A court trial
The presenters divide the class into several smaller groups (up to 3 – 4 students per group) and set up the context of the activity. The classroom is transformed to a court, with the presenters being the judges and a group of 3 students representing the jury. The rest of the class represents team of lawyers who came to defend their clients = characters from Shakespeare’s play. This means that the students in the groups must decide who plays the accused person, i.e. the character – the other students then stand for his or her team of lawyers. It is important to explain that only one of all accused persons may be released from punishment. This adds a competition element to the activity and will serve as a motivation factor at the same time.
After the distribution of the roles, the teacher provides each group with a document (prompt card) containing a precise description of the accusation against the defendant. Each group then has ten minutes for reading the accusation and preparing a defense speech for their client (they may use the book/quotations to help them support their statements). They have to prepare an explanation which would answer all the questions states in the accusations (the students are in fact interpreting the characters’ behavior on the basis of their reading). Meanwhile, the jury is made familiar with the accusations as well (the presenters provide them with the same documents) and works on the formulation of few questions to the accused persons that would be asked in the process of interrogation.
The judges then announce the beginning of the trial and after reading the accusation to the whole class ask the first accused person to present his or her defense speech. After hearing the speech, the jury asks further questions (they may be tricky since their aim is to find some shortcomings in the defense – this will force the group to communicate spontaneously) in order to make the case clearer. Here, the defendant may ask his/her lawyers to help him/her to answer the questions. Other lawyers may also ask questions to confuse the character since it may help their own clients to appear in a better light.
After some time, the judges stop the cross examination and the same procedure repeats with all other groups. At the end, the jury has to decide by voting which defense they found more credible and why. Thus, they release the person from punishment and the whole group becomes the winner of the activity.
Notes:
The presenters divide the class into several smaller groups (up to 3 – 4 students per group) and set up the context of the activity. The classroom is transformed to a court, with the presenters being the judges and a group of 3 students representing the jury. The rest of the class represents team of lawyers who came to defend their clients = characters from Shakespeare’s play. This means that the students in the groups must decide who plays the accused person, i.e. the character – the other students then stand for his or her team of lawyers. It is important to explain that only one of all accused persons may be released from punishment. This adds a competition element to the activity and will serve as a motivation factor at the same time.
After the distribution of the roles, the teacher provides each group with a document (prompt card) containing a precise description of the accusation against the defendant. Each group then has ten minutes for reading the accusation and preparing a defense speech for their client (they may use the book/quotations to help them support their statements). They have to prepare an explanation which would answer all the questions states in the accusations (the students are in fact interpreting the characters’ behavior on the basis of their reading). Meanwhile, the jury is made familiar with the accusations as well (the presenters provide them with the same documents) and works on the formulation of few questions to the accused persons that would be asked in the process of interrogation.
The judges then announce the beginning of the trial and after reading the accusation to the whole class ask the first accused person to present his or her defense speech. After hearing the speech, the jury asks further questions (they may be tricky since their aim is to find some shortcomings in the defense – this will force the group to communicate spontaneously) in order to make the case clearer. Here, the defendant may ask his/her lawyers to help him/her to answer the questions. Other lawyers may also ask questions to confuse the character since it may help their own clients to appear in a better light.
After some time, the judges stop the cross examination and the same procedure repeats with all other groups. At the end, the jury has to decide by voting which defense they found more credible and why. Thus, they release the person from punishment and the whole group becomes the winner of the activity.
Notes:
The formal court atmosphere may be strengthened by facial expressions, serious tone and formal procedures maintained by the judges and the jury. This will ensure discipline in the class in case students will be tempted to discuss certain things after the set time limit.
Since the presenters are “the most powerful authority” in the classroom, they have the possibility to control students´ behavior and direct them throughout the activity without interrupting it. They also monitor the whole situation and facilitate students´ responses. At the end, the presenters may evaluate the whole activity and provide each group with feedback. He/she may also wish to highlight certain aspects of the analysis or distribute handouts.
Sample prompt cards:
The Ghost
You have to reveal your true identity:
Are you the ghost of the former king or just a devil to tempt Hamlet?
Did you suspect that your brother plans your murder?
What do you think about the marriage (Claudius + Gertrude)?
Why do you not show yourself to your beloved wife?
Claudius
We want to know the truth:
Why did you murder your brother?
Did you have an affair with Gertrude when the old king had lived?
Do you love Gertrude?
Are you afraid that someone will find out the truth about the murder?
Ophelia
Did you commit suicide?
If yes, why? What reasons did you have to act like that?
Do you think that Hamlet loved you? Give us some evidences.
Gertrude
Tell us the truth! Defend yourself.
Were you involved in your husband’s murder?
Why did you marry Claudius?
Do you love him?
Do you believe your son when he insists that he is not mad?
Provide as many reasons as possible.
Hamlet
There are rumors that you are NOT mad and that you only pretend to be insane. Tell us the truth.
What are your motives to act like an insane person?
Did you love Ophelia?
List as many reasons as possible.
