Shakespearean tragedy has long been a universal theme that stretches across generations.
Whether it’s 1597 or 2087, the themes that Shakespeare explores in his tragedies still
reach all who read or view these plays. However, the face of what those universal themes
look like has changed drastically in recent years. We teach Shakespeare year after year,
yet do we actually consider WHY we continue teaching these plays? Is it the thematic
cornerstone of human existence or is it simply a good play that rings through the ages.
Whatever the reasons Shakespeare resonates for us may be, students will be exposed to
Shakespearean tragedy in this Unit through a variety of media and written texts that will
allow them to see Hamlet in a light that highlights the familial and adolescent relations all
students go through. Through journaling, poetry, and dramatic expression, students will
see that the characters they read about aren’t far removed from their own experience.
This Unit will prove highly interactive in its approach as students will have to perform,
write, and discuss what they read. Students will have to translate Shakespearean English
into their own language and culture via activities that ask them to discuss, rewrite, and
perform several scenes. Students will also have to comprehend basic thematic elements
such as dramatic irony, foreshadowing, and poetic language. Overall, this Unit will
require students to understand how Shakespearean language and thematic signifigance
transcend time and culture. Objectives met by this Unit include:
Competency Goal 1:The learner will express reflections and reactions to print and nonprint text as well as to personal experience.
1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print expressive texts appropriate to grade level and course literary focus,
by:











selecting, monitoring, and modifying as necessary reading strategies appropriate
to readers' purpose.
identifying and analyzing text components (such as organizational structures,
story elements, organizational features) and evaluating their impact on the text.
providing textual evidence to support understanding of and reader's response to
text.
demonstrating comprehension of main idea and supporting details.
summarizing key events and/or points from text.
making inferences, predicting, and drawing conclusions based on text.
identifying and analyzing personal, social, historical or cultural influences,
contexts, or biases.
making connections between works, self and related topics.
analyzing and evaluating the effects of author's craft and style.
analyzing and evaluating the connections or relationships between and among
ideas, concepts, characters and/or experiences.
identifying and analyzing elements of expressive environment found in text in
light of purpose, audience, and context.
4.01 Develop critiques that enable an audience to judge claims and arguments by:

establishing and applying clear, credible criteria for evaluation.

substantiating assessments with reasons and evidence.
4.02 Develop critiques that give an audience:



an appreciation of how themes relate among texts.
an understanding of how authors' assumptions, cultural backgrounds, and social
values affect texts.
an understanding of how more than one critical approach affects interpretation.
4.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex
print and non-print critical texts appropriate to grade level and course literary focus, by:







selecting, monitoring, and modifying as necessary reading strategies appropriate
to readers' purpose.
identifying and analyzing text components (such as organizational structures,
story elements, organizational features) and evaluating their impact on the text.
providing textual evidence to support understanding of and reader's response to
text.
demonstrating comprehension of main idea and supporting details.
summarizing key events and/or points from text.
making inferences, predicting, and drawing conclusions based on text.
identifying and analyzing personal, social, historical or cultural influences,
contexts, or biases.
Ultimately, students will complete a final project that assesses and deepens their
understanding of the play. They will have a variety of options to choose from which will
cater to students’ individual needs and learning styles. Students will write a research
paper, create a video, work with a creative writing project, or create a piece of artwork in
response to the play. Each student will have the change to let their particular talent shine.
Assessment for this Unit will be based on several factors. Participation and journaling
will be crucial and ongoing daily tasks. Discussion and writing responses will be
included in the participation grade. Reading quizzes will be given periodically over
specific scenes as well as guided reading questions. A Unit test will be given before the
final project is completed with ample time for review.
Shakespearean tragedy is still studied as a thematic cornerstone for all of human
experience. Upon completion of this Unit, Students will have a grasp of what the tenants
of Shakespearean tragedy entails while growing in appreciation and understanding of
classic works of literature.