1. Student Page
[Teacher Page]
Webquest to Create Webquests
Title For Educators
Introduction Designed by
Task Natalie Holland
Process nmh37@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title Search for the word "WebQuest" in any search engine, and you soon
discover thousands of online lessons created by teachers around the
Introduction world.
Task
What is a WebQuest?
Process
Evaluation A WebQuest is an inquiry-oriented online tool for learning, says
Conclusion workshop expert Bernie Dodge 1. This means it is a classroom-based
lesson in which most or all of the information that students explore
and evaluate comes from the World Wide Web.
Beyond that, WebQuests:
can be as short as a single class period or as long as a month-long
unit;
usually (though not always) involve group work, with division of
labor among students who take on specific roles or perspectives;
are built around resources that are preselected by the teacher.
Students spend their time USING information, not LOOKING for it.
Credits

3. Student Page
[Teacher Page]
The Task
Title
Introduction
Your task will be to analyze the different interpretations of Hamlet’s soliloquy, “To
Task be or not to be” from Act 3 scene 1 of clips from other Hamlet productions.
Process After each performance, describe the different aspects of the speech that each
Evaluation interpretation emphasizes.
Conclusion This will be a discussion-based project. Everyone should record what is discussed
and who will present your views at the end of class.
Credits

4. Student Page
[Teacher Page]
The Process
Title Once assemble d into groups, follow the steps to complete the
assignment.
Introduction 1.) Watch the first clip. First clip
Task 2.) Discuss how the filming emphasizes the meaning of the soliloquy.
Which elements of the clip creates the emphasis? Each person should
Process write their notes/thoughts and discuss them with the rest of the group.
Evaluation See what conclusions can be made as a whole of the clip.
3.) Watch the second clip. second clip.
Conclusion 4) Discuss again the difference in this clip to the previous one. What
direction did this clip take the meaning of the soliloquy. What elements
were different? What did those differences create in the meaning? Think
of the different scenery in each, what did that change or add to the
meaning.
5.)Reread the soliloquy in your book. Think for yourself how you would
imagine the soliloquy be played out, emphasizing the way you see the
meaning of the words.
6.) This question must be answered by all. Write your response on your
own paper and must be half a page and handed in at the end of class.
Which interpretation is better? What insight and meaning does each
interpretation bring to the scene?
Credits

5. Student Page
[Teacher Page]
Evaluation
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4
Stated Description of Description of Description of Description of
Introduction objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
Task performance. movement toward reflecting the highest
mastery of performance. level of performance.
Process Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Evaluation Performance characteristics reflecting
a beginning level of
characteristics reflecting
development and
characteristics reflecting
mastery of performance.
performance
characteristics
performance. movement toward reflecting the highest
Conclusion mastery of performance. level of performance.
Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
performance. movement toward reflecting the highest
mastery of performance. level of performance.
Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
performance. movement toward reflecting the highest
mastery of performance. level of performance.
Stated Description of Description of Description of Description of
objective or identifiable performance identifiable performance identifiable performance identifiable
Performance characteristics reflecting characteristics reflecting characteristics reflecting performance
a beginning level of development and mastery of performance. characteristics
performance. movement toward reflecting the highest
mastery of performance. level of performance.
Credits

6. Student Page
[Teacher Page]
Conclusion
There are many ways to interpret Hamlet and Shakespeare’s word. There is
Title
no real correct way. Each person can see this speech in a different light. I
Introduction hope you understand Hamlet’s most famous soliloquy better this way. Seeing
different interpretations helps to understand and create your own
Task interpretation of Hamlet, and value the complexity of Shakespeare’s words.
Process
Evaluation
Conclusion
Credits

7. Student Page
[Teacher Page]
Credits & References
Thank you to the creative people on YouTube.
Title
Introduction Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibson
http://youtu.be/jdp6dpiK8Ko
Task
Process Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant.
http://youtu.be/RzuEKkPVeBQ
Evaluation
Conclusion
The WebQuest Page
The WebQuest Slideshare Group
Credits

8. [Student Page] Hamlet’s Soliloquy Interpretations
Teacher Page (Teacher)
Title A WebQuest for 9-12th Grade English Literature or Shakespeare
Introduction Designed by
Learners Natalie Holland
Standards nmh37@zips.uakron.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

9. [Student Page]
Teacher Page Introduction (Teacher)
Title
The idea for this activity came about when I was thinking of the
Introduction numerous film productions of Shakespeare’s Hamlet. The soliloquy
of Act 3 scene 1 is the most famous. Each production adds it’s
Learners
interpretation of how it should be spoken and acted out. There is
Standards no ‘only one meaning’ to the speech and the play of Hamlet. What
better way to show the students you can interpret a speech and
Process
words differently then showing the many ways professionals have
Resources preformed the most famous soliloquy of Hamlet.
Evaluation
This lesson allows students to watch professionals preform
Teacher Script Hamlet’s soliloquy and see the different angles other productions
Conclusion takes. Each has a different setting and is spoken in a different
tone. Those elements add a certain perspective of the speech and
the meaning the director wishes to portray for their version of
Shakespeare’s Hamlet. Then, have your students read the
soliloquy again themselves and see the difference in their
understanding of the words and their new perspective of the
speech.
Credits

10. [Student Page]
Teacher Page Learners (Teacher)
Title This lesson is for which ever high school level student who is going
Introduction over Shakespeare’s Hamlet. Students could a freshmen in high school
or seniors. It is designated to cover English Literature and/or
Learners Shakespeare.
Standards
Students will have to be reading Shakespeare’s Hamlet . They should
Process be up- to-date on the reading of the third act. Students must know what
is happening at the point of Hamlet’s soliloquy.
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
Title
Introduction Students will learn that words can be interpreted differently and still be
correct. Seeing a new perspective of a performance enhances a
Learners student’s understanding of the soliloquy, then in turn are able to
understand Shakespeare more clearly.
Standards
Process When discussing in groups, students will accept the opinions of their
peers, even if they are different or do not agree with it. Having
Resources acceptance for another person’s belief or opinion that differs from
Evaluation yours, is a skill very much needed in society today. Working in groups
with those different opinions begins that acceptance and understanding.
Teacher Script They also may turn their opinions into a compromise, using both
Their ideas and create a split between the two.
Conclusion
After watching others preform the soliloquy and their perspectives,
students are then given the chance to create their own perspective of
the soliloquy. This starts creative thinking that a student can use
throughout all reading.
Credits

12. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student”
Title process slide and then interleave the additional details that a teacher might need.
Introduction Describe briefly how the lesson is organized. Does it involve more than one class?
Learners Is it all taught in one period per day, or is it part of several periods? How many days
or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or
Standards what?
Process If students are divided into groups, provide guidelines on how you might do that.
If there are misconceptions or stumbling blocks that you anticipate, describe them
Resources here and suggest ways to get around them.
Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for
a novice teacher? Does it require some experience with directing debates or role
Teacher Script plays, for example?
Conclusion If you're designing for a one-computer classroom or for pre-readers and are
creating a facilitated WebQuest in which the teacher or an aide controls the
computer and guides discussion, you can link from here to the Teacher Script page
which would contain a printable script for the facilitator to follow.
Variations
If you can think of ways to vary the way the lesson might be carried out in different
situations (lab vs. in-class, for example), describe them here.
Credits

13. [Student Page]
Teacher Page Resources (Teacher)
Title
What is needed:
Introduction • Everyone to have their set class book.
•Paper and a pen or pencil.
Learners •A computer for each group and internet that allows students to
Standards YouTube.
•The basic audio and visual materials on a computer should be
Process available.
Resources
Only one teacher is needed for this assignment. It is a small group
Evaluation activity that should only take one class period. If a student has an aid,
their usual job would be required and to make sure students stay on
Teacher Script
task. No extra material or field trips are needed for this assignment.
Conclusion
Credits

14. [Student Page]
Teacher Page Evaluation (Teacher)
At the end of class, students will hand in their recordings of their discussions with
Title the group, answers of the questions about the video clips, and their half page
response of how they view Hamlet’s soliloquy on their own and their new
Introduction perspective. Also as the activity goes on, I will evaluate how each student is
Learners responding with other students in their group.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Introduction Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards •At first describe the activity the students will be participating in.
•Count them off into the appropriate groups determined by the number of students
Process in your class.
•Give them their computers and have it set straight to your Webquest.
Resources •Keep students on track as the period goes on. Don’t let them wonder to other sites
so keep an eye out for what is on their screens.
Evaluation •When the class period is almost over or coming to a close, announce what step
they should be at.
Teacher Script •When most of the class seems to be at the point of reading the soliloquy on their
own, announce to others they should be coming near that point. Same for writing
Conclusion their response.
This page is linked to the Process segment off of the Teacher Page
Credits

16. [Student Page]
Teacher Page Conclusion (Teacher)
Title This lesson is a great tool to have students understand Shakespeare
Introduction and to develop their own perspective of a historical piece of work.
Through the groups, students work on communication skills very much
Learners needed in today’s society of acceptance and an open mind. This lesson
Standards not only allows the students to explore different perspectives and
interpretations of Shakespeare, but they also creative their own and
Process begin their own creative vision of Hamlet and/or any other reading. The
skills and kind of thinking taught in English class/Language arts are
Resources skills students will hold onto after school and carry them into the real
Evaluation world.
Teacher Script
Conclusion
Credits

17. [Student Page]
Teacher Page Credits & References (Teacher)
Title Opening picture is from: http://www.glogster.com/kadenmarie/hamlet-and-
shakespeare/g-6lvvqepsf3apdi2rpm7fea0
Introduction
Learners Thank you to the creative people on YouTube.
Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibson
Standards http://youtu.be/jdp6dpiK8Ko
Process Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant.
http://youtu.be/RzuEKkPVeBQ
Resources
William Shakespeare’s Hamlet, class set.
Evaluation
Teacher Script The WebQuest Page
Conclusion The WebQuest Slideshare Group
Credits