Mr.

Nelsons Lesson Plans

Date: Tuesday, 10/28/14
Course: English 4
Unit Topic: Hamlet
Todays Focus: Discuss 2.2, begin guided reading of 3.1
Overview: Answer questions about 2.2, check for student understanding by asking direct
questions about previous nights passage before continuing to read 3.1. Respond to student HW
to ensure they are grasping key concepts.
Enduring Understanding: Examine a writers role in the development of drama, analyze
dramatic structure
Objectives
Discuss remainder of 2.2.
Group discussion of Hamlet character perception map. What is his true identity?
Independently, explain in journals what Hamlets true identity is. Also try to
answer: What is the purpose of Act 2?
Guided reading of 3.1, discussion of key points.
Materials: copy of Hamlet, pen, notebook, sticky notes, character perception map
Procedure
Warm-Up: Discuss character perception map with partner
Direct Instruction: Discuss character perception map as whole group. What is
Hamlets true identity? What do others think of him? Is what others think of you more
important than what you think of yourself? Clear up confusion/questions about 2.2. What
happens with R&G? Whats the purpose of the actors speech? Guided reading of 3.1 up
to 64. Pacing for clarification.
Closure: Answer student questions about 3.1. Assign HW. Finish reading 3.1.
Translate Hamlets to be or not to be soliloquy. What does it mean?
Assessment: check HW, completion of tasks and participation in group and class work
Mr. Nelsons Lesson Plans
Date: Wednesday, 10/29/14
Course: English 4
Unit Topic: Hamlet
Todays Focus: Answer questions about 3.1, discuss interpretations of To be or not to be,
begin reading of 3.2
Overview: Todays lesson will be focused on discussing the implications and interpretations of
Hamlets famous soliloquy, answer questions about 3.1, and begin reading 3.2.
Enduring Understanding: Describe how literature portrays the belief systems of the time,
analyze gender in a culture as reflected in literature
Objectives
Discuss To be or not to be, other major action of 3.1
Discuss switch between verse and prose. Why does Shakespeare do this?
Guided reading of 3.2, discussion of major topics
Materials: copy of Hamlet, pen, notebook, sticky note

Procedure
Warm-Up: One observation, one question about 3.1. Talk about things students
struggled with understanding/require clarification before moving on.
Direct Instruction: Continue to talk about 3.1, specifically Hamlets soliloquy.
Why the change to prose at lines 113-162? Whats important about the actors speech?
Discuss Hamlets behavior towards Ophelia. What is get thee to a nunnery all about?
Begin guided reading of 3.2. Talk about action v. inaction re: Hamlet. Shift to prose: why?
Connection w/ audience? Expression of emotion, reason? Whats the deal with the play
within a play? What is Hamlets plan/ what purpose does it serve?
Closure: Wrap up discussion, answer any remaining questions students might
have. Assign HW. Finish reading 3.2, read 3.3. Answer question: Is Hamlet, at this point
in the play, mad?
Assessment: Participation in class discussion