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Hamlet

Hamlet. Unit Portfolio Presentation Allison Lakso. Unit Summary.

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Hamlet

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  1. Hamlet Unit Portfolio Presentation Allison Lakso

  2. Unit Summary My students will read Hamlet and relate the problems that occur within the play to contemporary life. They will research one of the problems that comes up in the play that is also a problem today and collaborate with other students to find a solution to the problem. They will also need to create a power point project as a group that explains their solution.

  3. CFQs Essential Question: How does society shape a person? Unit Question: How does society shape the characters in Hamlet ? Content Questions: What is the Globe Theater? Does society shape the character of Hamlet?

  4. Vision for Unit By creating this unit, I want to • Try to make the play Hamlet interesting to my students by connecting it to situations they deal with in their lives. • Try to make my students think critically about how peers and individuals in their lives shape their decisions. During this unit, I want my students to • Learn ways to connect literature to their daily lives so that they see the importance of reading classics. • Use technology to communicate with students and interest students about what they may not usually be intersted.

  5. Project Approaches As my students work on this project, they • Connect the play to the real world • Collaborate with peers • Create a product that shows what they’ve learned about a problem in the play and in their lives. • Share their learning with an audience of their peers.

  6. 21st Century Learning Students will develop higher-order and 21st century skills in this unit as they • They will be communicating their findings to a group of their peers and fellow classmates. This will better prepare them for future presentations later in life. • They will base their project off of their reading, writing, research, and deeper thinking to connect problems in the play to contemporary life. • Use project assessments to self-assess their work, gather peer assessment on their work, and give/get feedback to/from their peers

  7. Gauging Student Needs Assessments • Use CFQs to learn • Students’ ideas about what a “classic” is • Background knowledge of characters and plot of play • Assess 21st Century skills • Ability to see common elements in classic and contemporary literature

  8. Gauging Student Needs Assessments I can use the information from these assessments to: • Find out what the students already know about the play and what I am going to have to cover. • Find out what misconceptions the students have about the play and address them early on in the play. Students can use the information from these assessments to: • Connect this play with other plays. • See what they are going to need to focus on in their reading.

  9. Requests for Feedback • Need ways to help correct misconceptions about the play. Every one who performs or films this play has a different take on it and some are not correct. • Need help coming up with future projects to work on.

  10. Rendering of the "To be, or not to be" soliloquy from Q1, often called the "bad quarto". Sarah Bernhardt as Hamlet, with Yorick's skull (Photographer: James Lafayette, c. 1885–1900)

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