Webquest hamlet

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For Educators

Designed by

Natalie [email protected]

Based on a template from The WebQuest Page

Webquest to Create WebquestsWebquest to Create Webquests

http://webquest.org/index.php

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Search for the word "WebQuest" in any search engine, and you soon discover thousands of online lessons created by teachers around the world.

What is a WebQuest?

A WebQuest is an inquiry-oriented online tool for learning, says workshop expert Bernie Dodge 1. This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web.

Beyond that, WebQuests: can be as short as a single class period or as long as a month-long unit;usually (though not always) involve group work, with division of labor among students who take on specific roles or perspectives;are built around resources that are preselected by the teacher. Students spend their time USING information, not LOOKING for it.

IntroductionIntroduction

http://www.thirteen.org/edonline/concept2class/inquiry/index.html

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Your task will be to analyze the different interpretations of Hamlet’s soliloquy, “To be or not to be” from Act 3 scene 1 of clips from other Hamlet productions.

After each performance, describe the different aspects of the speech that each interpretation emphasizes.

This will be a discussion-based project. Everyone should record what is discussed and who will present your views at the end of class.

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The TaskThe Task

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Once assemble d into groups, follow the steps to complete the assignment.1.) Watch the first clip. First clip2.) Discuss how the filming emphasizes the meaning of the soliloquy. Which elements of the clip creates the emphasis? Each person should write their notes/thoughts and discuss them with the rest of the group. See what conclusions can be made as a whole of the clip.3.) Watch the second clip. second clip.4) Discuss again the difference in this clip to the previous one. What direction did this clip take the meaning of the soliloquy. What elements were different? What did those differences create in the meaning? Think of the different scenery in each, what did that change or add to the meaning. 5.)Reread the soliloquy in your book. Think for yourself how you would imagine the soliloquy be played out, emphasizing the way you see the meaning of the words.6.) This question must be answered by all. Write your response on your own paper and must be half a page and handed in at the end of class. Which interpretation is better? What insight and meaning does each interpretation bring to the scene?

The ProcessThe Process

http://youtu.be/RzuEKkPVeBQ

http://youtu.be/jdp6dpiK8Ko

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Beginning1

Developing2

Accomplished3

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Stated objective or Performance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.





















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There are many ways to interpret Hamlet and Shakespeare’s word. There is no real correct way. Each person can see this speech in a different light. I hope you understand Hamlet’s most famous soliloquy better this way. Seeing different interpretations helps to understand and create your own interpretation of Hamlet, and value the complexity of Shakespeare’s words.

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Thank you to the creative people on YouTube.

Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibsonhttp://youtu.be/jdp6dpiK8Ko

Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant. http://youtu.be/RzuEKkPVeBQ

The WebQuest Page

The WebQuest Slideshare Group

Credits & Credits & ReferencesReferences

http://youtu.be/jdp6dpiK8Ko

http://youtu.be/RzuEKkPVeBQ


http://www.slideshare.net/group/webquest

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A WebQuest for 9-12th Grade English Literature or Shakespeare

Designed by

Natalie [email protected]

Based on a template from The WebQuest Page

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Hamlet’s Soliloquy Hamlet’s Soliloquy Interpretations (Teacher)Interpretations (Teacher)


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The idea for this activity came about when I was thinking of the numerous film productions of Shakespeare’s Hamlet. The soliloquy of Act 3 scene 1 is the most famous. Each production adds it’s interpretation of how it should be spoken and acted out. There is no ‘only one meaning’ to the speech and the play of Hamlet. What better way to show the students you can interpret a speech and words differently then showing the many ways professionals have preformed the most famous soliloquy of Hamlet.

This lesson allows students to watch professionals preform Hamlet’s soliloquy and see the different angles other productions takes. Each has a different setting and is spoken in a different tone. Those elements add a certain perspective of the speech and the meaning the director wishes to portray for their version of Shakespeare’s Hamlet. Then, have your students read the soliloquy again themselves and see the difference in their understanding of the words and their new perspective of the speech.

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This lesson is for which ever high school level student who is going over Shakespeare’s Hamlet. Students could a freshmen in high school or seniors. It is designated to cover English Literature and/or Shakespeare.

Students will have to be reading Shakespeare’s Hamlet . They should be up- to-date on the reading of the third act. Students must know what is happening at the point of Hamlet’s soliloquy.

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Students will learn that words can be interpreted differently and still be correct. Seeing a new perspective of a performance enhances a student’s understanding of the soliloquy, then in turn are able to understand Shakespeare more clearly.

When discussing in groups, students will accept the opinions of their peers, even if they are different or do not agree with it. Having acceptance for another person’s belief or opinion that differs from yours, is a skill very much needed in society today. Working in groups with those different opinions begins that acceptance and understanding. They also may turn their opinions into a compromise, using bothTheir ideas and create a split between the two.

After watching others preform the soliloquy and their perspectives, students are then given the chance to create their own perspective of the soliloquy. This starts creative thinking that a student can use throughout all reading.

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Curriculum Standards Curriculum Standards (Teacher)(Teacher)

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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.

Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?

If students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.

What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.

VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.

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What is needed:• Everyone to have their set class book.•Paper and a pen or pencil.•A computer for each group and internet that allows students to YouTube.•The basic audio and visual materials on a computer should be available.

Only one teacher is needed for this assignment. It is a small group activity that should only take one class period. If a student has an aid, their usual job would be required and to make sure students stay on task. No extra material or field trips are needed for this assignment.

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At the end of class, students will hand in their recordings of their discussions with the group, answers of the questions about the video clips, and their half page response of how they view Hamlet’s soliloquy on their own and their new perspective. Also as the activity goes on, I will evaluate how each student is responding with other students in their group.

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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

•At first describe the activity the students will be participating in.•Count them off into the appropriate groups determined by the number of students in your class.•Give them their computers and have it set straight to your Webquest.•Keep students on track as the period goes on. Don’t let them wonder to other sites so keep an eye out for what is on their screens.•When the class period is almost over or coming to a close, announce what step they should be at.•When most of the class seems to be at the point of reading the soliloquy on their own, announce to others they should be coming near that point. Same for writing their response.

This page is linked to the Process segment off of the Teacher Page

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This lesson is a great tool to have students understand Shakespeare and to develop their own perspective of a historical piece of work. Through the groups, students work on communication skills very much needed in today’s society of acceptance and an open mind. This lesson not only allows the students to explore different perspectives and interpretations of Shakespeare, but they also creative their own and begin their own creative vision of Hamlet and/or any other reading. The skills and kind of thinking taught in English class/Language arts are skills students will hold onto after school and carry them into the real world.Evaluation

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Opening picture is from: http://www.glogster.com/kadenmarie/hamlet-and-shakespeare/g-6lvvqepsf3apdi2rpm7fea0

Thank you to the creative people on YouTube.Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibsonhttp://youtu.be/jdp6dpiK8Ko

Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant. http://youtu.be/RzuEKkPVeBQ

William Shakespeare’s Hamlet, class set.

The WebQuest Page

The WebQuest Slideshare Group

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Webquest hamlet

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Transcript of Webquest hamlet