Do Now At this point in your high school career, you’ve read several of Shakespeare’s works. Do you see certain themes, ideas, or subjects reiterated in

Do NowDo NowAt this point in your high school

career, you’ve read several of Shakespeare’s works. Do you see certain themes, ideas, or subjects reiterated in his plays or sonnets?

HamletHamlet

HamletHamletShakespeare received the

inspiration for Hamlet from two previous tales.◦Historia Danica (1200)◦Histoires Tragiques (1576)

Inspiration may have also come from a tale called Ur-Hamlet, probably written by Thomas Kyd.◦However, no written version of Kyd’s

tale exists.

HamletHamletHamlet was most likely

performed in 1600.◦Midpoint of Shakespeare’s career.

1588 – Comedy of Errors 1613 – Henry VIII

One of Shakespeare’s finest tragedies.◦Othello◦King Lear◦Macbeth

Hamlet - ThemesHamlet - Themes Uncertainty and Decision

Making◦ Action is continually postponed◦ A play about indecisiveness and

Hamlet’s failure to act appropriately

◦ How possible is it to take reasonable, effective, purposeful actions?

◦ “A procrastinating protagonist”

Hamlet – ThemesHamlet – ThemesDeath and Suicide◦Hamlet has an obsession with death.◦Death may answer all of Hamlet’s

questions.Denmark’s connection to the royal

family◦Everything is connected

Royal family – government – whole country

◦ If the royal family is corrupt, the country will follow.

Guiding QuestionsGuiding QuestionsWhere does feigned madness end and

real insanity begin?How do we exist in a cruel world?Is Hamlet a victim or is he blameworthy?Is he a sentimental dreamer, deeply in

love with Ophelia? Or a callous manipulator?

How “Oedipal” is his treatment of his mother?

Is he vindictive? Or does he have a moral responsibility to kill Claudius?

ClassworkClassworkReview the statements listed on

your worksheet. Discuss whether you agree or disagree with each and why.

HomeworkHomeworkRead Act 1, Scenes 1-2 and

answer corresponding questions.

Do NowDo NowThe word “crazy” is thrown

around a lot in our world today in many different ways. What do you think of when you hear the word crazy? What do you think of a person who is described as such? Be specific.

Act 1, Scenes 1-2Act 1, Scenes 1-2As you read the first few lines of the

opening scene, what do you see in your mind’s eye? Hear? Smell? How do you feel? What purpose does portraying the scene in this way serve?

How do Claudius and Gertrude respond to Hamlet’s melancholy? Are they being fair to him?

Contrast the attitudes towards the death of the old King as expressed by Hamlet and Claudius.

Act 1, Scene 2Act 1, Scene 2Contradictory words and ideas◦Lines 1-14◦Ideas sit uneasily with each other

Claudius takes on a fatherly role◦Line 87/Line 90

Soliloquy about suicide◦Line 129/Line 133

ClassworkClassworkCompare the first scenes of the

play to the first half hour of a movie. What do you think is necessary to hook an audience and what happens when a work does not have these attributes? What happens when a work takes too long to explain the main characters or actions of the plot?

HomeworkHomeworkRead Act 1, Scenes 3-4 for

homework and answer corresponding questions.

Do NowDo NowIn our world today, what would

you describe as a dysfunctional family? Is every family arguably dysfunctional because no one is truly perfect? Explain.

Act 1, Scenes 3-4Act 1, Scenes 3-4Compare the advice given to Ophelia by

Laertes and that given by Polonius. Imagine that Laertes, Ophelia, and Polonius

are members of a present-day family speaking modern-day English. Rewrite Laertes’s and Polonius’s advice to Ophelia.

What does “To thine own self be true” mean?

Who says “Something is rotten in the state of Denmark”? What does he mean?

Act 1, Scene 3Polonius’s speech to Laertes◦Line 54/Line 60

Ophelia◦Laertes: Line 30/Line 35◦Polonius: Line 100/Line 110

Brings to light the theme of incest◦Claudius and Gertrude◦Hamlet and Gertrude◦Laertes and Ophelia

Act 1, Scene 4Act 1, Scene 4Ghost continues to be an omen

of trouble to come.Scene also discusses the

problems of Denmark◦Line 90/Line 100

ClassworkClassworkComplete character web

worksheet.

HomeworkHomeworkRead Act 1, Scene 5 and Act 2,

Scene 1 and answer corresponding questions.

Do NowDo NowWhat do you make of people who

overanalyze various aspects of their lives? Is there any area of your life where you are particularly sensitive or overly analytical? Describe.

Act 1, Scene 5 and Act 2, Act 1, Scene 5 and Act 2, Scene 1Scene 1What kind of king do you think

King Hamlet was? What kind of husband?

What kind of wife do you think Gertrude was?

Why does Hamlet’s appearance frighten Ophelia? What is Polonius’s diagnosis?

What do Polonius’s interactions with Reynaldo and Ophelia tell you about him?

Act 1, Scene 5Act 1, Scene 5Think about how King Hamlet

was murdered: poison in the earWhat link can you see between

how he was murdered and the idea that words can be used as a weapon?◦Words can poison a person’s ear.

Act 2, Scene 1Act 2, Scene 1Recall from your earlier notes

what characteristics Hamlet possesses.◦“A procrastinating protagonist”

What does this scene begin to tell you about Hamlet’s mental state?◦ It will become increasingly harder to

distinguish between feigned madness and real insanity .

ClassworkClassworkComplete classwork worksheet.

HomeworkHomeworkRead Act 2, Scene 2 and answer

corresponding questions.

Do NowDo NowAs high school seniors, you have

many important decisions coming up in the next few months. When making an important decision in your life, what factors influence you? How do you quantify what’s most important to you?

Act 2, Scene 2Act 2, Scene 2 What does Polonius mean in an aside, as

he speaks with Hamlet, “Though this be madness, yet there is method in’t”?

What is the significance of the speech which Hamlet requests from the actor, taken from the story of the Trojan War?

What do you suppose Hamlet’s tone is as he says “The play’s the thing/Wherein I’ll catch the conscience of the king”?

What is the significance of Fortinbras in this scene? How does he differ from Hamlet?

Act 2, Scene 2Act 2, Scene 2Longest scene in the playFortinbras and Hamlet as foils◦A foil is a character who by contrast

emphasizes the distinct characteristics of another character. Both are sons of dead kings Both have uncles who inherited the

throne They act differently:

Fortinbras is bent on revenge. Hamlet is depressed and indecisive.

Act 2, Scene 2Act 2, Scene 2Horatio and Laertes also serve

as foils to Hamlet.◦Hamlet has admiration for Horatio.

Has Hamlet finally lost it?◦Lines 321-322/Lines 402-403

This section shows that he is only mad at calculated times.

◦The audience can’t be sure.Lines 543-544/Lines 633-634




Do NowDo NowThink of a time in your life when

you experienced something particularly difficult. What sort of questions did you ask yourself or the world in general when you were experiencing this hardship?

Act 3, Scenes 1-2Act 3, Scenes 1-2What is the point of Hamlet’s “To be or not

to be” soliloquy? What is the underlying question?

Does Hamlet mean what he says to Ophelia? What does it show you about his view of women in general?

Hamlet comments on marriage in these scenes. Why does he tell Ophelia “Get thee to a nunnery”? Why does he say this? What is he saying about marriage in general?

What is Gertrude referring to in Line 226 (white version)/Line 254 (orange version)? Why is this line so famous?




SoliloquySoliloquyThink of a time in your life when you

had to make an important decision. In the style of Hamlet’s “To be or not to be” soliloquy, write a poem in which you mull and struggle over a decision. Include the thoughts that went through your head – perhaps the pros, the cons, and what your final thought was.◦ “To play or not to play:” Trying to decide

whether or not to play a sport in high school◦ “To ask or not to ask:” Asking someone to

the prom or out on a date.

SoliloquySoliloquyYour soliloquy should be 15-20

lines long and open with a “To_____ or not to_____” that clearly shows your struggle from the outset. You will share your poem with the class, so do not include anything that you would not be comfortable having your classmates hear. Your poem may be funny and whimsical or more serious if you so choose.

HomeworkHomeworkFinish soliloquy. Be ready to

share tomorrow.Read Act 3, Scenes 3-4 and


Do NowDo NowHas there ever been a time in

your life when you felt particularly guilty about something you had done? How did you deal with your guilt? What were the end results of your actions?

Act 3, Scenes 3-4Act 3, Scenes 3-4How does Hamlet react after he

murders Polonius? What does this show you about his current mental state?

What occurs beginning on Line 36 (white version)/Line 40 (orange version) of Scene 3? Compare Claudius’s thoughts on his own guilt as he tries to pray to Gertrude’s recognition of her guilt when confronted by Hamlet.

Act 3, Scenes 3-4In Scene 4, how is the theme of

incest seen in Hamlet’s conversation with Gertrude? (Include quotes from their conversation that illustrate this.)◦Freud wrote that Hamlet had an

Oedipus complex.

Act 3, Scenes 3-4Act 3, Scenes 3-4How do Gertrude’s changing

emotions convey the idea that women are unable to act and react without the direction of men?

Act 3, Scenes 3-4Act 3, Scenes 3-4Hamlet is now obsessed with

gaining certain, divine knowledge.◦Wants to know God’s plan◦Wants to know that Claudius will go

to hell after death

ClassworkClassworkComplete character web

worksheet.



Do NowDo NowThe idea of family is central to Hamlet. Parents are supposed to protect their children and put them first. But sometimes people have children for all the wrong reasons. What do you think of people who are parents but act selfishly? What do you think are wrong reasons to have children?

Act 4, Scenes 1-2Act 4, Scenes 1-2Do you think Gertrude believes

Hamlet is trying to conceal his secret? Or does she think that he is crazy? If forced to chose, do you think she should stick by her husband or her son?

Act 4, Scenes 1-2Act 4, Scenes 1-2How does the King react when

he learns that Polonius is dead? Do you think his reaction shows a side of him that is self-serving – or compassionate?

How is the view of Hamlet shifted after he kills Polonius?◦Up until this point, he could have

been viewed as a hero.




Do NowDo NowHave you ever been in a

situation where, like Hamlet in Scene 4, you compared yourself unfavorably with someone else – and were spurred to action by that comparison? Explain.

Act 4, Scenes 3-4Act 4, Scenes 3-4Why does Claudius decide to

have Hamlet executed in England?◦Line 4/Line 4

Does Hamlet think that this fight over worthless ground is foolish or admirable? Why? What do you think?

Act 4, Scenes 3-4Act 4, Scenes 3-4How might Fortinbras be seen as

Hamlet’s foil in these scenes? What, specifically, does Hamlet admire about Fortinbras? (Include quotes from the passage in Scene 4.)




Do NowDo NowThink of a time when you were

wronged or mistreated and you stood up for yourself. How did you go about it? What did you do to make sure you were thorough and legitimate in your argument? What was the end result?

Act 4, Scenes 5-6Act 4, Scenes 5-6How does Ophelia react to her

father’s death? Is this consistent with what you know of her? Or would you have expected her to be more strong or vindictive?

Discuss the implication of Ophelia’s song lyrics. What do they suggest about her relationship with Hamlet and her grief for her father, especially as causes for her apparent madness?

Act 4, Scenes 5-6Act 4, Scenes 5-6How has Denmark declined as a

result of Claudius’s actions?

ClassworkClassworkContrast Hamlet’s and Laertes’s

reactions to their fathers’ deaths. When finished, write your findings on the board. Record the other groups’ findings as well on your worksheet.

HomeworkHomeworkRead Act 4, Scene 7 and answer

corresponding questions.

Do NowDo NowAt this point in your life, you

have no doubt experienced disappointments and loss. How do you deal with such things? How have you learned to cope? What do you do to get through the difficult times?

Act 4, Scene 7Act 4, Scene 7Laertes wants to know why his

father’s murderer hasn’t been punished. What is Claudius’s response? Is he telling the truth?

How does Ophelia die? Do you think she commits suicide? What reasons might she have for doing so?

Briefly, what is Claudius’s plot for killing Hamlet? How does Laertes respond to the plan? Do you blame him?

Act 4, Scene 7Act 4, Scene 7 Ophelia is one of the most analyzed and critiqued

of Shakespeare’s characters for her tragic end, fragile demeanor, and the imagery of flowers associated with her. She has been represented in numerous ways by poets and artists. With your group, examine the rendering of Ophelia you are given.◦ What do you think the artist was trying to accomplish?◦ How close is what the artist did to what Shakespeare

described?◦ Why do you think the artist chose to portray Ophelia in

this way?◦ How does it differ from the other prints?◦ What is your feeling when looking at the painting?

What emotions does it inspire?

HomeworkRead Act 5, Scenes 1-2 and


Do NowDo NowHow do you feel about the way

the play ended? Was it what you expected? What themes were echoed in the final scenes?

Act 5, Scenes 1-2Act 5, Scenes 1-2What famous image from the

play is found in these scenes? What is its significance?

What is the significance of the gravediggers? What do they tell Hamlet?

Act 5, Scenes 1-2Act 5, Scenes 1-2Discuss the professions of love and

grief expressed at Ophelia’s funeral by Laertes and Hamlet, as compared to similar scenes featuring Claudius, in terms of their implications for the play’s outcome: who is honest, deserving, and just, among the play’s key players?

ClassworkClassworkWrite a scene that did not

appear in the play, but might have. For example, a celebration for Hamlet’s birthday or a scene showing what Hamlet was like before his father died.

HomeworkHomeworkBring three review questions for

test review.

Documents

Do Now At this point in your high school career, you’ve read several of Shakespeare’s works. Do you see certain themes, ideas, or subjects reiterated in