius gives Laertes a great deal of “fatherly advice” about how to live his life. Look at this section and find similar advice you have heard from your parents. How valuable was this advice? Have you used it? Have you been involved in any situation to which this advice was applicable.

4. Act II: To what extent do parents have a right to “spy” or check up on their children? What circumstances might allow or prevent this?

5. Act II: How are relationships between stepparents and stepchildren generally depicted in television or film? What conflicts or barriers need to be overcome? What are the possible advantages or positive aspects of these relationships?

6. Act III: King Claudius states “Madness in great ones must not unwatched go” (III, i). How is this true at any age? What examples from history or current events support this statement?

7. Act III: What is an “Apple Polisher”? Have you ever done this or know someone who is like this? Why do people do this, and how do you feel about it?

8. Act IV: Have you ever been the victim of unrequited love? Have you ever been the recipient of affection from another that you did not care about? How did you feel in both these situations?

9. Act V: Write about a time when you discovered that someone was purposefully plotting against you for some reason. Explain the situation and how you felt and what you did about it.

Themes:

As we read, use notes from your Scene Chart to show how Shakespeare develops these themes. Include quotes and explanations about how they are developed.

Revenge:

Appearance vs. Reality:

Sanity vs. Insanity:

Decay and Corruption:

Action vs. Contemplation

Scene Chart

For each scene in the play, chart the primary characters, the major actions, conflicts, and resolutions, references or development of themes, recurring motifs and images, literary devices, and questions or predictions you may have. (Assign scenes to students)

Act I, scene I- Lauren