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Lesson 6

Based on our reading of the play and supporting informational texts, we will engage in a student-guided Socratic Seminar in which we will explore how analyzing the play through various critical lenses influences our interpretation of the play’s themes.

Lesson Goals

Reading and Knowledge

  • Question: How well do I formulate and use questions to establish and deepen my understanding of Hamlet?
  • Determine Meaning and Purpose: How well do I use connections among details, elements, and effects to make logical deductions about Shakespeare’s perspective, purpose, and meaning in Hamlet?

Speaking and Listening

  • Listen: How well do I pay attention to and acknowledge others while thoughtfully considering their ideas?
  • Generate Ideas: How well do I generate and develop ideas about interpretations of Hamlet?
  • Remain Open: How well do I change my ideas or perspective based on new, credible information and experiences?

Texts

Core

  • Tradebook
    • Hamlet, William Shakespeare, Simon and Schuster, 2003
  • Unit Reader
    • Excerpt from “Depressive Illness Delayed Hamlet’s Revenge,” Aaron Shaw and Neil Pickering, BMJ Publishing Group, Ltd., 2002
    • Excerpt from “Representing Ophelia: Women, Madness, and the Responsibilities of Feminist Criticism,” Elaine Showalter, Methuen Publishing, 1985
    • Excerpt from “The Sanity of Hamlet,” Tenney L. Davis, The Journal of Philosophy, 1921
    • Tragedy, excerpt from “A Guide to the Study of Literature: A Companion Text for Core Studies 6, Landmarks of Literature, Section II Tragedy: A Genre, Tragedy,” English Department, Brooklyn College, English Department, Brooklyn College, 2009

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Write

We will write open-ended, thought-provoking questions to prepare for the Socratic Seminar.

Each of you will individually write two new open-ended questions in addition to the two you drafted for homework in the previous lesson. Some examples of open-ended, thought-provoking questions frames are below:

  1. What do you think about _____? What evidence from the text supports your belief?

  2. What is the relationship between _____ and _____?

  3. What do the texts say about _____? What about this perspective do you agree or disagree with?

  4. What significance is this to _____?

  5. If _____ is true, then _____?

Avoid questions that are too vague and too general, as well as yes-or-no questions.

Write down your questions in your Learning Log.

Activity 2: Read

We will choose a key word or phrase from one of the informational texts in the unit; this word or phrase will help us contribute to the discussion.

Individually, identify a significant word, phrase, or sentence from one of the following supporting texts that you would like to discuss during the seminar:

  • Brooklyn College, “A Guide to the Study of Literature: A Companion Text for Core Studies 6, Landmarks of Literature, Section II Tragedy: A Genre, Tragedy”

  • Aaron Shaw and Neil Pickering, "Depressive Illness Delayed Hamlet’s Revenge"

  • Tenney L. Davis, "The Sanity of Hamlet"

  • Elaine Showalter, "Representing Ophelia: Women, Madness, and the Responsibilities of Feminist Criticism"

Scan your Vocabulary Journal for possible words or phrases to use.

Activity 3: Discuss

We will engage in a Socratic Seminar.

Place the classroom chairs in a circle.

Share the word, phrase, or sentence you chose in the last activity with the group.

Begin the seminar by discussing the following question: What themes of Hamlet are illuminated when analyzing the play through a psychological lens?

Continue your discussion by sharing one of your open-ended questions to the group. Anyone can respond and start a discussion. This is a discussion, not a question-and-answer session.

Activity 4: Write

We will reflect on our discussion in our Learning Logs.

Respond to the following questions in your Learning Log:

  1. How did the seminar deepen my understanding of the topic?

  2. What new questions emerged for me during the seminar?

  3. What else do I need to investigate or research in order to succeed on the Culminating Task?

Activity 5: Read

For homework, we will assess our progress on the Culminating Task.

For homework, think about all you have learned and done during this unit. Evaluate your skills and knowledge on the Culminating Task Progress Tracker.

How prepared are you to succeed on the Culminating Task? What do you need to know and learn to do to succeed?