In all five states in which I’ve taught, Hamlet has been on the required reading list for seniors. So, after teaching Hamlet for umpteen years, I continually have to remind myself that for most of my students this will be their first and maybe only time, reading this canonical favorite. I want this to be a positive experience for us all, something that will keep the play fresh for me and compelling for the students. How can one resist the frustration of teaching a favorite play year after
year after year? Sounds paradoxical? Keep reading.
It was not enough simply to pass along to them what I’d gotten out of reading the play. Instead, this series of lessons should be an opportunity for them to wrestle with the language, delve into complex character relationships, and emerge with insight into both Elizabethan and 21st Century issues. Moreover, I had to develop a realistic attitude towards the readily accessible my students could find in print and on-line. After all, those are place look for ideas to enhance my own assignments. Instead, my goal was to share the experience of reading the play with them using the tools available to us all.
How, I wondered, can I design lessons that get them into the play before them want out?
What are strategies to get through the play to utilize and hone the reading, writing, discussing and reflection skills they’d been learning throughout their years of schooling?
What will make the lessons intriguing enough for them to stay the course…read closely, participate actively in class, and resist the temptation to depend on published articles, critiques and books about this Shakespeare classic just to do well on the graded assignments I’d be giving?
So, among the assignments I adapted from the zillions in print and on line are those I’ve stored here on my website. These are assignments that each year seemed to re-ignite my interest and inspire my students to read with zest and zeal.
(If you designed any of these strategies, thank you. They come from notes accumulated over the years. Teachers have regularly share with from one another and, for years, it was not customary for teachers to keep notes on where one borrowed ideas, and at workshops and seminars presenters distributed their handouts but seldom included their names.)
Interested? See “Language Arts Resources” link.
First, I want my students to know that they can understand Shakespeare’s language. So, one of their first assignments has been to paraphrase Hamlet’s soliloquy in Act I. You can do the same by creating a document set up in columns with the soliloquy on the left and space for students to paraphrase on the right. This assignment can be completed during class time. Pairs can read their paraphrases to one another and then volunteers can read theirs aloud to the class. Write along with the students and see what you learn doing this assignment afresh each year. See “Teacher Resources” tab for one of my recent versions.
Paraphrase this speech HAMLET’S SPEECH, Act I, ii, 129-159..Click your cursor to the right, opposite the line you’re paraphrasing. You must account for every line.
Hamlet Recitations can be evaluated on the following criteria
To help focus their reading, I asked them to keep journals that included answers to the basic 5W’s and H? Yes, I checked with spot quizzes.
|Can you answer the following questions?
Wanting the students to have some sense of the universality of this Elizabethan drama, you could design assignments that ask them to make connections between Hamlet, the play and Hamlet the character, and between what they’d observed or experienced themselves. You know – text to text; text to self; text to the world. Typical questions for Act IV
Most important, I want my high school seniors to believe that they have something to add to the discussion, but that I do not expect them to come up with something new or radical. So, among the end of the play assignments is an essay for which they are asked to write about what impressed them, to support or refute at least two of the critical essays we’d read about the play, and to connect the play to something contemporary.
You’d be surprised how refreshing it was to read their essays. See the “Language Arts Resources” link for the rubric that alludes to that assignment. It was pleasant to learn that few students felt the “need” to cheat because their own ideas were welcomed and valued. And because I did the assignments along with them, the play remained fresh and alive for me.
Links to Assignments: