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Students explore how immoral and corrupt influences at the heart of court life in Elsinore underpin many aspects of the play. They then present seminars and write essays based on their studies.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.
Ideas
Select, develop, and communicate sustained and insightful ideas on a range of topics.
Language features
Select, integrate and sustain a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, coherent, and effective structures.
(What do I need to know and do?)
Planning using Inquiry
English Teaching and Learning Guide
Assessment and Examination Rules and Procedures
Learning task 1:
Learning intention(s)
Examining key text aspects
KCs:
Thinking – explore texts
Relate to others – peer discussion
Learning task 1
Act 1
By the end of their study of Act 1, you should appreciate that Claudius' crimes (fratricide, regicide) plus his usurpation and 'incestuous' marriage mark him as the protagonist of the immorality in the court. Hamlet must engage with Claudius to confront this corruption, and in doing so, he must confront his own perceived inadequacies. Other characters' lack of trust, the presence of the ghost and the concept of revenge are all evidence that something is indeed rotten in the state of Denmark. The frequent use of imagery related to disease, dungeons and weeds is an important indicator of this theme and should be noted as it occurs.
Learning task 2:
KCs: Thinking – explore texts
Learning task 2
Act 2
By the end of their study of Act 2, you should appreciate that the court is peopled with other characters who, like Claudius, contribute to the atmosphere of corruption and mistrust in the play. Others, such as Ophelia and Hamlet, are caught up in the chaos that has resulted from Claudius' original actions.
Learning task 3:
Learning task 3
Act 3
By the end of their study of Act 3, you should appreciate that the corruption in Elsinore has lead to hysteria, deception, further plotting and the death of Polonius...
Learning task 4:
Learning task 4
Act 4
By the end of their study of Act 4, you should appreciate that times in Elsinore have become desperate as the corruption unravels what little order is left. The frequency of the scenes adds momentum to the downfall of the main characters. Claudius is increasingly concerned, ironically, that it is Hamlet who is causing discord in Denmark and sends him to his execution, Ophelia goes mad and dies, Laertes returns to discover his father's murder and is drawn into Claudius' final plot....
Learning task 5:
Learning task 5
Act 5
In the denouement, Shakespeare draws to a close his theme and the ending apparently restores order to the previously corrupt court. Characters that are seen to have taken the law of the land and of God into their own hands are killed, often "hoist by their own petards". The notion of Fortinbras as being the appropriate man to take the throne is, however, always up for discussion.
The final scene: stage it in class / watch it on video as well as reading it through. Discuss how far the corrupt influences in the play have been destroyed. Note the recurrence of the motif of poison. Conduct a balloon debate to explore why each character should / should not have deserved to die, with reference to the key theme they have been studying. Extra credit should be given for references to the language used by the various characters. Balloon debate:
Pick about five or six people, each of whom chooses one of the play's characters to impersonate. Then imagine all of them were together in a hot air balloon that was rapidly sinking. One of them must be thrown overboard in order to save the others: but who will it be? Each participant must make a speech saying why they should be allowed to stay in the balloon. The audience votes, and the losers are disqualified from the debate. The process is then repeated until only one speaker remains.
Further activities
Learning task 6:
Presenting orally and in writing
Use language, symbols and texts – structure and express understandings about texts
Learning task 6
Delivering a seminar
how well you construct and deliver your presentation to your audience.
Look at the ‘speaking standards clarification’ for information expectation regarding a Level 3 seminar.
The following web pages also provide advice to help you deliver your presentation in an interesting, engaging and confident manner:
Writing an essay
Learning task 7:
Extending learning
Learning task 7 – Additional Resources
Background notes on aspects of the play relevant to the central theme of this unit:
The Great Chain of Being
Print
The Arden Edition of Hamlet, ed. By Harold Jenkins (Methuen, 1982)
Teaching Shakespeare: A Handbook for Teachers by Rex Gibson (Cambridge School Shakespeare S.)
Video
Hamlet - DVD version starring Mel Gibson (1991) available on Amazon
Electronic
For an online text of Hamlet and general notes on the play, go to Hamlet Online
Useful scene by scene commentary and notes on themes by Ed Friedlander are available on Enjoying Hamlet
Teaching guides on Hamlet:
Teacher's Guide to the Signet Edition of Hamlet SparkNotes: study notes on the whole play
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
Tools or ideas which, for example might be used to evaluate:
leading to :
If you are not able to access the zipped files, please download the following individual files.
Students study several aspects of the King Lear, then plan and write essays on topics selected from previous NCEA papers.
Planning Using Inquiry
Establishing prior learning and linking it to the text
Setting the scene
For background material about people in the Elizabethan age, see the following sites:
Pre-reading exercise
Read a picture book version of Cinderella to the class. Get students to construct a table identifying the elements that show us it is a fairy tale. At the end of the unit, go back and compare King Lear to Cinderella. Examine the similarities and the differences.
This establishes the context for the play. It conforms to some of these elements, but departs from them at significant points. (Where is the fairy God-mother to rescue Cordelia? Why do the good people die?)
Hand out the glossary to become familiar with Elizabethan English.
Thinking – using a range of thinking strategies to build understandings
Building plot understanding
As the class works through the text, complete the following questions, or, alternatively, use them to begin each class with a quiz revising the previous day's reading: plot quiz and plot quiz answers.
Character studies
King Lear
Photocopy the quotations and cut into cards: quotations. Put them in the correct order, as they occur during the play, then answer the following questions in relation to each quotation:
See related essays:
Analysis of King Lear
Cordelia
Print off the mutual dictation resources. Set up five mixed ability groups in the class and give each group one copy of one the full resource.
When combined, these handouts form a set of notes. Start with the group who has the first word on the page (in this case Group 1). One of the group members reads this word, which is copied down by each member of the class. This word is followed by the group that has the second word, and so on. Once somebody has read a word, they must pass the page to the person beside them. This ensures that everyone keeps up with the notes and that the groups are not dominated by one or two people. It sounds chaotic, but it works well. Students must concentrate on their listening skills as well. (It is not until the end of the exercise that the class actually realises they have written an entire page of notes.)
The Fool
Ask students to answer these questions based on the character of the Fool.
Minor characters
Read more about the character of Kent.
Characters in the subplot
Look at the following websites. Identify as many similarities and differences between the Lear main plot and the Gloucester subplot as you can.
Ultimately the purpose of including the subplot is to encourage us to view important ideas in different ways. After you have identified the similarities and differences, choose five of these and identify how they add to our understanding of the play, eg:
main plot / sub plot comparison
Main PlotSubplotImportanceLear has three legitimate daughters.Gloucester has one legitimate son and one illegitimate one.Evil is not confined either to gender or to being illegitimate. It can occur anywhere.
Imagery
Complete the imagery resource In order to complete these activities, you'll need the complete text of the play. Use the "Find" feature, either in the web browser or a word processor, to locate various words and answer questions on how those words are used.
For a further discussion of theme and image patterns see:
Theme
Give students a copy of these theme notes. Split the class into small groups (3-4 students) Compile a list of key points about a chosen theme for distribution to the rest of the class. Choose part of a scene that illustrates aspects of the key points. Perform the scene for the class, and offer either a running commentary (stopping the action when required to expand on points they have made in the key point handout) or summarising the importance of the scene at the end of it. The finished product is a seminar, complete with excerpts from the play with a summarising handout.
Summary
Return to the pre-reading activity and identify the similarities between Lear and Cinderella. Discuss the differences between the two. Why is there no divine intervention/fairy God-mother? How would the play have changed if there had been?
Drafting and polishing writing.
Developing an essay
Preparing for AS90722 at the end of the year
Look back at the essay you developed earlier and use it to help prepare for the external standard. Don’t rote learn this essay then attempt to somehow adapt a learnt essay to a topic in the exam. You will be much better prepared if you familiarise yourself again with the text as well as its ideas and supporting evidence, then adapt your understandings and supporting evidence to fit the requirements of the topics set.
Learning task 5 – Additional Resources
King Lear (television series). Directed by Michael Elliott with Laurence Olivier
King Lear (film). Directed by Peter Brook.
William Shakespeare: The Complete Works. This is a very comprehensive website with links to the complete works including background information, biographical information and pictures, information about Elizabethan theatres, a Shakespearean dictionary, the first folio, quotes, a quiz and a discussion forum.
How Sharper Than A Serpent's Tooth - A Lear Parody
General sites:
A nice summary of the play, characters, and themes and ideas
Shakespeare and the Theatre The first known production of King Lear was at King James' palace at Whitehall on 26th of December 1606, but Shakespeare was also connected to the Globe theatre, a reconstruction of which now stands on the south bank of the Thames river in London.
Shakespeare Birthplace Trust Educational resources, images and background information on Elizabethan society.
Much Ado About Something Is it possible that William Shakespeare was the nom-de-plume of Christopher Marlowe, the 16 century English playwright? This site explores the evidence and the conflicting viewpoints.
Spark Notes
Essays
The Tragic Hero
Good vs. Evil
This piece of writing should be an integrated part of the year’s writing programme. Refer to
for more details.
Planning for my students' needs What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
The key purpose of assessment is to enhance student learning and the quality of teaching and learning programmes. Assessment also enables the provision of feedback to both parents and learners about learning progress. Assessment is linked to qualifications at secondary school. Assessment should:
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NCEA Standards:
Other Resources:
Students develop their research reports as pieces of formal writing.
Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas:
Select, develop, and communicate connected ideas on a range of topics.
Select and use a range of language features appropriately for a variety of effects.
Organise texts, using a range of appropriate, effective structures.
Effective Practices in Teaching Writing in NZ Secondary Schools [available from February 2011]
Planning using inquiry
English Teaching and Learning Guide [available from February 2011]
Establishing prior learning; building understandings about this text type
Use language, symbols and texts – exploring and using features of reports
Developing and structuring ideas in a research report
KCs: Thinking
Focusing on style, syntax and written text conventions
Adapted from The Arts/Nga Toi Materials unit Freeze-frame Characters
Adaptations for ESOL students: Charine Van Pittius
Year: 1-3
Level: 1
Achievement objectives and strands
Language learning focus
Focus on building vocabulary (Word 42KB) and oracy (Word 29KB)
Students will:
Extensions:
How to achieve the language learning outcomes:
Teacher can observe students' spatial awareness through involvement in the freeze-frame. Particular aspects, for example:
Teacher can assess the students' knowledge by observing:
Teacher may check student ability to sequence three moments. Certain students may make particularly strong offers to assist with in-role development.
Teacher may note students displaying high levels of empathy or imagination through such offers. For example, "I can help the others draw tapa patterns". "I think we should put the grandpa in the picture next because then Grandma won't feel so lonely." "I think Grandma really wants to see her new baby grandson but he lives a long way away in Wales."
Teacher may listen for student willingness to offer meaningful or developed personal story to the group.
Activity boxes of fabric including varied prints and plain materials will be essential. Look for batiks, tapa prints, old sari fabrics, or other culturally interesting materials. A hatbox including an array of recycled headgear helps to establish role.
A props box including, for example, scarves, beads, frames for glasses, a walking stick, bags, an umbrella, some old tickets and envelopes may be useful. These can be used as starting points to develop story.
Mastery of literacy in a second language is supported by literacy in the student's first language. Language and literacy knowledge in one language can serve as the foundation for a new language. Dual language books, high interest readers, and in class or withdrawal remediation, can all add to success for literacy learning for ESOL students. Also important is the contribution of whānau and the wider school community, who in many cases are the primary knowledge holders of literacy in a students first language. Social literacies may develop before academic, where language is more formal, restrained, and requires strong subject-specific and technical knowledge.
The following features of effective early literacy programs are recommended:
1. Oral language and literacy development is supported by the student's first language.
2. Literacy learning in English is an on-going process that requires time and appropriate support.
3. Instruction and materials are culturally and developmentally appropriate.
4. Literacy programs are meaning-based and balanced.
5. Assessment is reliable, valid, and ongoing.
6. Professional preparation and development is continually provided for educators regarding linguistic and cultural diversity.
from Position Paper on Language and Literacy Development for Young English Language Learners (ages 3-8), Teachers of English to Speakers of Other Languages, 2010
ESOL learners with basic literacy needs – where do I start? In this UK produced seminar, Judy Kirsh explores some of the different approaches involved in teaching basic literacy to ESOL learners who have no, or very little, literacy in English or any other language. She begins with a brief overview of possible approaches and theories of literacy learning, followed by a closer examination of the "language experience" approach.
Making Language and Learning Work DVD 3 – Visual Arts, Year 5/6.Using differentiated texts is when a teacher uses different texts with different groups of students rather than the same text with the whole class, while still maintaining the same curriculum learning outcomes. The text choice is based upon the student’s level of English or their first language. Effective differentiation is only possible with good assessment knowledge. Some of the texts used may be bilingual texts in order to support the student’s first language. The use of bilingual texts helps students to make connections to their own prior learning and experience, as well as supporting their first language.
Bilingual digital storiesPrimary school teacher Bridget Harrison talks about using digital stories to support students with English as a second language.
Resources
English Language Learning ProgressionsThe English Language Learning Progressions (ELLP) explain what ESOL specialists and mainstream teachers need to know about English language learners. They will help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
Working with ESOL learners with basic literacy needsAn article that examines who ESOL literacy learners are, what skills they may have, and practical ways to help them learn in the classroom.
Bilingual Assessment Service InformationThis service enables state and state-integrated schools to access a targeted group of trained Resource Teachers (Learning and Behaviour, RTLBs) to administer bilingual assessments of the learning needs of students from language backgrounds other than English. A bilingual assessment can distinguish between language learning needs, additional special learning needs, and social/emotional needs, through dual assessment in their first language and English.
Migrant and refugee background students with special education needs, including those who receive ESOL funding, are entitled to special education services available in New Zealand schools. They would need to meet the eligibility criteria for that particular service (for example, RTLB and RT Lit support, speech language therapy, ORS funding, Supplementary Learning Support). International fee-paying students are not eligible for these services.
The same applies for ESOL funding. A student who has any kind of special education funding is still eligible for ESOL funding as well, provided they meet the ESOL funding criteria.
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