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Jenna Sheeran
Unit Plan Lesson 2
Subject: English 4 CP 90 minutes
Topic: Hamlet Act 2 Scene 1-2 & Something Rotten pg. 1-37
Title: “Metaphorically Speaking”
Purpose: Students will learn to locate similes and metaphors in Hamlet and then create their
own, helping them to use interesting language in their own writing and speech. Additionally,
students can use this knowledge to more accurately interpret metaphors that are commonly
used in everyday conversation.
Objectives: Students will…
1. Utilize “No Fear Shakespeare” to independently read a portion of Hamlet, using context
to achieve comprehension. (RC 13-13.3)
2. Extend their understanding of the characters in Hamlet by composing a narrative piece
from the perspective of one of these characters. (W 3-3.1)
Materials:
1. White board/dry erase markers
2. PowerPoint presentation (attached)
3. Class copies of Hamlet
4. Audio recording of Hamlet (https://www.youtube.com/watch?v=laBRXJSxxxg)
5. Video interpretation of Hamlet (https://www.youtube.com/watch?v=3vTXtdQ63FA)
6. Hard copies of “No Fear Shakespeare”
7. Class copies of Something Rotten
8. Homework sheet (attached)
Procedures:
Enter: (11 minutes)
1. When students enter class I will ask them to take out their homework from the last class
(Venn diagram that compares the interaction between Hamlet and his father’s ghost
with the interaction between Hamilton and the video tape he sees of his father after his
father’s death).
2. I will pair students and ask them to discuss the similarities and differences that they
discovered in the two texts. While they are discussing, I will make 3 columns on the
whiteboard: “full agreement”, “some agreement”, “difference”. (4 minutes)
3. After pairs have discussed, I will lead a synergistic texts activity, asking students to share
some of their responses and categorize them in the 3 lists I created. (Milner & Milner
130) (3 minutes)
4. I would continue the discussion by asking a few questions: (4 minutes)
a. Does the video tape of Hamilton’s father help you better understand the ghost
of Hamlet Senior?
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b. Do you think these encounters cause any self-struggle with either Hamlet or
Hamilton?
c. What would you do if you were in either of these characters’ shoes?
Explore (71 minutes)
5. After getting students warmed up and re-familiarized with the plot, I would give them a
mini-lesson on simile and metaphor via PowerPoint (attached). Students would then be
asked to write a paragraph about how either Hamilton or Hamlet is feeling at this point
in the story, using at least one simile and one metaphor. This is an expedited version of
the perspective taking method in Bridging English (Milner & Milner 247). (15 minutes)
6. Students would then be asked to open their Hamlet texts to Act 2, and follow along as I
played an audio reading of Scene 1. I would direct students to be on the lookout for any
similes or metaphors they see in the reading, marking them for later use.
(https://www.youtube.com/watch?v=laBRXJSxxxg). (12 minutes)
7. When we were finished listening to Act 2 Scene 1, I would spend a bit of time making
sure everyone understood where the plot was going. (5 minutes)
8. I would then ask students to share any similes or metaphors they discovered in the text
as they were listening to the audio recording. I would write each one on the board, and
ask students what they thought of the figurative language. Does it make meaning
clearer? Does it make a certain point stronger that regular language would not? (4
minutes)
a. I would be prepared if students were unable to select similes and metaphors
because of the difficulty of the language. If this were the case, I would direct
students to the line numbers so that they could locate them and we could have a
discussion.
9. When discussion is over I will play a video interpretation of the first half of Act 2 Scene 2
for students to watch, again having them pick out any similes or metaphors that they
hear. (https://www.youtube.com/watch?v=3vTXtdQ63FA) (20 minutes)
10. For the remaining section of Act 2 Scene 2, I would distribute to students printed copies
of the “No Fear Shakespeare” version of Hamlet, which sets the page into two columns:
the original text on the left and a “plain English” version on the right. This resource can
be found online (http://nfs.sparknotes.com/hamlet/page_98.html). Students would
read the final few pages of the scene independently. (10 minutes)
11. I would again ask students to read me any similes and metaphors they found, adding
them to the lists on the board. (5 minutes)
Extend (8 minutes)
12. I would distribute a homework sheet that had room for students to write down a few of
the similes and metaphors we had collected that they liked or that helped them to
better understand a concept. This would be completed before students left class. (4
minutes)
13. I would explain the homework assignment. In addition to reading page 38-72 of
Something Rotten, students would be responsible for choosing one of the
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simile/metaphors they wrote down in class, and writing a paragraph about either: (4
minutes)
a. How the idea relates to both Hamlet and Something Rotten
b. How the figurative language aides in understanding.
c. How the figurative language reveals something interesting about a character.
I would tell students to write in their planners, along with the directions for the
homework assignment, that they will receive 5 points for turning in their homework
next class (1 point for selection of a simile or metaphor and 4 points for the written
paragraph)
Evaluation
Before: Students were assigned a venn diagram for homework that compares the interaction
between Hamlet and his father’s ghost with the interaction between Hamilton and the video
tape he sees of his father after his father’s death. This homework assignment will be worth 5
points.
During: Students will be given 1 participation point for either contributing to the synergistic
texts activity or providing a simile or metaphor from the reading.
After: Students will be given 5 points for turning in their homework the following class (1 point
for selection of a simile or metaphor and 4 points for the written paragraph)
Grading
 Participation is worth 10% of students’ grade, or 50 out of 500 possible points. With
approximately 45 days in the semester, students need to be participating at least once
per class to earn full participation credit.
 Homework is worth 10% of students’ grade, or 50 out of 500 points. With approximately
45 days in the semester, and homework assigned a little over half of those days,
students will need to turn in all of their homework to receive full credit. I will allow late
homework with 1 point off each late day.
Necessary Accommodations
 Student living in poverty: I will provide writing notebooks for any student that needs
one, as well as writing/drawing utensils. Students will also be given copies of both
Hamlet and Something Rotten, as well as a printed copy of the homework.
 ELL student: This student will be allowed to follow along in a Spanish translation of
Hamlet while the class is listening to the audio recording. The change of speakers will
make this more plausible for the student to follow. For the video interpretation of
Hamlet, I will secure a copy of the film that had Spanish subtitles. Additionally, I will
base grading on writing assignments for this student on modified standards that place
less emphasis on grammar and spelling.
 Student in a wheelchair: No accommodations for this student will need to be made
specifically for this lesson.
 Student with Asperger’s syndrome: This student will be given preferential seating at the
front of the room and near me so that she will have the best chance of focusing. I will
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also give cues to all students to underline or give special attention to key words and
topics so that this student can more easily discern what is important.
High achieving student: I will give options for the homework that allow students to
choose between a few questions to answer, some being more challenging than others.
Student at risk for failure: This student will be given support and encouragement
throughout the lesson, as needed. I will also open my classroom at lunch and after
school for this student to get his homework done.
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Homework
Write down a few similes or metaphors that we collected in class that you like or
help you understand something better.
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Choose one simile or metaphor, then write a paragraph explaining one of the
following bullets.
a. How the idea relates to both Hamlet and Something Rotten
b. How the figurative language aides in understanding.
c. How the figurative language reveals something interesting about a character.
You will receive a total of 5 points for completing this assignment. 1 point for selecting a
simile/metaphor, 4 for writing your paragraph.
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