11th Grade Ophelia Lesson Plan Example

Topic: Analyze and present the misogyny Ophelia faces in the play Hamlet. Use textual evidence from the play. Include symbolism, figurative language, and imagery.

Objectives & Outcomes

• Analyze the misogyny Ophelia faces in the play Hamlet.
• Use textual evidence from the play to support analysis.
• Include symbolism, figurative language, and imagery in the presentation.

Research Questions

• What is misogyny and how does it present in the play Hamlet?
• How does symbolism, figurative language, and imagery enhance the themes of misogyny and gender in the play?

Materials

• Copies of the play Hamlet
• Colored pens or pencils for note-taking and highlighting
• Overhead projector or whiteboard and markers for presentation

Warm-up

• Have students share their prior knowledge about the play Hamlet and the main character, Prince Hamlet.
• Ask students to share any prior experiences they have had with misogynistic behavior.
• As a class, discuss how misogyny can be both subtle and overt, and how it can be expressed through actions and words.

Direct Instruction

• Review the definition of misogyny and give examples of how it can be expressed.
• Discuss the importance of analyzing and understanding the use of symbolism, figurative language, and imagery in the play.
• Introduce the handout with textual evidence from the play that the students will be using to analyze Ophelia's experience of misogyny.

Guided Practice

• Give the students some time to read through the textual evidence and analyze how it contributes to their understanding of Ophelia's experience of misogyny.
• Have the students work in small groups to present their findings to the class, using the symbolism, figurative language, and imagery to support their analysis.
• As a class, discuss how the use of these literary devices adds to the understanding of misogyny in the play.

Independent Practice

• For independent practice, have the students create a visual representation of the misogyny experienced by Ophelia in the play, using symbolism, figurative language, and imagery. This could be a drawing, painting, or collage, for example.
• Encourage the students to be creative and to use the textual evidence as a foundation for their work.

Closure

• Have the students share their visual representations of the misogyny experienced by Ophelia in the play, using symbolism, figurative language, and imagery.
• As the students share, ask them to explain their choices and how they used textual evidence to support their work.

Assessment

• Observe the students as they work in small groups and independently to create their visual representations of the misogyny experienced by Ophelia in the play.
• Collect the visual representations and assess their use of symbolism, figurative language, and imagery to support their understanding of the play.