My words fly up, my thoughts remain below:Hamlet in the Secondary Classroom Shelby Marie BoehmUniversity of Florida

Table of ContentsText Prep.3-10Introduction..............3-4Rationale..............4Points of Complexity......4-10Syntax.. 4-6Advanced Vocabulary.6Background Knowledge...6-7Theme...7-8Student Interest8Levels of Meaning and Characterization of Madness..8Figurative Language........9Literary Devices.9-10Conclusion.10Table for Analyzing Complexity...11Worksheet for Analysis of Text Complexity of a Literary Text..12-13Lesson Plan...14-19Text-Dependent Questions and Anchor Questions20

My words fly up, my thoughts remain below:Hamlet in the Secondary Classroom Something is rotten in the state of Denmark, declares Marcellus to Horatio when considering the decline of Elsinore Castle due to Claudius reign in The Tragedy of Hamlet, Prince of Denmark, by William Shakespeare (1.4.95). Hamlet is commonly taught in high school English classrooms because of multifaceted issues surrounding revenge, loyalty, and ethical decisions. With attention for reader-task consideration, the complexity of the text, and the quantitative measurement Lexile score of 1390L, Hamlet is a complex text consisting of difficulties that must be addressed prior, during, and after reading to make the reading process engaging and enjoyable for students and teachers alike. IntroductionThe play opens with two watchmen and later Horatio seeing a ghost during the nights watch. The ghost resembles the late King Hamlet, and has come to instruct Prince Hamlet to revenge his death. After King Hamlets death, his brother, Claudius, inherited the kingdom and married Queen Gertrude. The ghost of King Hamlet tells Prince Hamlet that Claudius murdered him in order to take the throne and his wife, and therefore must be punished. For the remainder of the play, the reader follows Hamlets inner-battle with actually taking revenge on Claudius rather than only thinking about it. There are numerous moments throughout the play where Hamlet could take action; however, his introspective persona ultimately drives him to madness by the last scene, leaving readers to question his fate and the price of vengeance.In Act 4 Scene 4, a Norwegian captain informs Hamlet that the Norwegian Army under control of Prince Fortinbras is on their way to battle for a small piece of Polish land that is nearly worthless for both Norway and Poland. Hamlet contemplates this battle, and equates it to, th impostume of much wealth and peace,/ That inward breaks and shows no cause without/ Why the man dies. (4.4.26-28). After this exchange with the captain, Hamlet reflects on his inability to take revenge on Claudius thus far and his motivation to still do so. He compares and justifies his premeditative act of violence against Claudius to the meaningless battle occurring for the small plot of land in Poland.RationaleI chose this segment because it is crucial for understanding the fully developed characterization of Hamlet as a madman and the impending events of Act 5. I also believe that this soliloquy will spark student interest through Hamlets self-comparison to Prince Fortinbras and his own inability to take action when he sees his counterpart succeed. High school students will relate to this pressure and peer comparison, as well as the tough questions that the segment raises about honor. This last soliloquy reveals Hamlets inner emotions at a specific moment in the play, while also holding implications for the entire work. In the microcosm of the soliloquy, the reader perceives Hamlets realization that he must take revenge on Claudius for his fathers death. As a whole, this soliloquy prompts the reader to consider tough choices in times of uncertainty, the ethical response of revenge to injustice, and also the responsibility of being loyal to family. In other words, this text segment develops the tough questions explored throughout the entire play.Points of ComplexitySyntaxText complexities occur throughout Hamlet and the soliloquy. These challenges can affect a learners ability to interact with the text. When making reader-text considerations, the primary demand is the difficulties posed by iambic pentameter and blank verse, which are used almost entirely except for a few small moments of prose. During the reading process, iambic pentameter can be problematic for readers because it should be heard through performance rather than read as silent text. By listening to the blank verse in the soliloquy, the reader can hear the meter of Hamlets words and the emphasis on content according to the iambic pentameter style. For example, the line If his chief good and market of his time/ Be but to sleep and feed? a best, no more. contains a line break that separates a question, which some students may assume means a pause or the end of a thought when reading; however, the line break serves to purposefully utilize the iambic pentameter flow (4.4.33-34). Complications due to the iambic pentameter format also occur when syllables are removed to confine the text to the five feet rhythm in examples from the soliloquy such as quarterd (4.4.41), puffd (4.4.48), dot (4.4.45), killd (4.4.51), and staind (4.4.51). These shortened words need to be explained with attention to their relation to iambic pentameter.Also, Hamlet is written in Early Modern English, which poses moments where meaning is unclear or not utilized conventionally in comparison to the modern texts that students are accustomed to reading. For example, the first line of the soliloquy (and the many that follow) presents a simple idea in a language form that may seem complex today. When Hamlet declares, How all occasions do inform against me,/ And spur my dull revenge!, he is reflecting on his incompetence in taking revenge thus far, and how everything he sees presently reminds him of his failure and need to act swiftly before his own life is taken (4.4.31-32). Another example of complex syntax is Hamlets constant introspection. In this portion of the text, he begins to see that his actions thus far have taken one step forward for being wise and three steps backward for being cowardly: A thought which, quarterd, hath but one part wisdom/ And ever three parts coward, (4.4.41-42). As readers, this language complexity affects student interest and engagement because although the themes may interest some, the way the language describes the events and issues can discourage students due to the complicated syntax. This difficult syntax inhibits students from gathering meaning easily, and therefore the language must be scaffolded in order to understand both subtle and implied meaning in the soliloquy.Advanced VocabularyIn Hamlets last soliloquy, there are numerous upper-level vocabulary words that may be considered complex within the context of the text. Words such as spur (4.4.32), discourse (4.4.35), fust (4.4.38), craven (4.4.39), scruple (4.4.39), sith (4.4.44), and plot (meaning land in this context, 4.4.61) would need to be discussed in order to clarify meaning. To help with difficult vocabulary words, students could keep a vocabulary graphic organizer for the entire reading of Hamlet where they will write down the difficult words and their meanings in context of the play. Students would have access to a dictionary or modern translation of Hamlet to look up words.Background KnowledgeTo fully understand and appreciate Hamlet, students will need to build background knowledge about Shakespeare and his work. For Hamlet, the teacher should address the characteristics of Shakespearean tragedies, and also the features of the revenge plays. Also to examine any play, it is helpful to discuss how the content would have been performed by the actors and understood by the audience. In this case, the teacher should address how Hamlets last soliloquy would have been performed in the Globe Theatre. Also, it would be helpful to discuss how Hamlets last soliloquy serves as a climactic moment for Hamlets characterization. For this reason, the soliloquy may have been performed differently than his other soliloquys to highlight this change. Many of Shakespeares plays allude to specific historical contexts, so it is helpful to build background knowledge about the conventions of playwriting at the time. There are cultural and historical references that contribute to the texts difficulties. These events may be beyond student experience, ultimately necessitating specialized knowledge to be explicitly taught. For example, in Hamlet there are references to Neros cruelty and abuse, the reformation of the Roman Catholic Church, and also the emphasis on intelligence during the Elizabethan Era seen through characters Hamlet and Horatio. The implied meaning in a beast, no more. (4.4.34) and Bestial oblivion (4.4.39) illustrates the status of animals in a negative manner, which perhaps represent ideals of the time period. In the soliloquy and the play overall, Shakespeare addresses difficult decisions and the fate that waits for those who do not act quickly, ultimately entertaining and making a statement to the audience of both nobles and peasants that must be further examined when reading in a modern context. ThemeSince Hamlet is typically taught toward the latter end of high school, I assume that students are intellectually capable of dealing with issues such as murder, family issues, and vengeance; however, I believe it is still crucial to address these themes prior to reading in order to investigate the plot further than a superficial understanding of the violent acts. The text should be prefaced with attention to the advanced content and questions raised, ultimately allowing students to be prepared to deal with the issues maturely in a classroom setting. Lines such as How stand I then,/ That have a father killd, a mother staind,/ Excitements of my reason and my blood, And let all sleep? (4.4.55-58) and My thoughts be bloody, or be nothing worth! (4.4.65) illustrate both microcosmic and macrocosmic themes of revenge and family loyalty in Hamlets last soliloquy, causing students to experience Hamlets final inner-battle with his destined fate and the vengeance he must take in order to keep his honor. Student InterestAlthough complex, this text addresses issues like the justification of revenge that will contribute to conversation among readers. The themes and content of Hamlet do have the potential to be troublesome for some readers. For example, a student whose family is going through a difficult time or divorce may become embarrassed when discussing the familial troubles that occur in Hamlet; however, this understanding could also enhance the accessibility of the text, ultimately utilizing his or her personal experiences to recognize the context and contemplative nature of Hamlet in a time of difficulty. Hamlet may potentially provoke students to further consider themes and issues such as the morality of achieving honor or the responsibility to family throughout other works. Their understanding of the text may also inform their individual ways of seeing and questioning in the world outside of the classroom in regards to these themes and issues.Levels of Meaning and Characterization of MadnessIn Hamlets last soliloquy, there are multiple levels of subtle and implied meaning that have accumulated over the course of the play to contribute to Hamlets madness. This madness causes the reader to view Hamlets thoughts as somewhat unreliable and difficult to decipher, since Hamlet has spent an entire play plotting revenge on Claudius without taking any action. At the end of the soliloquy, Hamlets characterization of madness has climaxed in the lines: My thoughts be bloody, or be nothing worth! (4.4.65). His realization and motivation to act is implicitly driven by the comparison of Prince Fortinbras will to take action and lose countless lives over an egg-shell (4.4.52). Figurative LanguageShakespeares use of figurative language throughout the soliloquy contributes to understanding difficulties and complexity of meaning in Hamlets last soliloquy. Metaphors such as, a beast, no more (4.4.34) and the comparison of land to an eggshell (4.4.52), are used as comparisons, which are demanding for the reader to comprehend in addition to difficult syntax. Similes gross as earth (4.4.45) and graves like beds (4.4.61) are also utilized to make unlikely correlations that require consideration. Alliteration in death and danger dare (4.4.51) and repetition in Rightly to be great/ Is not to stir without great argument,/ But greatly to find quarrel in a straw/ When honours at stake. (4.4.52-55) give aesthetic appeal to the soliloquy, potentially resulting in complications with interpretation of meaning. Before discussing Hamlet and Hamlets last soliloquy, figurative language terminology, such as metaphor, simile, and alliteration, should be discussed and understood so that the language can be both understood and recognized for artistic value in writing.Literary DevicesLiterary devices, such as foreshadowing, demand that students read carefully and apply their understanding of the plot of the entire play. Hamlet says, I do not know/ Why yet I live to say This things to do, which foreshadows the revenge that will take place in Act 5, and also the characterization of vengeance being his sole reason to live (4.4.42-43). Understanding of Hamlets characterization in the entire play is also needed to comprehend the foil of Prince Fortinbras with Prince Hamlet that occurs in the lines, Examples, gross as earth, exhort me:/ Witness this army, of such mass and charge,/ Led by a delicate and tender prince;, where he compares the quick action of the Norwegian army over a meaningless plot of land with his inability to act on his fathers murder (4.4.45-47). Rhetorical questions such as How stand I then,/ That have a father killd, a mother staind,/ Excitements of my reason and my blood,/ And let all sleep? may cause confusion among the reader, but ultimately reveal Hamlets thoughts and reasons to finally act in vengeance (4.4.55-58). Relevant literary device terminology should be addressed and discussed to help students understand the purposeful language choices Shakespeare made when writing Hamlet and Hamlets last soliloquy. ConclusionRunning Head: TEXT PREP1TEXT PREP 10By explaining and analyzing the complex language present in Hamlets last soliloquy, students will be able to better comprehend the meaning of the soliloquy, and investigate the relevant and engaging topics from The Tragedy of Hamlet. At first glance, student interest in Hamlet may be less than the average English teacher and literature enthusiast; however, once the language is deconstructed and the significant issues are realized, a student will recognize that many of the questions raised apply to their own life and questions about the world.Analyzing Text Complexity: Hamlets Last Soliloquy Act 4 Scene 4

Attribute of ComplexityExplanation and Excerpt Identity (see more in Jago 2011, p. 66-67)

Relationships: Interactions among ideas or characters in the text are subtle, involved, or deeply embedded.

Hamlets inability to act on revenge, Comparison of Hamlets inability to act with Prince Fortinbras declaring war over meaningless land

RichnessThe text possesses a sizable amount of highly sophisticated information conveyed through data or literary devices.

Literary Devices: Foreshadowing: I do not know/ Why yet I live to say This things to do, which foreshadows the revenge that will take place in Act 5, and also the characterization of vengeance being Hamlets sole reason to live (4.4.42-43), Foil of Prince Fortinbras with Prince Hamlet that occurs in the lines, Examples, gross as earth, exhort me:/ Witness this army, of such mass and charge,/ Led by a delicate and tender prince;, where he compares the quick action of the Norwegian army over a meaningless plot of land with his inability to act on his fathers murder (4.4.45-47), Rhetorical questions such as How stand I then,/ That have a father killd, a mother staind,/ Excitements of my reason and my blood,/ And let all sleep?(4.4.55-58).

StructureThe text is organized in ways that are elaborate and sometimes unconventional.

Iambic pentameter, difficult syntax, Early Modern English

StyleThe authors tone and use of language are often intricate.

Figurative language: Metaphors a beast, no more (4.4.34) and the comparison of land to an eggshell (4.4.42), Similes gross as earth (4.4.45) and graves like beds (4.4.61), Alliteration in death and danger dare (4.4.51) and repetition in Rightly to be great/ Is not to stir without great argument,/ But greatly to find quarrel in a straw/ When honours at stake. (4.4.52-55)

VocabularyThe authors choice of words is demanding and highly context dependent.

spur (4.4.32), discourse (4.4.35), fust (4.4.38), craven (4.4.39), scruple (4.4.39), sith (4.4.44), and plot (meaning land in this context, 4.4.61)

PurposeThe authors intent in writing the text is implicit and sometimes ambiguous.

Implied characterization of madness, reflection on the actions of Prince Fortinbras, and final realization of the will to act in vengeance for familial honor

Note: Not all of these attributes need to be present in every text you teach. Running Head: TEXT PREP1TEXT PREP 20

Name: Shelby Marie Boehm Placement/level/time: 12th Grade IB English 4, 50 minutesLesson Title: Hamlets Last Soliloquy

Purpose of Instruction: By looking closely at Hamlets last soliloquy in Act 4 Scene 4, students will gather information about the fully developed characterization of Hamlet as a madman and the forthcoming events of Act 5. By deciphering this soliloquy, students will improve their interpretation skills, ultimately building their confidence in understanding difficult syntax. Themes of revenge, family obligation, and honor are present, which contribute to the overall understanding of Hamlet. These themes are present in many other works of literature and life, and students may use their new knowledge about these themes in other pieces of text and even across content areas. Also, these themes prompt students to consider their individual responses to tough questions about life outside of the classroom such as, Is it ever okay to seek revenge? and Is maintaining family honor worth the consequences?.

Rationale: I will utilize the Gradual Release of Responsibility Model so that students feel included in the learning process. By completing a Read Aloud of Hamlet, students will have the opportunity to hear the modeling of reading, pausing, and questioning during a complex text. We (the students and I) will finish the Read Aloud together. I will ask students to make any annotations that are helpful to them during the Read Aloud, and I will also ask them to mark at least two places where they feel confused, have a question, or wonder about something in order to create text-dependent questions that are meaningful and student-driven. After the Read Aloud, students will be divided into groups of four by numbering off, where they will each share their points of confusion, questions, or wonderings. As a group, the students will discuss these text-dependent questions, and then choose one topic from the group to bring to the classroom discussion. Lastly, students will be asked to individually complete a Notice and Note Reading Log, where they will need to identify at least two Aha Moments from Hamlets last soliloquy, commenting about how this new information will impact the end of Hamlet.

By utilizing the Aha Moment, one of the Notice and Note Signposts, I hope to teach students a close reading strategy that can be applied to not only Hamlet, but also other texts as well. It is imperative for students to practice and achieve competence in close reading, and this skill set will also help them in their future endeavors as citizens who need to read, understand, and apply knowledge in the world outside of the classroom.

Objective: Students will be able to interpret a Shakespearean work consisting of difficult syntax and implied meaning. Students will be able to analyze the significance and implications of Hamlets soliloquy using the Aha Moment from the Notice and Note Signposts and make predictions for how this new information will impact Hamlet.

LAFL Standard Addressed: LAFS.1112.RL.1.1 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.

Student-Friendly Standards:Today we are going to: Use textual support to interpret what Hamlets last soliloquy (Act 4 Scene 4) is saying explicitly and implicitly Identify Aha Moments in the text and make predictions for how this new information will impact Hamlet

Process/Procedures for Teachers: Preparation & materials needed: Hamlets last soliloquy (24 copies) [see Appendix 1.1] Notice and Note Reading Log (24 copies) [see Appendix 1.2] PowerPoint with Hamlets last soliloquy displayed for Read AloudIntroduction: Introduce the essential question: Is taking vengeance for honor ethical? Introduce Hamlets last soliloquy. Ask students to define the purpose of a soliloquy. While were reading the soliloquy aloud, ask students to mark at least two points of the text where they are confused, have a question, or wonder about something, and also make any annotations that will help decipher the meaning of the text. After reading, give students think-time to reflect on those two points of the text that they marked, and then come up with at least two questions about the parts of the text that you marked (student-created text-dependent questions). Instruct them to write their questions on the soliloquy handout. Tell students to discuss these questions in a pre-assigned group of four. After a few minutes, we will discuss a question from each group in a whole class discussion. Review the Notice and Note Signpost Aha Moment using generable language: Do you remember the signpost Aha Moment? Aha Moments happen when a character realizes or finally understands something. When this happens, you want to pause because you know this realization means something. An Aha Moment reveals change. This question focuses on that change for either the character or the setting. It might be showing you something about character development or a new direction of the plot. You want to ask yourself, How might this change things in what Im reading? In Hamlets last soliloquy, he realizes that he is disappointed in his inability to act in vengeance for his fathers murder when comparing himself to Prince Fortinbras, who is quick to act over a meaningless plot of land in order to maintain honor. Hamlet ends his soliloquy by saying that from now on, his thoughts will be bloody or be worthless. How does this realization change things? How does this new information impact the end of Hamlet? Instruct students to add two entries to their Notice and Note Reading Logs pertaining to an Aha Moment from Hamlets last soliloquy.Assistance/scaffolding: Difficult vocabulary and complex syntax or ideas will need to be addressed, which I will scaffold during the modeling of reading the text. While students are in small groups discussing their text-dependent questions, I will walk around and clear of confusion or answer questions.Closure/Summary: Remember that Aha Moments can happen across texts, and when we see a character suddenly realize or understand something, you should pause to think about how this new realization might change things in the text. For Hamlet, we made some great predictions about how Hamlets realization of his inner motivation to finally take vengeance for his family and honor will impact Act 5. I want you to keep thinking about Hamlets Aha Moment, and think about the development of his character over the course of the play.Connection to previous and forthcoming lessons: Weve been working on learning the Notice and Note Signposts all year to improve on our close reading skills. By using them during our reading of Hamlet, weve began to understand character development, the tough questions that the themes prompt us to consider as readers, and also moments that are meant to move the plot forward or make us ask questions. Tomorrow, we will finish Hamlet, and pay close attention to how the soliloquy in Act 4 impacts the outcome of the end of the play in Act 5.Generalizable Language: Do you remember the signpost Aha Moment? Aha Moments happen when a character realizes or finally understands something. When this happens, you want to pause because you know this realization means something. An Aha Moment reveals change. This question focuses on that change for either the character or the setting. It might be showing you something about character development or a new direction of the plot. You want to ask yourself, How might this change things in what Im reading? In Hamlets last soliloquy, he realizes that he is disappointed in his inability to act in vengeance for his fathers murder when comparing himself to Prince Fortinbras, who is quick to act over a meaningless plot of land in order to maintain honor. Hamlet ends his soliloquy by saying that from now on, his thoughts will be bloody or be worthless. How does this realization change things? How does this new information impact the end of Hamlet?

Process/Procedures for Students: Students will be asked to follow along during the Read Aloud of Hamlets last soliloquy, marking at least two places where they are confused, have questions, or wonderings, and also to make annotations where helpful for deciphering meaning. After I have modeled half of the reading, I will ask students to finish the Read Aloud with me, continuing to mark places of confusion and any annotations that are helpful. Students will then be placed intro groups of four, where they will each discuss their confusion, questions, or wonderings from the Read Aloud. After this, each group will bring one topic discussed during the group work to the classroom discussion, where we will work through issues and topics discussed as a class. Then individually, students will complete at least two entries pertaining to an Aha Moment from Hamlets last soliloquy on their Notice and Note Reading Log.

Assessment: Work collected: Hamlet soliloquy (marked with annotation and text-dependent questions), Notice and Note Reading LogWork observed: Participation in group discussionCriteria used: Check for completion of Notice and Note Reading Log

Accommodation: Support Accommodation: Students could consult their notes about how to find the Notice and Note Signposts if they were struggling to find the Aha Moments. Students could consult a modern translation of Hamlet such as the No Fear Shakespeare Hamlet edition.Challenge Accommodation: Students could add more entries to their Notice and Note Reading Log about other signposts noticed in Hamlets last soliloquy outside of the Aha Moments.ESOL Accommodations: Students could have access to a recorded reading of Hamlets last soliloquy, a modern translation of the text, and a film adaptation with subtitles. The lesson could also be recorded so that students would be able to listen to the content and instructions at home again if necessary. If they needed more time to complete their reading log, then they could have an extended deadline. Groups could be chosen strategically in an effort to choose students who would help the ESOL student understand and be an active participant in discussion.

Appendix 1.1The Tragedy of Hamlet (4.4.31-65)

How all occasions do inform against me, And spur my dull revenge! What is a man,If his chief good and market of his timeBe but to sleep and feed? a beast, no more. Sure, he that made us with such large discourse, (35)Looking before and after, gave us not That capability and god-like reasonTo fust in us unused. Now, whether it beBestial oblivion, or some craven scrupleOf thinking too precisely on the event,-- (40)A thought which, quarter'd, hath but one part wisdom And ever three parts coward,-- I do not knowWhy yet I live to say 'This thing's to do;'Sith I have cause, and will, and strength, and means To do't. Examples, gross as earth, exhort me: (45)Witness this army, of such mass and charge, Led by a delicate and tender prince;Whose spirit, with divine ambition puffd,Makes mouths at the invisible event,Exposing what is mortal and unsure (50)To all that fortune, death and danger dare, Even for an egg-shell. Rightly to be greatIs not to stir without great argument,But greatly to find quarrel in a strawWhen honour's at the stake. How stand I then, (55)That have a father kill'd, a mother stain'd, Excitements of my reason and my blood,And let all sleep? while, to my shame, I seeThe imminent death of twenty thousand men,That, for a fantasy and trick of fame, (60)Go to their graves like beds, fight for a plot Whereon the numbers cannot try the cause,Which is not tomb enough and continentTo hide the slain? O, from this time forth,My thoughts be bloody, or be nothing worth! (65)Exit

Appendix 1.2Notice and Note Reading Log

Name ____________________________________

Notice and Note Log for ___________________________________________

LocationSignpost I NoticedMy Notes About It

Text Dependent Questions1. What two reasons does Hamlet give for his inability to take vengeance?2. How does Hamlet feel about Prince Fortinbras army attacking a meaningless plot of land?3. For what reason is the army attacking the Polish land?4. What moment in the soliloquy do we see Hamlet committing to take action?5. Why does Hamlet finally decide to take revenge?Anchor Questions1. How might this new information change things?2. How might Hamlets realization of his inability to act in vengeance change things?3. How does Hamlets self-comparison to his peer, Prince Fortinbras, change things?4. How does Hamlets attention to honor change things?5. How does Hamlets reflection on the purpose of living change things?