Unit 2: Shakespeare
Content Area:
Course(s):
Time Period:
Length:
Status:
Language Arts Literacy
English 12 Honors
November
9 weeks
Published
Transfer Skills
In this unit, students will read and analyze Shakespeare’s masterpiece HAMLET, but also examine the bard’s point of
view on themes such as love and war in his SONNETS and excerpts from HENRY V. They will also view the play through
an absurdist, modern lens in Tom Stoppard’s ROSENCRANTZ AND GUILDENSTERN ARE DEAD.
In this unit, students will read for themes & detail, identify oxymorons, line rhythms, double-entendres, asides, etc.,
understand Shakespearean play conventions, compare different stagings of the play and practice outlining & writing
argumentative essays.
Enduring Understandings
-Classic drama is a study of not only plot and story structure, but human nature as well.
-Appearance vs. reality is a timeless theme in literature and philosophy.
Essential Questions
-How can a critical analysis of literature offer us unique insight into how we understand the process of decision making
and its consequences?
-How can the interpretation of classic characters’ behaviors be applied to the people we meet and see today?
Content
Focus Work:
HAMLET by William Shakespeare
Supporting Works:
Excerpts from HENRY V by William Shakespeare and ROSENCRANTZ AND GUILDENSTERN ARE DEAD by Tom Stoppard
Nonfiction:
Hunter S. Thompson analyzing “To be or not to be” in a personal correspondence to a friend.
Poetry:
Shakespeare’s Sonnets
Possible films to view in conjunction with the unit:
HAMLET (1948, 1990 and 1996 versions)
THE LION KING (1994)
ROSENCRANTZ AND GUILDENSTERN ARE DEAD (1990)
HENRY V (1989)
GOOD WILL HUNTING (1997)
Skills
Read novels, literary nonfiction, stories, plays, and poetry from the Renaissance era, observing the continuity from the
Middle Ages as well as the departures.
Identify and investigate allusions to classical literature in Renaissance texts.
Explain how a concept such as symmetry or divine proportion is expressed both in literature and in art.
Analyze Renaissance conceptions of beauty and their literary manifestations.
Describe how Renaissance writers took interest in human life and the individual person.
Analyze the playful, satirical, irreverent aspects of Renaissance literature—in particular, the writing of Rabelais,
Boccaccio, and Shakespeare.
Explain how literary forms and devices reflect the author’s philosophical, aesthetic, or religious views.
Write an essay in which they (a) compare a literary work with a work of art; (b) compare a Renaissance work with a
medieval work; or (c) relate a literary work to a philosophical work.
Understand the development of the short story form.
Identify various literary movements.
Identify different genres and subgenres of short stories.
Identify, analyze, and discuss the elements of fiction and short story structure.
Determine and evaluate author's use of fiction elements, short story structure, literary techniques and how these
contribute to meaning.
Identify, analyze, and discuss literary techniques including figurative language, diction, imagery, tone, and syntax and
how these contribute to meaning.
Demonstrate understanding and analysis of literary elements and author’s craft.
Demonstrate making connections between the text and broader world applications.
Demonstrate the ability to: read critically, find underlying meaning, and interpret the various, intended messages
behind the author’s words.
Write a narrative that uses the same characters from Hamlet, but make some adjustments to the plot.
Understand the characters' motivations and the relationship to their actions.
Identify key terms, figurative language and symbolism.
Trace and examine the development of British literature and the literature of other cultures by recognizing
characteristics of chronological periods and literary techniques.
Recognize literary forms employed in major literary eras.
Recognize the literary characteristics of the major chronological eras.
Relate literary works and their authors to major themes and issues.
Close read excerpts of dialogue from one of the Acts and examine context clues and literary devices in order to make
inferences about the plot.
Create their own ad campaign (using a real or imaginary product) that features one of the gods or heroes from the
Greek myths.
Write a literary analysis discussing the motives and conflicts of each of the characters, as well as the consequences of
their actions.
Identify examples of dramatic irony in cartoons, advertisements, films and TV shows.
Create a modern version of Oedipus about a leader whose hubris creates his own downfall.
Participate effectively and considerately in a verbal debate regarding authorship of Shakespearean tragedy.
Close examination of text/theme and background of play.
Summary and interpretation of scenes, characters, conflicts.
Identify elements of tragic hero.
Learn how to read and analyze the language in a Shakespearean play.
Evaluate a film as a product of literature.
Evaluate behavior choices of characters within Hamlet while listening to select scenes of the play.
Listen to scenes of Hamlet and then summarize and make predictions.
Use terminology that demonstrates knowledge of literary forms in both speaking and writing.
Relate literary words and authors to major themes and issues of their eras.
Compare and contrast ways in which character, scene, dialogue, and staging contribute to the theme and dramatic
effect.
Identify the most effective elements of selected plays.
Compare and contrast dramatic elements of plays from American, British, and other cultures.
Discuss the growing belief that Shakespeare may not be the author of all of the work that has been attributed to him.
Resources
Poetry:
Dark Night of the Soul (Saint John of the Cross) (excerpts)
Various Sonnets (William Shakespeare)
The Faerie Queene (Edmund Spenser) (excerpts)
“The Nightingale of Wittenberg” (Hans Sachs)
“The Nymph’s Reply to the Shepherd” (Sir Walter Raleigh)
“The Passionate Shepherd to His Love” (Christopher Marlowe)
All the World’s a Stage” by William Shakespeare
Sonnet 29 by William Shakespeare
Sonnet 106 by William Shakespeare
http://www.poemhunter.com/poem/all-the-world-s-a-stage/
http://www.shakespeare-online.com/sonnets/29.html
http://www.shakespeare-online.com/sonnets/106.html
Informational Text Suggestions
Nonfiction:
“Of Cannibals” (Michel de Montaigne)
The Prince (Niccolo Machiavelli) (excerpts)
“The Mystery of Shakespeare’s Identity” by Jumana
Farouky
http://www.time.com/time/arts/article/0,8599,1661619,00.html
“To be or Not to be Shakespeare” by Doug Stewart
places/shakespeare.html
http://www.smithsonianmag.com/people-
Shakespeare’s Sonnets
Sonnet 18 by William Shakespeare
Sonnet 130 by William Shakespeare
http://www.shakespeare-online.com/sonnets/18.html
http://www.shakespeare-online.com/sonnets/18.html
SUPPLEMENTAL MATERIALS:
Oxford English Dictionary:
http://www.oed.com/
Art/Pictures:
Chandros Portrait of Shakespeare
http://quotationsbook.com/assets/shared/img/6633/Shakespeare.jpg
Droeshout Portrait of Shakespeare
http://www.william-shakespeare.info/images/droeshout-engraving.jpg
Shakespeare Bust at Holy Trinity Church in Stratford-uponAvon
http://www.stratfordtownwalk.co.uk/assets/galleries/56/1william_shakespeare_bust.jpg
Theaters in London
Old Globe:
http://www.clt.astate.edu/wnarey/Shakespeare%20Survey%20Pix/oldglobe.jpg
Modern Globe:
Swan Theater:
http://andyjs.typepad.com/.a/6a00d83421046653ef0133f184c5d7970b-pi
http://www.princeton.edu/~danson/GRAPHICS/Swan.jpg
Articles/Documents
The Mystery of Shakespeare’s Identity by Jumana
Farouky
http://www.time.com/time/arts/article/0,8599,1661619,00.html
“Is This What Shakespeare Looked Like?” by Richard
Lacayo
http://www.time.com/time/arts/article/0,8599,1883770,00.html
Standards
LA.11-12.CCSS.ELA-Literacy.R.11-12
Reading
LA.11-12.CCSS.ELA-Literacy.W.11-12
Writing
LA.11-12.CCSS.ELA-Literacy.RL.11-12
Literature
Text Types and Purposes
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Craft and Structure
LA.11-12.CCSS.ELA-Literacy.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
LA.11-12.CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
LA.11-12.CCSS.ELA-Literacy.W.11-12.5
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.
LA.11-12.CCSS.ELA-Literacy.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
LA.11-12.CCSS.ELA-Literacy.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LA.11-12.CCSS.ELA-Literacy.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
LA.11-12.CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
LA.11-12.CCSS.ELA-Literacy.L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
LA.11-12.CCSS.ELA-Literacy.L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
LA.11-12.CCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
LA.11-12.CCSS.ELA-Literacy.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.
LA.11-12.CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
LA.11-12.CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful.
LA.11-12.CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
LA.11-12.CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
LA.11-12.CCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
production of a play or recorded novel or poetry), evaluating how each version
interprets the source text.
LA.11-12.CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
LA.11-12.CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the text.
LA.11-12.CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
LA.11-12.CCSS.ELA-Literacy.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
LA.11-12.CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
LA.11-12.CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
LA.11-12.CCSS.ELA-Literacy.W.11-12.1a
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
LA.11-12.CCSS.ELA-Literacy.W.11-12.1b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
LA.11-12.CCSS.ELA-Literacy.W.11-12.1c
Use words, phrases, and clauses as well as varied syntax to link the major sections
of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
LA.11-12.CCSS.ELA-Literacy.W.11-12.1d
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
LA.11-12.CCSS.ELA-Literacy.W.11-12.1e
Provide a concluding statement or section that follows from and supports the
argument presented.
LA.11-12.CCSS.ELA-Literacy.SL.11-12.1a
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.