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            • The Ploughman
            • The Manciple
            • The Yeoman
            • The Pardoner
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            • The Sergeant of Law
            • The Knight
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LAUREN HOLT
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            • 3rd Period Group 1
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      • 2017-2018 Courses >
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        • Senior Seminar: Best Books >
          • Best Books Syllabus and Grading Agreement
        • Senior Seminar: Revenge >
          • Revenge Syllabus and Grading Agreement
        • Senior Seminar: Political Theater >
          • Political Theater Syllabus and Grading Agreement
      • Brit Lit Fall 2015: The Bard >
        • Commonplacing Beowulf
        • Chaucer Vocabulary Wiki
        • Digital Tapestry: Chaucer's Pilgrims and their Tales >
          • 21-st Century Tapestry Winner & Notes >
            • The Miller
            • The Shipman
            • Chaucer the Pilgrim
            • The Parson
            • The Clerk
            • The Host
            • The Ploughman
            • The Manciple
            • The Yeoman
            • The Pardoner
            • The Wife of Bath
            • The Sergeant of Law
            • The Knight
            • The Friar
            • The Doctor
            • The Summoner
            • The Prioress
      • Maymester 2015 | ENG 221 RW Advanced Writing Workshop: Space | Place | Self
      • Spring 2015 | ENG 221 Advanced Writing Workshop | "Place, Space, & Self" >
        • Blog Post of the Week
        • Student Sites
      • Fall 2014 | ENG 221 Advanced Writing Workshop | "Place" >
        • Assignment Sequence
        • Student Sites
      • Spring 2014 | ENG 101 | "You Are What You Eat" >
        • Assignment Sequence
        • Assignments
        • Blog Roll
        • Vocabulary Wiki
      • multimodal lyric
      • women writing love
    • Representative Projects >
      • Mock Presidential Debate
      • Adapting Hamlet
      • Visualizing Donne
    • place-based learning >
      • writing the resistance | london, belfast, dublin
      • Athens, Rome, Florence: The Geography of Genius Excursion 2019
      • Living Literary London 2018
      • Galloway Goes West 2017
  • writing

CONTEXt
PROCESS
product
REFLECTION

WHAT IS ADAPTING HAMLET​?

ADAPTING HAMLET​ is an end-of-unit collaborative project completed by all five sections of the two 11th- and 12th-grade English classes I taught during the fall semester of the 2015-2016 school year.  

For this year's two sections of AP Literature & Composition (1st period and 3rd period), focused thematically on adaptation and appropriation, this project marked the end of our attention to Shakespeare's text on its own before broadening our perspective to include textual and filmic adaptations of it.  After this project, we read and watched Tom Stoppard's Rosencrantz and Guildenstern are Dead and Salman Rushdie's "Yorick."  In the semester-long British Literature class (2nd, 5th, and 6th periods), this adaptation project was the culmination of our focus on the power and responsibilities of bards in their societies. ​

OBJECTIVES

This project provided opportunities for students to develop 
  • analytically: in completing this project, students should establish a deeper, more deliberate level of interaction with and understanding of the source text;
  • rhetorically: the project requires students to compose with a more nuanced awareness of audience and deploy the rhetorical moves sophisticated communicators use to interact with their audiences;
  • multimodally: this project invites students to practice their skills in multimodal communication, whether linguistically, visually, orally/aurally, gesturally, or digitally, including creating and publishing digital artifacts;
  • individually: because the work and objectives of the project were established by student-driven decision-making, individual students students will likely demonstrate greater investment in the work and their work product and a greater sense of expertise and empowerment; and
  • communally: to successfully complete this project, students must work together to determine their goals and how they might achieve them, resulting in a more self-consciously team-oriented learning environment and increased mutual respect for and interdependence upon one another.
Learn more about ADAPTING HAMLET further by exploring the links and buttons above.