It's time for pupils to read, examine, and contemplate literature to explore the difference between vivid and generic verbs. Pupils distinguish between the two types of verbs as they read the ghost scene from Shakespeare's Hamlet. They...

Who speaks the first line of Shakespeare's Hamlet? Who is the last character to die in the tragedy? Whose death drives Ophelia mad? Readers' knowledge of the play is tested by 24 such clues in a crossword puzzle.

Scholars explore Act 5.2 of Shakespeare's Hamlet, in which Hamlet and Laertes injure each other with a poisoned blade. To finish the lesson plan, pupils also write about two central ideas from the play.

How does the comparison of Hamlet to Fortinbras develop Hamlet's character? Scholars complete a Quick Write to answer the question. They also continue their exploration of Shakespeare's Hamlet, reading and discussing Act 4.4.

Scholars continue reading Act 3.1 from Shakespeare's Hamlet, discovering Ophelia's monologue about Hamlet. They complete a Quick Write to analyze Ophelia's perspective of Hamlet and participate in an optional jigsaw activity to explore...

What tools did Shakespeare use to develop his characters in the play Hamlet? With the resource, pupils engage in a discussion about how the character Claudius introduces and develops Hamlet. They explain how word choices in Claudius's...

If revenge is a dish best-served cold, Hamlet had better get some ice. Readers discover Hamlet's plan to seek revenge. Scholars also complete a Quick Write analyzing the central ideas in Act 4.4 of Shakespeare's Hamlet.

How do Ophelia's interactions with Hamlet help develop her character? Pupils continue reading Act 3.1 from Shakespeare's Hamlet. Using writing and discussion, scholars analyze the dialogue between Hamlet and Ophelia, paying particular...

What is Hamlet's attitude towards life and death in Shakespeare's Hamlet? Scholars continue reading the play to answer the question, paying particular attention to Hamlet's most famous soliloquy. By holding a discussion and completing...

Using the resource, scholars read Act 3.3 of Shakespeare's Hamlet. They analyze two soliloquies and discuss how Shakespeare develops the characters.

All's well that ends does not apply to Shakespeare's Hamlet. Scholars read Act 5.2 using the resource, discovering the play's tragic resolution. Pupils complete a Quick Write analyzing how Hamlet's downfall contributes to the play's...

How can an author's decisions impact a text? Using an insightful resource, scholars begin their study of Hamlet by reading Act 1.1. They explore the language, characters, and setting in small groups. Upon finishing group work, pupils...

How does Shakespeare employ figurative language to emphasize central ideas in Hamlet? Using an interesting resource, learners complete a Quick Write to answer the question. Additionally, they continue their study of the play by exploring...

How might two completely different texts address similar topics and themes? Using the penultimate instructional activity from the eight-part Grade 11 ELA Module 1: Unit 3 series, scholars review the central ideas they developed in a...

Hamlet has an unusual take on the criminal justice system when he decides to determine his uncle's guilt by staging a play. With the resource, scholars continue analyzing Hamlet's third soliloquy from Act 2.2 of Shakespeare's Hamlet....

Why is Hamlet so upset with Gertrude? Using the resource, scholars read Act 3.4 of Hamlet, analyzing how Shakespeare develops Gertrude's character in the scene. Next, pupils participate in a jigsaw activity to discuss Hamlet's monologues.

Following a ghost's advice may not be in anyone's best interest, but that doesn't stop Hamlet! Using an exciting resource, pupils continue reading Act 1 of Shakespeare's Hamlet, in which the ghost tries to convince Hamlet to seek revenge...

How does a soliloquy differ from a monologue? Scholars read the first soliloquy from Shakespeare's Hamlet and compare it to Claudius's monologue. They also engage in a group discussion about Hamlet's character development.

How does Shakespeare develop the character of Claudius in the first Act of Hamlet? Using a helpful resource, pupils complete a Quick Write to answer the question. Readers also work in small groups to discuss the characters of Claudius...

To write an essay or not to write an essay—that is the question! Scholars complete a mid-unit assessment based on their study of Hamlet. They write essays analyzing how Shakespeare develops Hamlet's character about other characters.

Revenge, mortality, madness—what are the central ideas from Shakespeare's Hamlet? Scholars answer the question by writing multi-paragraph responses. They also identify and discuss literary devices from the play.

How do central ideas build on each other in Shakespeare's Hamlet? Scholars begin the first part of an end-of-unit assessment. They complete a Central Idea Evidence Collection Tool worksheet to prepare for a writing activity to discuss...

Rest in peace, Ophelia! Scholars read about Ophelia's burial in Act 5.1 of Shakespeare's Hamlet. They complete a Quick Write to analyze the characters' reactions to Ophelia's death.

How does the setting impact other elements within a play? Using a helpful resource, scholars explore the question by completing a Quick Write after reading Act 5.1 of Shakespeare's Hamlet. Additionally, they engage in a whole-class...