CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
This standard will be implemented by requiring students to cite and explain textual evidence to support claims. Students will be asked to make an assessment of Hamlet and one other character from an independent reading book, and use specific evidence from the text to support this claim. Specific, strong evidence will be necessary for students to show that the actions or speech of the characters they are discussing are due to that character’s true nature or a temporary role that has been assumed by the character.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Students will be required to complete activities and write papers analyzing the ways that character interactions reveal different sides of those characters’ identities or roles.
CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Students will select examples of dialogue in the text and discuss the subtext of the speech, identifying and explaining the use of figurative language. It will be necessary to consider the context of these examples of dialogue in order to contrast separate situations. For example, in which conversations does Hamlet use irony and sarcasm, and for what purpose?
CCSS.ELA-LITERACY.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work
Students will examine how different film and stage adaptations of the text interpret and reveal the characters in different ways. They will then explain what effect this has on the work as a whole, and how this may differ from their reading of the original text.
CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Students will regularly participate in Socratic circle discussions, during which the teacher will facilitate discourse between classmates. Guiding questions will be supplied by the teacher in order to lead students toward multiple interpretations of the text.
CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Students will use a writer’s workshop model for the process of composing their performance task for this unit. During class, they will have opportunities to brainstorm, write, revise, and edit their work. The teacher will provide suggestions for revision and editing, and peer revision sessions focused on specific writing elements will take place during class.
