Queen International School Lesson Plan Sheet Year group: 7

Topic: literature : Hamlet Prepared By: Sreeraj Time: 40 min +40 min Day: 28/09

Objective (skills): Outcome:

• Learners will practise listening skills
• Learners will practise writing skills
• Learners will practise using functional language to
give advice
• Learners will use critical thinking skills
1 Most children will be able to read the poem with appropriate intonation and pronunciation.
2. Most children will get to know that the choices and decisions they make have consequences
whether they are big or small.
3. Some children will be able to derive the meaning of the words through contextual clues
4. All children will be able to identify poetic devices and use them in class discussion

5. All children will be able to write paraphrase and summary of the poem

Vocabulary:
Spelling list of Hamlet list 1
Introduction: Teacher starts the lesson with:
Introduction This lesson looks at a very well- known Shakespeare text, Hamlet’s
soliloquy, which begins ‘To be or not to be’. Its main objectives are for learners to
enjoy working with a Shakespearean text (which can be very motivating) and
improve their confidence with language which is at first glance beyond them. It
does this by identifying common and relevant themes, and inviting learners to
comment on what is going on in the mind of the character, Hamlet
Differentiation Strategies:
Differentiated questions are given to students based on their level.
Extra help is provided for low achievers and SEN students.
The seating arrangement is done according to CAT 4 results.
Help is provided to Extreme Spatial Bias students in the form of slow
pace or mind maps.
Extreme Verbal Bias students are given an opportunity to guide and
express themselves.
Extra help is provided for Emirati students.

Main teaching:
Assessment for Learning opportunities:.
Procedure • Online worksheets:
http://www.teachingenglish.org.uk/sites/teacheng/files/Teens%20Shakespeare
Pre – reading stage • To introduce the lesson, ask students if they are familiar with
%20Extensio n%20Activities.pdf for a series of additional/alternative follow-up
any quotations from Shakespeare. You will probably hear ‘to be or not to be, at the
activities.
very least. Write this on the board.

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• Then ask learners to discuss the following questions. Monitor closely for any
potentially sensitive discussions. Ask for feedback from the open group but again
be sensitive to what learners say.
Hamlet’s soliloquy
Think about the last few days. • What successes have you had? Can you name
three? Share them.
• Now think about the things that were not successful for you, the things that made
you angry, frustrated, sad. Can you name three? Share them.
• Read through the following introduction to the text together then ask learners to
look at the question. If your class is familiar with the play, elicit some of Hamlet’s
problems from them first.
Hamlet has some serious problems.
• His father has been murdered. His mother has married the man who murdered his
father. The girl he was going to marry has drowned. His father’s ghost visits him
every night. He must take revenge but he cannot act – something stops him.
• As he thinks about the situation, he asks himself many questions. The first: “To
be, or not to be: that is the question.”
• What do you think he means? What is ‘not be’?
Answer: (In simple terms – no one has really agreed on a definite answer) Hamlet
is asking ‘shall I continue living or shall I kill myself?
Reading stage • Now group learners and distribute the first set of cards Worksheet
A. Explain these are more of Hamlet’s thoughts in modern language.

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Then ask learners to match these with original text Worksheet B. Emphasise the
objective of the exercise and avoid discussing vocabulary problems at this stage.

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Vocabulary stage
• The next exercise focuses a little more closely on the language and invites the
learners to personalise the exercise with some of their own problems. Look at
Worksheet C first with the class.
• Then ask learners to match the problems Hamlet describes with the other
examples. Encourage them to guess and not to worry too much about vocabulary.

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Wrap-up (10 minutes)
Summarize we have learned that day: reading strategies; the theme Give homework
(assessments); Answer questions Cross Curricular Links: human psychology
Homework:
1.Go over the text to avoid ambiguities.
2. Worksheets
Materials Needed:

Reading strategies and scaffolding:

• Predict – In this lesson, students will learn how to make predictions by studying the title of the story. By modeling teachers’ own thinking, teachers are aimed
to develop students’ awareness of thinking aloud.
• Compare and Contrast – In this lesson, students will find similarities and differences between different characters in the text to facilitate their understandings
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by using diagrams.
• Visualize – Reading a story requires a highly developed skill of visualizing as poets often use images to describe settings and express emotions. In this lesson,
students will learn to develop images in their minds to help them understand the setting of the story.
• Infer – Inferring is an important complex reading strategy that students need to know. In this lesson, students will find clues and add those clues to what they
already know to support their inferences.