Tracey Dann

EDC448 Content-Area Literacy Lesson Plan

#Hamlet: The Twitter Narrative Tracey Dann
Grade/Content Area
11th Grade ELA
Summary:
#Hamlet will enable students to capture the intimidating language of Shakespeare's Hamlet and
with that understanding to redesign the language and make the play and the characters truly
their own.
Context:
#Hamlet occurs toward the beginning of a 12 week unit encompassing the reading of literary,
informational, and media texts as well as an informational writing element. The reading
portion of the unit breaks into two parts; a twitter narrative developed as pairs and a
production proposal developed within their production groups. The writing portion is
developed from the "Casting Department" of their group work, but will result in an essay
graded on an individual basis.
The trimester is frontloaded with informational texts concerning plot structure, tragedy, the life
and times of William Shakespeare and the use of traditional, etymological and idiomatic
dictionaries. The following Objectives are started or accomplished before this lesson begins:

Student can identify when their own understanding of a word is partial or completely
lacking.
Student can use varied methods of word attack, not simply to decode but to ascertain
the meaning of a word within its context.
Students can write about and discuss the major themes in Hamlet.
When discussing the themes in Hamlet in class or in writing a student uses evidence
found in the text.

#Hamlet and Playhouse Productions lessons repeat throughout the trimester until all twenty
scenes within Shakespeare's Hamlet are covered. The #Hamlet activity for each scene is
followed by a Playhouse Production activity based on the Twitter narrative developed the
previous day.
The Playhouse Productions lesson is team taught with a station based lesson plan. Each
student becomes part of a production company competing for a bid to produce the film
version of #Hamlet. The class participates in one of three stations: Production, Art Direction
and Casting. In the Production Department the groups work on their own, using an official
production breakdown sheet to determine the cast, costumes, props, stunts, etc. necessary
to accomplish the scene. In the Art Department students use online resources and art history
books to storyboard action in a way the mirrors the tone and theme of the scene. Finally, the
Casting Department will use online informational resources such as the Internet Movie
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Database, Variety and other trade specific magazines students to cast their production of
#Hamlet. This is the writing intensive portion of the unit. In it each student is assigned a
character and will use informational texts regarding actors, their abilities and past work to
write a proposal comparing their chosen actor to the role in #Hamlet they are assigned.
Students:
The class consists of approximately 24 students, some exhibiting asset matches, some asset
gaps and some asset mismatches. There are several ELL students and I use INCLUDE
strategies to make my classroom environment effective for students with a variety of gifts and
abilities.
Timing:
The initial #Hamlet lesson is designed to cover a 90 minute class period. The time necessary
becomes fluid as the scenes differ in length and difficulty. As the students increase in their
ability to translate their reading material across the trimester, the more time intensive
lessons should also shift from reading (#Hamlet) to writing (Playhouse Productions).

Learning Objectives
Overall:
To manipulate Shakespearean language to a point at which the student feels ownership of the
text, themes and plotline.
Content knowledge objectives:

Students will synthesize meaning from footnotes and a variety of dictionaries to

digitally recreate Hamlet Act. 1 as a twitter narrative.
Students will identify and translate Shakespearean language patterns, specifically
reversals in word order.
Students will recreate dialogue in a way that reflects their modern language and
connects to a modern world view.

Literacy objectives:

Students will monitor their reading recognizing with greater frequency the need to "go
back and fix" understanding.
The narrative will reflect both a direct and inferred understanding of the text.
Standards

Rhode Island Professional Teacher Standards: Concentration

2.3 Select appropriate instructional materials and resources (including technological
resources) based on their comprehensiveness, accuracy, and usefulness for representing
particular ideas and concepts in the discipline/content areas.
7.2 Develop relationships with students and their families to support learning.

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Common College and Career Readiness Standards:

R.L. 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 (include Shakespeare as well
as other authors).
R.L/ 11-12.6: Analyze a case in which grasping a point of view requires
distinguishing what is directly stated in a text from what is really meant (e.g. satire,
sarcasm, irony or understatement.
W.11-12.4 - Produce clear and coherent writing in which the development,
organization and style are appropriate to the task, purpose and audience.
W.11-12.6- Use technology, including the internet, to produce and publish writing and
to interact and collaborate with others.
SL. 11-12.6 - Adapting speech to a variety of contexts, and tasks, demonstrating a
command of formal English when indicated or appropriate.

Opportunities to Learn.
Materials from text sources:
Original Hamlet text is provided as part of the #Hamlet graphic organizer. The text is
adapted to improve readability. The abbreviated names were written in full, the
footnotes are listed in parallel to the original text and a few other minor details
concerning the stage directions.
Shakespeare, W. (2009, January 10). Shakespeare's tragedy of Hamlet, the Prince of
Denmark (C. Kean, Ed.). Retrieved March 25, 2015, from
http://www.gutenberg.org/files/27761/27761-h/27761-h.htm

Stick figure Hamlet can be used as it is as an alternate version of Hamlet for those
with matchup gaps. Stick Figure Hamlet will be altered, eliminating the words within
the dialogue bubble to create an alternate graphic organizer for those students
struggling or intimidated by the #Hamlet layout for example, students with language
needs. An example is provided in Appendix G.

Carroll, D., & Shakespeare, W. (2009). Stick figure Hamlet: [the tragedy of Hamlet, Prince
of Denmark. Createspace Independant publishing house.'

Hamlet, Prince of Denmark is a graphic novel that is similar to, but not exactly the
same as the Stick Figure Hamlet version of the play. The language is easier than the
translated version in Stick Figure Hamlet. It can scaffold the understanding for those
students with mismatches and matchup gaps.

McEvoy, K., & Shakespeare, W. (2009). Hamlet, Prince of Denmark. Hauppauge, NY:
Barrons Educational Series.
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@PopShakespeare is a twitter feed. The author frequently posts current song lyrics
translated into Shakespearean English. Translating these song lyrics will be a simple
opening warm up activity for all of the students. A collection of song lyrics intended
for use in this lesson and throughout the unit is listed in Appendix A.

@PopShakespeare. (n.d.). Retrieved April 5, 2015, from https://twitter.com/PopShakespeare

Along with the modern song lyrics, as part of their daily warm up, the students will be
asked to translate several insults from an online Shakespearean Insult Generator.

Alchin, L. (2014, January 1). Retrieved June 5, 2015, from

http://www.literarygenius.info/a1-shakespearean-insults-generator.htm

RSC clip (1:34) Act 2 of this production is a paraphrasing of Hamlet. The initial clip
covers Act 1 Sc. 1. This clip provides a more detailed understanding of interpreting the
text. While some of the lines remain the same, the action itself is much faster.

The Reduced Shakespeare Company : The complete works of William Shakespeare

(abridged) [Motion picture]. (2001). US: Acorn Media.

Savage Chickens explores various parts of Hamlet as illustrated on post-it notes and
paraphrased by chickens. This paraphrased version of Hamlet contains a short and
modern interpretation of Hamlet's reaction to his father's ghost. It also contains an
example of Hamlet in the voice of a pirate.

Savage, D. (2013). Shakespeare according to Savage chickens. Kansas City, Missouri:

Andrews McMeel Pub. :.

Hamle-Doodle: This is a doodle illustration of all of the characters in Hamlet that

indicates their relationship with one another. It is used as a part of the Think Aloud
introduction to describe the characters as they are introduced in the play.

Alford, M. (n.d.). Www.lordalford.com. Retrieved April 7, 2015, from

http://www.lordalford.com/hamlet/hamlet.htm
Original Support Materials:
Think aloud - found at https://www.youtube.com/watch?v=tdM-U_Gw5xM
Use: A flexible portion of the lesson plan that can be assigned as homework or viewed in
class. If assigned as homework, then the students can use more class time to work on their
Twitter feed. If used in class, this gives me an opportunity to give greater support to those
students with matchup gaps and mismatches.

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Easy Reading List - Appendix C

Use: A quick cheat sheet for some of the frequently repeated Shakespearean language, like 'tis
and thou. If used as an early piece of scaffolding it takes some of the intimidation out of the
language especially for students with mismatches and English language learners.

23 Separate Twitter handles created for each character in Hamlet.

While initially time consuming, this is the aspect of the lesson plan through which the students
will publish their work in real time and view their work online from anywhere. This process
has two advantages, first, their interpretation is readily available to assist in creating their
Playhouse Productions documents in later lessons. Second, this is a great opportunity to share
student work with parents in a way that is fun and engaging.

23 Note cards with the Twitter account name and password for each character.

The note cards are only passed out to the specific characters within the day's scene. They are
collected at the end of the class period in an effort to lessen Twitter tampering.

1 #Hamlet hash tag for each classroom - for example #Hamletper1

This hash tag can be used by parents and students alike in order to find the work from the
classroom while online elsewhere.
Parent Notice:
This notification advertises the availability of #Hamlet online for parents and people outside of
the classroom.
General Classroom Supplies:
One binder per student containing their respective graphic organizers, the Hamledoodle and directions.
Laptop, internet access and projector.

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Instructional Procedures
Opening: (5 minutes total)
As the students enter the room some students are handed a note card with instructions on
how they are to log on to a specific Twitter account. There is one Twitter account per
character within Hamlet. Every student will have an opportunity to tweet part of a role at
some point during the unit. The size of their role is dependent on the students ability and
comfort level. Participation in this aspect of the class is part of the final rubric for the project.
As they enter the room every student will activate prior knowledge as they copy four
projected quotes (two from @PopShakespeare and two Shakespearean Insults) and translate
the quotes using contextual clues and the dictionary skills frontloaded in the earlier part of the
unit. After three minutes we will review the quotes as a class.
Transition: (1 minute)
What are some of the tools we are using when we translate words we don't know? (Context,
word roots, dictionaries, etc.) We have gotten very good at working our way through a word
so that we REALLY own it and REALLY make it a part of us. Today, we will learn how to
take an entire text and make it our own. In fact, today we are starting on a project that will
take us a while. We are going to live tweet the entire play of Hamlet as a class. The words
will be entirely yours, but your friends will be able to read it. Your family. Anyone. We are
going to learn how to construct the newest kind of story possible, a Twitter Narrative - or a
story told only in tweets.
Engagement: (7 minutes total)
Hook: Present the picture of "Pirate Hamlet" from Savage
Chickens
Question: What famous soliloquy or speech from
Hamlet does this represent? How is it different? What
did the illustrator imagine about Hamlet to make
Hamlet's Speech different?
We are going to do
something very similar,
only instead of making Hamlet a pirate, we are going to
stick with what we know. We are going to translate Hamlet
into words we hear every day. Our Hamlet won't look
exactly like this, but this example might be a little closer.
(Savage Chickens "Avenge Me")
Shakespeare is one of the most parodied writers of all time.
Everyone imitates Shakespeare. In order to really have fun
with a parody, you have to do more than know the text, you
have to own it, understand it and make it a part of you.

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Next I am going to show you a short clip of three guys who really own their Shakespeare.
This is their interpretation of the scene we are going to work on today. Pay attention to how
well they are able to paraphrase Shakespeare in a way that is shorter and easier to understand.
Play RSC Clip: (0-1:38)
https://www.youtube.com/watch?v=BvPdWcCHkxM
Modeling: (48 Minutes total)
Think Aloud:
What the Reduced Shakespeare Company does is not very difficult if you know the
professional tricks of the trade. I am going to teach you those today and then we are going to
pair up and write out our scripts. First we need a few tools. Take out your Easy Reader list of
paired words and your #Hamlet binders. Some of you have a graphic organizer that looks like
a table, and some of you have an organizer that looks like a comic strip. Take them out. We
are going to work through the first two pages of dialogue together along with the video.
(Students are paired such that no two graphic organizer students are together. Therefore each
pair will have their own Twitter feed and the students with matchup gaps will have a different
visual to contribute to the class conversation.)
Paired Engagement: (30 Minutes total)
Having completed the first two and a half pages of the #Hamlet graphic organizer as part of
the think aloud, students will spend the next half an hour annotating and translating the
remaining four and a half pages. I can circulate through the room giving assistance when
needed.
Re-Engagement: (25 minutes)
As we come back together as a class, each student assigned a part for today should take out
their note card. Using the username and password, please log in as your character. As actors,
you should tweet ahead, meaning type your tweet and hash tag out in advance but - and this is
very important - do not post your tweet until I call your character name. Remember every
tweet needs to end with #Hamletper1 in order to appear in our final publication. Our
Script Supervisors will help with that.
Those of you who are not assigned a character today are my Script Supervisors. This is the
person on a film set who makes certain each and every line is covered. On a set the Director
may get all the way to the end of a film and not realize until the shoot is over and the movie is
being edited that a key line or fact is missing. We do not want that to happen with our Hamlet.
So, we are projecting our Twitter feed at the front of the room in real time. As Script
Supervisors you need to follow carefully and make sure that the lines are there and in the right
order.
Beginning with "Who's there?" proceed through each of the paraphrased lines of the play
editing the piece as time allows. Ask questions: Can we make this shorter? Can we make this
funnier? Can we make this more creepy? Is that really what Shakespeare meant to say?

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Closure: (2-3 minutes)
Who can show me, on our plotline, where we ended up today?
We remember from earlier this week one of the themes in Hamlet is death, specifically what
happens after death. Where can we see that in our twitter feed?
How about being sick or rotten on the inside? What tweet shows us that theme?
These themes are all very visual and they will play a very big part in what we will create
tomorrow. At this point, we have reviewed and understand every word and every line in Act 1
Scene 1. You know this well enough to recreate it yourself. You own your own Shakespeare.
But we are just getting started. Tomorrow we will learn how to help other people see your
vision. Tomorrow we are going to divide into stations and you will learn to produce, to cast
and be the Art Directors in your very own version of the play.

Assessment
In-Class Monitoring: There are several things I will need to watch for diligently as the
students work on their projects in class. Participation is an important aspect of the class and
included in the rubric. Students are encouraged to write dialogue in their own vernacular with
an understanding of the text. There are two likely pitfalls when working through the text.
First, copying the text directly. While the longer lines will have to be paraphrased in order to
maintain the 130 character parameter in place in Twitter, the shorter lines can easily be
recopied. Recopying the work does not indicate whether or not a student understands what is
being said. Second, some students may become entirely too creative with their dialogue
abandoning the Hamlet storyline altogether. While fun, this creativity does not indicate an
understanding of the text either.
Formative Assessment: As pairs, the students will hand in their twitter translations at the
end of each act to be graded according to the Rubric in Appendix D. Time allowing, as a
warm up activity in later sessions of #Hamlet students may be asked to take the #Hamlet
rubric and critique the twitter narrative of other class periods as it reviews both the material
and the criterion for the rubric.
Review: Having learned to monitor their understanding and synthesize meaning from
various sources, the students can now identify patters in Shakespearean language, recreate the
dialogue in the own words and create a narrative that reflects their understanding of the text. I
have included as an attachment an example of a completed graphic organizer to illustrate the
final product.
Reflection after teaching

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Appendix A: #Hamlet Song Lyrics (@PopShakespeare)

Cause uptown funk gon giveth to thee Saturday evening and we gather in the spot
Dont believeth me only gaze.
Dropeth it like it is ablaze.
Doth thou have the desire to constructeth a snowman?
I hath acquired 99 predicaments, alas a wench cannot be regarded as one.
Which individual takes residence within thy sub-aquatic pineapple fruit? Sponge Robert
Square Pantaloons.
Thou art descending. I doth proclaim, "Timber!"
Thy haters shalt hate hate hate hate hate, alas I shall merely shake shake shake shake
shake.
Halt! The time of hammer is upon us.
For I am solely about thy bass, no mischief.
For what reason art thou being so rude? Aren't thou aware that I am human too? Still I
shalt wed her. Wed that wench! Wed that wench anyway!
Thou art beautiful, regardless of what they proclaim. Words art unable to break thee.
Couldst thou escort me to the town of Funky?
One doth not merely stroll into Mordor.
Frozen water, frozen water, infant.
Merely a small town wench. Existing within a lonesome parish.
Wouldst thou do me the honour of instructing me how to Douglas?
Thou wouldst not believe thy eyes, if ten million fireflies illuminated the planet as I doth
rest.
I approached similarly to a demolishing ball!
Greetings Delilah, inform me of the current state regarding the city of New York.
Simply going to stand there and observe me ignite, fear not, as I enjoy the matter in
which it pains me.
Brethren before wenches.
Greetings Macarena!
I hath passion within my pantaloons and I hath no fear in allowing thee to witness it... I
am sexually attractive and I am aware of it.
What quoth the fox?
What dost thou turn down for?
Thou shall long for my stroll, thou shall long for me to extol. Thy longing shall begin
upon my exodus.

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Appendix B:

HAMLE-DOODLE: Who's Who is Hamlet.

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Appendix C:
Easy Reading Word List:
THEN

NOW

Nay
Yea
Thee
Thou
'Tis
'Twill
But
What
How
Yond
Mark
Art
-eth

No
Yes
You
You plural
It is
It will
Only
So
What
That
Look!
Are
Remove the
-eth
Plural -s

-th

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Appendix D:

Hamlet:
Twitter
Narrative
Rubric

3
Tennant

2
Gibson

1
Branagh

Pretty
Awesome

Meh.

What was he
thinking?

Summarization Students
complete the
translation of
each scene
within the
parameters set
out by Twitter.

Students
complete some
of each scene
within the
parameters set
out by Twitter.

Students
complete only a
portion of each
scene within the
parameters set
out by Twitter.

Understanding

Students created
a unique Twitter
feed that
reflects a
nuanced
understanding
of the action

Students created
a unique
Twitter feed
that somewhat
reflects an
understanding
of the action

Students do not Students complete

create Twitter
little or no Twitter
feed that is
feed.
unique or only
somewhat
reflects an
understanding of
the action

Word
Identification

Students
underlined the
footnoted words
and circled the
words requiring
a dictionary.

Students
underlined
some of the
footnoted words
and circled the
words requiring
a dictionary

Students
Students did not
underlined the
annotate the text
few of the
at all.
footnoted words
and circled the
words requiring a
dictionary.

Participation

Students
participate
readily and
effectively in
classroom
discussion and
with regard to
the classes
Twitterfeed.

Students
participate
occasionally
and effectively
in classroom
discussion and
with regard to
the classes
Twitterfeed.

Students
participate
occasionally and
somewhat
effectively in
classroom
discussion and
with regard to the
Twitterfeed.

CATEGORY

4
Lucas

So Awesome!

Students complete
little of the
scenes, or they are
completed
without following
the Twitter
format.

Students did not

participate
effectively in
classroom
discussion and
with regard to the
classes
Twitterfeed.

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Do you have a Twitter account?

Hamlet does.
Log on to Twitter and find #Hamletper1
Join Mrs. Dann's class online as Shakespeare
meets the social network!
Will Ophelia get to the nunnery?
Will Hamlet be? or not be?
What is your question?
Our English class will be live tweeting a narrative
of Shakespeare's Hamlet. Follow and find out!

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