Literature Lesson Plans - Sykalo Eugen 2024

Rosencrantz and Guildenstern Are Dead by Tom Stoppard

Subject: Literature (Drama, Absurdist Theatre)

Grade Level: 11-12 (Note: The play's complexity and philosophical themes make it appropriate for more mature students)

Time Allotment: 4-6 weeks (This can be adjusted based on class time and desired depth of study)

Learning Objectives:

Students will analyze the characteristics of absurdist theatre and how Stoppard employs them in the play.
Students will understand the play's exploration of existential themes such as free will, meaninglessness, and the search for identity.
Students will identify and interpret the significance of Rosencrantz and Guildenstern as marginal characters in Hamlet.
Students will develop close reading skills and analyze dramatic techniques like dialogue, repetition, and foreshadowing.
Students will participate in class discussions and interpretations of the play's ambiguous nature.

Materials:

Copies of Rosencrantz and Guildenstern Are Dead by Tom Stoppard
Whiteboard or projector
Markers or pens
Handouts for activities and assignments (character charts, dramatic technique analysis worksheets, discussion questions)
Access to online resources on absurdist theatre (optional)

Lesson Procedures:

Week 1-2: Introduction and Absurdist Theatre

Introduction: Introduce Tom Stoppard and the play. Briefly discuss the context of Hamlet and the concept of a play-within-a-play.
Absurdist Theatre: Provide students with an understanding of absurdist theatre. Discuss key characteristics like the questioning of reality, the lack of inherent meaning, and the use of humor and parody. Analyze how these elements might be present in Rosencrantz and Guildenstern Are Dead.

Activities:

Students can research and present on a major playwright of absurdist theatre (e.g., Samuel Beckett, Eugene Ionesco).
As a class, brainstorm examples of absurdity in everyday life and how it can be used for artistic expression.

Week 3-4: Characters and Existential Themes

Characterization: Focus on Rosencrantz and Guildenstern. Analyze their confusion, their search for meaning, and their relationship with each other. Discuss how they serve as foils to Hamlet.
Existential Themes: Identify key themes in the play such as free will vs. fate, the search for identity, and the meaninglessness of existence. Explore how these themes are developed through dialogue, character interactions, and situations the characters find themselves in.

Activities:

Students can complete a character analysis chart that tracks Rosencrantz and Guildenstern's actions, thoughts, and development throughout the play.
In pairs, students can analyze a specific scene and discuss how it contributes to the play's exploration of existential themes.

Week 5: Dramatic Techniques and Ambiguity

Dramatic Techniques: Analyze how Stoppard utilizes dramatic techniques like repetition, foreshadowing, unreliable narrators, and meta-theatrical elements to create a sense of ambiguity and confusion.
Open to Interpretation: Discuss the play's ambiguous ending and how it reflects the existential themes. Encourage students to develop their own interpretations of the play's message.

Activities:

Students can identify and analyze instances of repetition and foreshadowing in the play and discuss their significance.
Have a Socratic Seminar where students lead a discussion on the play's ending, using textual evidence to support their interpretations.

Week 6 (Optional):

Modern Connections: Explore how the themes of Rosencrantz and Guildenstern Are Dead resonate with contemporary audiences. Discuss how the play reflects anxieties about meaning, identity, and the human condition in the modern world.
Wrap-up: Conclude the unit with a final project or essay that demonstrates students' understanding of the play. This could be a thematic analysis, a character study, or a creative project that reimagines a scene from a different perspective.

Differentiation:

Provide students with online resources to clarify confusing aspects of the play or the philosophical themes.
Offer opportunities for creative projects that showcase understanding (e.g., writing a monologue from a character's perspective, creating a visual representation of a scene that emphasizes the absurdity).
Encourage group discussions and collaborative learning activities to support students in grappling with the play's complexity.

Assessment:

Note: This lesson plan is a framework and can be adapted to fit the specific needs of your class and the time available.