Students will divide into seven groups of partners, each responsible for one of the seven deadly sins. Students will first read and summarize the prescribed essay on one of the seven deadly sins for some background understanding. Each group will receive a prescribed passage from Hamlet illustrating one of the
seven deadly sins thematically at work. Students will paraphrase and summarize that passage.
Note: Covetousness and Greed are the same, as some writers list one and others the other as part of the seven deadly sins.
Then students will use a working concept web to illustrate examples of the process of the particular deadly sin at work in their
Then students will write definition essays on one of their deadly sin, using examples from their Hamlet passages for illustration. To prepare for the definition essay, students will use a graphic chart showing the elements of a definition for their particular words. See \
Students will use a graphic web organizer to show the sin and its behavioral consequences taken from the tragic plot and characters of Hamlet to help them organize for their definition/ example essays by filling in the example section of the chart.
For the culminating task, students will read their summary passages and present their definition essays before the class. After finishing the presentations, students will publish their essays, summaries and graphic webs on the wall. At the same time, an enlarged image of the web on the wall will contain King Claudius as the spider in the center.
Each group will write in their group's sin on one of the prescribed lines and a sentence summary of its tragic outcome. When completed, all the essays, summaries and little webs will be posted on the wall surrounding the giant Web of Evil with Claudius in the center.