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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 I will ask my students to read the Shakespeare play Hamlet. Once they have finished this play they will be asked the question: How does society shape Hamlet? They will first be required to discuss this question with two of their fellow classmates. After their discussion they will be asked to make a power point project answering the question in their own way. They will also be required to think about how their society shapes their personality. This, too, will be put in the presentation. Each student will be required to present their presentation in front of the classroom to share their view.

  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 • To explore how classics can make them ask critical questions about their lives and the society they live in. • Use technology to communicate their ideas with other fellow classmates and to use technology to coherently organize their thoughts.

  5. Project Approaches As my students work on this project, they • Connect the play to the students lives making it relevant to them. • Learn to collaborate their ideas with peers and feed off of each other. • Make a connection between the past and present. • Share their learning with an audience of their peers in a clear and concise manner. • Think critically about their own lives and the lives of those around them.

  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 and deeper thinking to connect problems in the play to contemporary life. • Use project assessments to gather peer assessment on their work and give/get feedback to/from their peers. It will also allow them to see their improvement through the unit.

  7. Gauging Student Needs Assessments • Use CFQs to learn • See what they know about Hamlet and what I will need to teach them about Hamlet. • Asses background knowledge of characters and plot of play • Learn how students view the play Hamlet. • Assess 21st Century skills • Ability to see how 21st century students feel about classical literature.

  8. Gauging Student Needs Assessments I can use the information from these assessments to: • To see how the students intend to find out information about Hamlet and give them other ideas if theirs are not reasonable. • To see what type of background the students have with Shakespeare and Hamlet and teach accordingly. • To assess what the students have learned by the end of the play.

  9. Gauging Student Needs Assessments II • Students can use the information from these assessments to: • See how much they have learned about the play since they started reading it. • See what they are going to need to focus on in their reading. • To make comparisons to other Shakespeare plays and show how the plays have similarities.

  10. Requests for Feedback • Would like some other fun projects other’s have done in the past with this play. Everyone has a different take and the more you do with Shakespeare the better the learning.

  11. 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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