Hamlet - English Unit Plansenglishunitplans.com/wp-content/uploads/2014/02/Hamlet-Unit-Plan.pdf ·...

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl

Hamlet

Lesson Plans

Susan Anderson

Contents Using These Lessons ................................................................................................................... 4

Lesson #1 ........................................................................................................................................ 4 Elizabethan England –Research Jigsaw ...................................................................................... 4 Journal Write ............................................................................................................................... 4

Lesson #2 ........................................................................................................................................ 5 Dramatic Reading – Act 1, Scene 1 ............................................................................................ 5 Portents ....................................................................................................................................... 5

Lesson #3 ........................................................................................................................................ 5 Dramatic Reading – Act 1, Scene 2 ............................................................................................ 5 Hamlet’s Soliloquy ..................................................................................................................... 5 Hamlet on Mom Getting Remarried ........................................................................................... 5

Lesson #4 ........................................................................................................................................ 6 Wisdom from Polonius ............................................................................................................... 6 Begin Film Version ..................................................................................................................... 6

Lesson #5 ........................................................................................................................................ 6 Prompted Poetry.......................................................................................................................... 6 Quiz – Act 1 ................................................................................................................................ 6

Lesson #6 ........................................................................................................................................ 7 Dramatic Reading – Act 2, Scene 1 ............................................................................................ 7 Hamlet Diary Entry ..................................................................................................................... 7 Two Sides.................................................................................................................................... 7 Film Version ............................................................................................................................... 7

Lesson #7 ........................................................................................................................................ 7 Hamlet’s Madness ....................................................................................................................... 7 Film Version ............................................................................................................................... 7 Paraphrasing – “To be or not to be?” .......................................................................................... 7

Lesson #8 ........................................................................................................................................ 8 Film Version ............................................................................................................................... 8 Questions..................................................................................................................................... 8 Dramatic Reading – Act 3, Scene 3 ............................................................................................ 8 Questions..................................................................................................................................... 8

Lesson #9 ........................................................................................................................................ 8 Film Version ............................................................................................................................... 8

Discussion ................................................................................................................................... 8 Hamlet’s Diary ............................................................................................................................ 9

Lesson #10 ...................................................................................................................................... 9 Film Version ............................................................................................................................... 9 Questions..................................................................................................................................... 9

Lesson #11 .................................................................................................................................... 10 Dramatic Reading – Act 5, Scene 1 .......................................................................................... 10 Questions................................................................................................................................... 10 Film Version ............................................................................................................................. 10

Lesson #12 .................................................................................................................................... 10 Opinion Paragraph .................................................................................................................... 10 Graffiti....................................................................................................................................... 10 Personification/Death ................................................................................................................ 11

Lesson #13 .................................................................................................................................... 11 Final Essay ................................................................................................................................ 11

Lesson #14 .................................................................................................................................... 11 Essay Continued........................................................................................................................ 11

Lesson #15 .................................................................................................................................... 11 Unit Test.................................................................................................................................... 11

Using These Lessons The lesson plans in this package are comprehensive and complete. You can, if you choose, simply follow each one and teach a successful Hamlet unit. However, you should feel free, even encouraged to bolster and supplement these lessons with some of the extra activities, assignments, and exercises included with your Complete Hamlet Unit Plan.

Lesson #1

Elizabethan England –Research Jigsaw This assignment requires students to work in groups to research and present information about Shakespeare and life in England during the Elizabethan era.

1. Divide class into five groups. 2. Assign each group on the following topics:

• Shakespeare and the Globe Theatre

• Elizabethan childhood and education

• Elizabethan culture and customs

• Elizabethan crime and punishment

• Elizabethan employment and daily life 3. Students are to use the internet and/or library to research their assigned topic. Each group

member must take thorough notes, as they will have to share their notes and present their information to another group.

4. When students are finished their research and note‐taking, ask them to assign each group member a number from 1 to 5.

5. Students then re‐group according to their numbers – these new groups should include one person from each of the previous groups.

6. Students then take turns presenting their information and sharing notes with the members of their new group until all students have the notes and information from each group.

7. Conclude with a general discussion about Elizabethan life. What surprised you? What do you like/dislike about Elizabethan England? Etc.

Journal Write Students are to write in their journals using one of the topics below as a prompt to get started. They can share their thoughts, ideas, and/or feelings about one or more of the topics. Journal entries should be approximately one page long. Prompts:

• Rejected love

• Revenge

• Insanity

• Remarriage

Lesson #2

Dramatic Reading – Act 1, Scene 1 1. Assign reading roles. 2. Ask students to read with emotion. Tell them not to worry about getting words wrong; it’s more

important that they not sound like robots. 3. Read through the scene stopping often to check for understanding and clarify meaning.

Portents Portents are signs of things to come. Students are to answer the following questions about portents:

1. What portents appear in Act 1, Scene 1? 2. What does Horatio think these portents mean? 3. Do people believe in portents today? 4. Can you think of any books or movies in which evil omens appear? 5. In a full paragraph, explain why you do or do not believe in portents.

Lesson #3



Hamlet’s Soliloquy 1. Define soliloquy – occurs when a character speaks their thoughts while alone on stage. 2. Read through Hamlet’s soliloquy in scene 2 and discuss his thoughts. 3. When Hamlet invokes the image of an “unweeded garden,” what is he referring to? What is he

comparing to a garden? What are the weeds? Who is responsible for tending the garden?

Hamlet on Mom Getting Remarried Discuss Hamlet’s description of his mother’s marriage to Claudius.

1. What is Hamlet’s idea of a perfect marriage? What roles should husband and wife play? 2. What is your idea of a perfect marriage? 3. Is Hamlet’s vision of marriage realistic? 4. How does Hamlet react to his mother’s remarriage? Is his reaction fair? Explain. 5. What do Hamlet’s comments about his father, mother, and Claudius reveal about his own

character?

Lesson #4

Wisdom from Polonius Students will read the scene and examine Polonius’ fatherly advice to Laertes.

1. As a class, read through the advice Polonius gives to Laertes in Act 1, Scene 3. Make sure students understand what advice is being given.

2. Students complete the following tasks in pairs:

• Make a list of Polonius’ values concerning money, love, appearances, friendship, and entertainment.

• Design a survey – a series of multiple‐choice questions – to determine what other people think about these values. (Ex. Is clothing an important indicator of personality? Always, often, sometimes, rarely, never.)

• Students then survey their classmates and tabulate results (summarize findings).

• Finally, students must write an analysis of their results. What did the survey tell you about how people think and feel?

3. Discuss the findings as a class.

Begin Film Version This is a good point to begin watching Hamlet. It is important for students to see and experience the play in addition to reading it.

• Watch to the end of Act 1.

Lesson #5

Prompted Poetry Students will use one of the famous lines from Act 1 as the first line of a serious OR humorous poem. The poems must have a consistent style and tone. Here are some examples of lines students can use to begin their poems (they can also choose another line from Act 1):

• Something is rotten in the State of Denmark.

• Frailty, thy name is woman!

• The time is out of joint.

• To thine own self be true.

Ask students to share their poems with the class when they are finished.

Quiz – Act 1 1. Distribute quizzes. 2. Students complete silently. 3. Ask students to exchange papers with someone else. 4. Mark the quizzes together.

Lesson #6



Hamlet Diary Entry Students are to compose diary entries written in the role of Hamlet. Their entries should reflect the turmoil and angst in Hamlet’s psyche. They should demonstrate that students understand what is happening in the play, and what issues Hamlet is facing.

Two Sides In Act 2, Scene 2, lines 297-314, Hamlet presents two extreme views of life. Students will examine these two perspectives by doing the following:

• Divide a page in your notes into two columns.

• On one side, list the positive statements Hamlet makes about life.

• On the other side, list the negative statements.

• Which perspective makes more sense to you? Answer with a brief paragraph.

Film Version Watch the film version up to the end of Act 2.

Lesson #7

Hamlet’s Madness Assignment: You are a reporter for the Denmark Times. Rumors have reached your office about the Prince’s “madness.” Your assignment is to get to the bottom of these rumors and write a news story about this important issue. Include quotes from imaginary interviews with several characters. Your story should be approximately a ½ page long. Include a headline.

Film Version Watch Act 3, Scene 1.

Paraphrasing – “To be or not to be?” Students are to demonstrate comprehension by paraphrasing Hamlet’s famous soliloquy.

1. Read through the soliloquy as a class and ask students to explain what Hamlet is expressing.

2. Students must then write their own versions of the soliloquy, putting Hamlet’s thoughts into their own words.

Lesson #8

Film Version Watch Act 3, Scene 2 – “The Mousetrap.”

Questions Write the following questions on the board. Students are to answer in full sentences with explanations and examples.

1. How does Hamlet behave towards each of the following characters in this scene: Polonius, Claudius, Gertude, and Ophelia?

2. How does Claudius react to the play? Can Hamlet now be certain about his uncle’s guilt? 3. What should Hamlet do now? Explain.




1. What do we learn about Claudius through his soliloquy beginning on line 36? 2. Why doesn’t Hamlet kill Claudius during this scene? 3. What do we learn about Hamlet from his soliloquy?

Lesson #9

Film Version Watch the rest of Act 3

Discussion Use the following questions to initiate discussion:

• How do you account for this sudden act (killing Polonius), when he hesitated so long just moments before?

• What evidence is there here that Gertrude was innocent of complicity in the poisoning of her first husband?

• As Hamlet leaves he asks his mother one more favour. What is that favour? • How does Hamlet feel about his mother?

Hamlet’s Diary Students are to write a diary entry from Hamlet’s perspective following the dramatic events of Act 3. The diary entry should include discussion of the major events in Act three and how Hamlet feels about them. Diary entries should be approximately 1 page long. Students should try to imitate Hamlet’s voice.

Lesson #10

Film Version Watch Act 4. The fourth act of Hamlet is largely one that advances plot and reinforces the characters of Claudius and Gertude. You might choose to include some dramatic reading, but I usually just show the film for Act 4.

Questions These questions will require students to go back and examine Act 4 in more detail. You might choose to have students work with a partner to discuss and answer the questions, or it can be an individual assignment.

1. What effect upon Claudius does news of Polonius' death have? 2. Without a doubt, the king's mind is troubled. He cannot announce the truth about Polonius'

death, because he would have to reveal that Polonius was spying. This might bring further investigation and even scandal to him. How does he propose to handle the news of Polonius' death?

3. According to scene ii, what is Hamlet's analysis of the characters of Rosencrantz and Guildenstern?

4. How does the character of Hamlet differ from that of young Fortinbras? 5. 'The Ophelia that appears in scene v differs vastly from the one which appeared in the

middle of Act III. What has caused this change? 6. When Claudius hears that Hamlet has returned to Denmark, he proposes a plan to be rid of

Hamlet in such a way that "even his mother shalt . . . call it accident.” What is that plan?

Lesson #11




1. Why is Ophelia’s funeral ceremony so short?

2. Why did Laertes and then Hamlet leap into Ophelia’s grave?

3. What dramatic purpose is served by having Laertes and Hamlet grapple in the grave?

Film Version At this point, I like to show the rest of the play. The final scene is a great climax and it is better enjoyed watched than read.

Lesson #12

Opinion Paragraph Several deaths occur or are revealed in the final scene. Which characters deserve their fate and why? Which characters do not? Why?

• Discuss as a class.

• Students address the topic with an opinion paragraph.

• Paragraphs should be at least 12 sentences long and should include strong points, explanation, and evidence.

Graffiti Now that your students have finished reading the book, have everyone come and write one thing on the board related to it. They can write a comment, question, observation, thought, criticism, etc.

• Have them all come up at once so that it’s more fun and no one has the pressure of everyone watching them at the front.

• After every student has written at least one thing on the board, read over the graffiti together and discuss the comments and questions.

Personification/Death In this final scene, death is personified twice – first as a police officer by Hamlet (line 329), and then as a hunter by Fortinbras (line 357).

• In groups discuss why you think death is pictured as having these two particular occupations.

• Which metaphor do you think is more appropriate?

• What other jobs might death, if it were a person, perform?

• Each student is to select one occupation for death and write a paragraph explaining why this would be a good job for death.

Lesson #13

Final Essay Please refer to the Hamlet Essay Pack for criteria, instructions, and handouts related to the final essay.

Lesson #14

Essay Continued This class will be dedicated to essay writing.

Lesson #15

Unit Test Supervise the writing of the final test.

You’re Done!


Hamlet Essay Pack

From Susan’s Binder

Susan Anderson

Essay Format Review In essay writing it's important to organize your ideas logically so your essay is easy to read and understand.

As you write your essay, keep this format in mind:

Introduction: The purpose of the introduction is threefold.

1) To hook your reader.

2) To give background information necessary to understand the essay (do not go into too much detail).

3) To introduce your thesis statement (argument of your essay).

Sample "Hamlet" is commonly viewed as one of the most respected and replicated of Shakespeare's

plays. Many experts claim that this is because of the universal themes it portrays. One of the most prominent of these themes is revenge. Every person, at one time or another, has felt strong anger or been the target of this powerful emotion. "Hamlet" shows how revenge can be all-consuming and will inevitably be destructive.

Supporting Paragraphs: The purpose of your supporting paragraphs is to provide evidence to prove your thesis statement. Each supporting paragraph should include:

1) At topic sentence to introduce the topic of your paragraph.

2) Specific examples and quotes to prove the argument of your topic sentence.

3) Each paragraph should help to prove your overall thesis.

Sample In "Hamlet," the language King Hamlet's ghost uses to describe Claudius, his murderer, shows

the power of revenge:

Ay, that incestuous, that adulterate beast With witchcraft of his wit, with traitorous gifts,- O wicked wit and gifts, that have the power So to seduce! (Act 1. scene v 43-46)

The King is in such a rage that he demands his son, Hamlet, "Bear it not without thinking of the consequences (83). Even in his anger, Hamlet is aware of the trouble his father's anger will cause; "The time is out of joint; O cursed spite”" (190). The ghost’s desire for revenge led to the eventual tragedy in the play. This proves the fact that revenge often has disastrous consequences.

Conclusion: The purpose of the conclusion is to summarize the main points of your essay and relate your essay to the play as a whole.

Sample The King's anger and Hamlet's ensuing instability prove the potentially disastrous consequences

of seeking revenge. For centuries we have read of feuds within familieis and between countries. It seems that once revenge becomes a factor, anger becomes paramount and human logic becomes ineffective. In the play “Hamlet,” Shakespeare teaches us a valuable lesson: namely, not to allow the desire for revenge to overcome our reason.

Hamlet Literary Essay For this essay, you will have a choice of topics. Your essay will be 500-700 words in length and will have a thesis statement. You will use carefully chosen quotes and examples from the play to prove your thesis statement. You may focus on two areas of the play: theme or characters.

Choice A: Theme Create a thesis statement using one of the following themes:

a) Revenge b) Procrastination - A Fatal Flaw c) Madness

Choice B: Character Comparison Compare and contrast one of the following character sets:

a) Hamlet and Claudius b) Hamlet and Laertes (If you have any other essay ideas, come see me to discuss them.)

Due Dates: Outline: _______________

Rough Copy: _______________

Good Copy: _______________

Points to Remember: *** You must hand in your outline and rough draft with your final copy. Ifthey

are not there your essay will not be marked!

*** Essays must be double-spaced.

Hamlet Motif Essay As a final demonstration of your knowledge of Hamlet, you will be writing an essay on one of the play's motifs. Your task is to examine the use of a motif and trace the development of a theme centered on the motif. There will be some class time for organizing your ideas, and the first draft will be written as an in-class writing assignment. You will then have five days to revise the draft for homework to create a polished essay.

Process: 1. Select a motif and brainstorm as many references to it as possible.

2. Formulate a theme statement that can be supported by these references.

3. Select the 4-5 references to the motif that can be best used to show the development of the theme. Remember that development of a theme is best shown over time; therefore, your references should span the play.

4. Organize your ideas, examples and quotations under a strong thesis statement. Your thesis will likely include the theme statement.

5. Write your draft in class. You will need to be well organized so that you can complete this in class (as if it were a test).

6. Revise the draft

Choose one of the following motifs from Hamlet: Revenge Madness Death, disease & weeds Spying Illusion Tainted love Your essay must make specific references to the play and use direct quotations (with citations) to support your arguments.

Essay length: 500-700 words with a minimum of 5 quotations

Grading: /5 Outline /5 Draft completed in class /5 Editing of the draft /30 Polished essay (content /12, organization /6, expression /6, mechanics /6)

( (

Idea Outline

Topic:

I Significance of Human Life I Introduction: (Thesis) f As the play progresses

Hamlet moves from questioning the significance of his life to pondering the reasons for human existence.

ISerious thoughts of death I [;pose of Human existence I IWorm I s meat or hero I (1) Frustration at his (1) liTo be or not to be" (1) What is Man I s purpose? (1) Gravedigger's scene: all

circumstances =desire to He is not stopped by faith More than animal men decay, despite status

escape esolid flesh meWl ) but fear of unknown Ability to think is important C' Alexander the Great")

(2) Suicidal thoughts (2) People accept hardship (2) Honour is essential (2) Earlier references to

tempered by faith ("canon because of fear (4.4. ) Polonius's corpse

I gainst self-slaughter") (3) Hamlet more objective; (3)

see himself like others

Conclusion: Horatio must clear Hamlet's name to restore honour. Theme - Honour is the chief end of human existence. Possessions and accomplishments are temporary, the body decays, but an honorable reputation will live on.

Essay Editing Checklist

As you do your last proofread on your essay keep the following things in mind:

Content:

1. Do you have a topic sentence that introduces the theme of your paragraph?

2. Do you have a concluding sentence that refers directly back to your essay?

3. Does your supporting evidence match your intro and concluding sentences?

4. Are you summarizing the plot? Make sure you are focusing on proving the thesis.

Grammar:

1. Read your essays out loud and make sure everything makes sense.

2. Read through and make sure there is not a lot of extra stuff. Does everything contribute to the argument?

3. Read through and check for punctuation: a) Are there any comma splices? b) Are there any sentence fragments or run-on sentences? c) Are you using possessives properly?

Read through the following example and edit it according to the checklist.

In the play, Macbeth character talks a lot about ambition. Once he

hears the witches' propecies he really wants to be king. But he doesn't want

anyone to know he wants to be king "Let my eyes disguise my heart's

desires.- Ajfer he finds out about the prophecies he writes a letter home to

lady Macbe1i- telling her about the prophecies and she decides that they

should kill king Duncasn so Macbeth can become King. Macbeth's ambition

leads to the tragic ending of the play.

The Significance of Human Existence sample Essay

Six simple words, "To be or not to be", capture one of the great motifs in William Shakespeare's Hamlet. What is the essence of life and is it worth the pain it brings? At several significant junctures, Hamlet questions the meaning and purpose of life, each time coming closer to an answer that will satisfy himself and his audience. His queries, which begin· as little more than a desire to escape personal misery, lead .him to accept that honour is the chief end of human existence.

As the play begins, Hamlet's frustration at his circumstances causes him to question his life's purpose and to seek escape. His father's recent death and his mother's hasty remarriage have left Hamlet wounded and bitter. His request to return to his studies in Wittenberg has been denied. Angry and trapped, Hamlet feels the world has become "weary, stale, flat, and unprofitable" (1.2.133.). Facing a life that seems meaningless and painful, he wishes he could simply melt away, or that God" had not fixed / His canon 'gainst self-slaughter"(1.2.131-132.). Although Hamlet desires to escape his misery, his thoughts of self-slaughter are fleeting. Even before he mentions the possibility of taking his own life, he gives himself a reason not to do it. That church law forbids suicide seems, at this point, enough reason for Hamlet to continue his stale existence..

When we next see Hamlet consider suicide, his reasoning has altered.- Months after the Ghost's demand for vengeance has given Hamlet a purpose, he once again questions the significance of life. liTo be or not to bell (3.1.56.) is the question he poses, and this time it is not faith, but fear that causes him to chose life over death. Although he begins this famous soliloquy wondering whether it is more noble to accept the blows of fate or to end one's life, his thinking quickly shifts to the nightmares that may exist beyond death. It is fear of the urlknown, of lithe undiscovered countryll (3.1.79.) from which there is no return, that motivates Hamlet's decision. Whi Ie he once again rejects suicide as a solution to his woes, this time Hamlet's contemplation of life and death extends beyond his personal circumstances. He recognizes that human.kind bears the hardships of life because fear of the dreams beyond death makes lIcowards of us aflll (3.1.83.). Hamlet's understanding of life's significance is far from complete, but he" is able to examine it more objectively.

As he is being exiled to England for the murder of Polonius, Hamlet once again reflects on the larger questions of life. This time, however, he ponders the essence of man. He contends that men who live only to eat and sleep are nothing more than beasts. It is man's capacity for thought, planning and reflection that set him apart from animals. In this definition Hamlet finds fault with himself, suggesting it may be "Bestial oblivion" (4.4.40.) that has prevented him from enacting vengeance for his father's murder. As Hamlet watches Fortinbras' army march toward Poland, he admires

the Prince of Norway who embodies Hamlet's ideal of greatness: the willingness to fight nobly over a trifle, if honour is at stake. (incomplete paragraph)

Gravediggers scene reinforces the idea that the physical aspects of life are temporary. Only honour and reputation survive. (incomplete paragraph)

In death, Hamlet reinforces his belief that the importanc~of life is to be found in an honorable memory. He dies with the admonition to Horatio to tell his story and clear his wounded name. Hamlet has come to understand that reputation remains longer than possessions or accomplishments. Ironically, i-n death Hamlet is granted the honour he was denied in life. While the bodies of Claudius and Gertrude remain where they have fallen, Fortinbras orders that "four captains / Bear Hamlet like a soldier to the stage" (5.2.397-8.) in recognition of his nobility. While his sluggish revenge resulted in his own demise, Hamlet remains honorable in the eyes of his audience whenever his story is told.

The six essay meets all the criteria of a five: its superiority to the five essay is a result of degree, not kind. The level of insight may be particularly convincing and/or subtle or the writing exceptionally impressive. Certainly the six essay exhibits a depth of understanding and a sophisticated use of language.

The five essay reflects a strong grasp of the text. The response has a clearly stated thesis which is convincingly supported. In both understanding and writing. the paper is proficient. The essay reflects a strong grasp of the conventions of language.

The four essay is competent. References are present and suitable, but may be limited to only part of the text. The assertions in the four essay tend to be simplistic. There are no significant errors in reading. The writing is able to convey the writer's views in an organized. straightforward fashion; errors are present but generally not distracting. Overall, the student has good control of the conventions of language.

The three essay's response is barely adequate. While the student's treatment of the topic may not be wrong, it may be incomplete or so superficial as to seem inaccurate. While a central idea may not be clearly stated, it is present or implied and at least partially supported. Support may consist of long references to the poem which are not clearly connected to a central idea; alternatively, support may be very meager and/or replaced by repetitive statements. Organization is present, but may not directly help the flow of ideas. There are lapses in the student's control over the conventions of language.

The two essay's response reflects a significant misunderstanding of the story and/or the task required by the question. The discussion may be irrelevant, seriously inc-omplete, or simply wrong. Composition errors are recurring and distracting. In some cases, the marker may sense that the student has grasped the essence of the question but has such deficiencies in language as to render the explanation seriously compromised.

The one essay compounds the problems of the two essay. These papers are often noticeably weaker in their prose. There is a serious lack of control in the writing; in fact, the maricer may wonder, at times, what the writer is trying to say. Other one papers are little more than a restatement of the topic.

A response with less than a complete se'ntence. or written in verse. or a response manifesting an achievement less than outlined in scale point I.

A blank paper with no response given. '~

Policy, Evuluatinn and Analysis Branch (Issued 09199) -8- English 12 Examination Specifications

Incorporating Quotes Quotes are essential to literary paragraphs and essays.. You need textual evidence to support your arguments. There are three steps to consider when incorporating quotes:

1. Choosing a quote. 2. Making a quote part of your writing. 3. Punctuating your quote.

Below you will find further instruction on each of these steps.

Choosing a Quote When selecting a quote for your paragraph or essay, you must remember the purpose of textual evidence: to support your argument. Any quote you choose should provide obvious evidence that backs up your point. If you are writing about a character's personality, your quote must clearly demonstrate the character trait(s) you are discussing. If you are writing about a character's responsibility for certain events within a story, the quote you select should clearly show the link between the character and the events being discussed. If your quote provides evidence that is not immediately discernable, be sure to dissect the excerpt and explain to your reader how it can be viewed as evidence to support your argument.

Inserting a Quote You want quotes to fit seamlessly into your own prose. There are a few ways to do this. The one you use will depend on the situation. If you are writing an essay with several quotes throughout, make sure your quotes are incorporated with varying style. 1. A good way to make sure a quote does not disturb the fluidity of your prose is to make it part of your own sentence. You just have to maintain the grammatical integrity of your writing.

Eg. Romeo is wild with passion for Juliet who he describes as a "winged messenger of heaven."

2. The colon is another way to effectively introduce a quote. Simply introduce the quote with a full sentence followed by a colon. Remember, a colon can only follow a complete sentence.

Eg. Romeo is so inspired by Juliet's beauty that he repeatedly compares her to celestial and heavenly bodies: "It is the East, and Juliet is the sun!"

3. The third way is to let the quote stand on its own. You can do this when it is clear that the quote refers to what you have just been talking about.

Eg. Romeo is wild with passion for Juliet and often uses heavenly images to describe her. '"O, speak again, bright angel! For thou art as glorious ... [as] a winged messenger of heaven."

Punctuating a Quote After selecting the perfect quote and incorporating it seamlessly into your writing, you do not want to damage your efforts by punctuating the quote incorrectly. There are a few simple rules: 1. Generally, all punctuation is contained wi.thin the quotation marks. If your sentence ends with a quote, you must insert the period before the closing quotation marks. See examples above. 2. Rule #1 also applies to commas. If your sentence continues after the quote, a comma should appear before the closing quotation marks.

Eg: Romeo is wild with passion for Juliet. “Juliet is the sun,” says Romeo as he hides in the bushes peeping on the object of his desire.

3. The exception to these rules occurs when you have to provide source notation for the quote. In these cases, punctuation is held until the end of the notation.

Eg. Romeo is wild with passion for Juliet and describes her as "the sun" (2.2, 3). There you have it folks. Make sure all your quotes from here on out follow the rules outlined above. NOTE: Remember, always refer to literature in the present tense (as though it is describing current people and events).


Hamlet Assignments


Susan Anderson

Hamlet - Passage analysis

Directions: For each of the following passages you must identify who is speaking, who is

being spoken to, a brief summary of the passage, the context of the passage, and the significance of the passage in terms of character development, plot, or theme. Be sure to identify and explain any literary devices that are used. Your passage analysis should be in complete sentences.

1. "0, what a rogue and peasant slave am It Is it not monstrous that this player here, But in a fiction, in a dream of passion, Could force his soul so to his whole conceit That from her working all his visage wann'd; Terars in his eyes, distraction in's aspect, A broken voice, and his whole function suiting With forms to his conceit? And all for nothing!"

(II ii 11.545-552)

2. "How all occasions do inform against me, And spur my dull revenge! What is a man, If his chief good and market of his time Be but to sleep and feed? a beast, no more. Sure, he that made us with such large discourse, Looking before and after, gave us not That capability and godlike reason To fust in us unused."

(N iv 11.31-38)

--------.

Hamlet - Movie poster 15 marks

Assignment: Your task is to create a large poster advertisement for a movie version ofHamlet.

Your poster must be neat and attractive enough to persuade someone to see the movie!

Requirements:

1. title of the movie

2. a "catchy" 2-3 sentence synopsis or preview of the movie plot

3. three quotes from movie critics

4. names ofactual actors playing the lead roles

5. on the back ofthe poster: reasons for why you picked these actors to play the main characters

6. three excerpts from the play which reveal something significant about the themes or characters without giving away too much of the plot

7. some visual representation of the play, whether it be realistic or symbolic

Evaluation:

Your poster will be given a mark out of 20 based on the inclusion of all necessary requirements, neatness, visual appeal, effort, and the level of thought put into it.

Due date: --------~------

Hamlet Character comparison essay

Assignment:

Your task is to analyze and compare two characters from the play. Remember to focus on personal characteristics, rather than physical descriptions. It is very important that you support your analysis with evidence from the play. Evidence can be presented as indirect or direct references from the play. You may also include the opinions of outside sources, so long as they are indicated in a bibliography and proper reference citation. To fail to do so is plagiarism, which is a serious offense.

Requirements:

- proper essay format - typed, double spaced - minimum of 6 quotes - approximate length = 750-1000 words

Evaluation:

This essay will be given a mark out of20. This mark will be based on quality of written expression (vocabulary, sentence structure, grammar, spelling), organization, depth of analysis, and inclusion of all neGessary criteria.

DUE DATE: ----'- _

Claudius Laerte5 Procrastination England Gertrude Ophelia Madness Irony Hamlet Rand G Tragic Flaw Aside Ghost Horatio Love Soliloquy Polonius Fortinbras Loyalty Tragedy Prose Suicide Blank Verse Religion

Hamlet - Literary Devices 15 marks

Part A Find examples of the following literary devices on the pages indicated. Copy out the devices and state the act, scene, and lines where they are found.

1. SIMILE (p. 181 )

2. PARADOX (p.199)

3. PUN (p.201)

4. METAPHOR (p. 215)

50 SATIRE (p.99)

6. ALLITERAnON (po17)

70 ALLUSION (p.15)

8. PERSONIFICATION (p.19)

9. OXYMORON (p.25)

100 RHYMING COUPLET (p.39)

PartB Identify the literary devices used in the following quotes.

1. " 'Tis in my memory lock'd, And you yourself shall keep the key of it."

2. "For it [the ghost] is, as the air, invulnerable."

3. "0 Jephthah, judge ofIsrael, what a treasure hadst thou!"

4. "Had I but time - as this fell sergeant, death, Is strict in his arrest."

5. "0 proud death... "

Hamlet - Act IV "Teach a Scene" Assignment 15 marks

Assignment: In our study of Act IV you will become the teachers. Groups will

become experts on a particular scene and then teach that scene to the rest of the class. Please follow the steps below to prepare for your presentation:

1. With your group, read through the scene at least twice (make sure you also read the summary and notes). You should know what is going on in your scene.

2. As a group, decide on the 4-6 most important elements of the scene. Clearly write these on a poster board or overhead so the class can easily copy them down.

3. Discuss how your scene relates to important motifs, themes, and images in the play. Discuss character development, as well. Come up with the best way to present this information to the class.

4. Decide who is going to do what during the presentation. All group members must be involved.

Presentation Format:

• Your group must present the scene. (You can act it out or show the video clip.) You'll need to explain what is going on in the scene, and answer any questions that the class or the teacher may have.

• Go over the scene notes on important elements with the class. • Present the literary elements of your scene (motifs, themes,

imagery, character development).

Evaluation:

Content: 10 marks This mark will be based on your knowledge of the scene. You will also be marked on the accuracy of your notes, and how effectively you tie in the literary elements.

Organization and Presentation: 5 marks This mark will be based on the inclusion of all group members, speaking skills, and how smoothly the presentation goes.

Hamlet Act IV "Te~ch a Scene" Assignment - EVALUATION

Group members: 115

Content: 110 ./ Knowledge of the scene ./ Accuracy of notes ./ Effectively tied in the literary elements

Organization and Presentation: /5 ./ All group members included ./ Speaking skills ./ Smooth flow of presentation

Hamlet Act IV "Teach a Scene" Assignment - EVALUATION

Group members: 115

Content: /10

./ Knowledge of the scene

./ Accuracy of notes

./ Effectively tied in the literary elements

Organization and Presentation: /5 ./ All group members included ./ Speaking skills ./ Smooth flow of presentation

I

Hamlet T-shirt BONUS ASSIGNMENT

As a fun way to prepare for your Hamlet essay you have the option of creating an attractive, yet informative T-shirt. This T-shirt may be used to help you write the in-class rough draft of the essay, and if it is worn for the entire school day you will get a BONUS 10~o on the final mark of your essay!! (I will be wandering the halls that day and if you are ever seen without your original T-shirt on you will not be receiving the bonus marks! Also, you should try to find me throughout the day to show me that you are wearing your T-shirt!)

What to put on the T-shirt: ./ Quotes from Hamlet that are relevant to your chosen essay topic ./ Main points to include in your essay ./ Pictures related to the play in general, and to your essay topic

liTo wear or not to wear - That is the question"

HAVE FUN!!

HUilet Act 1, Scene 2

Writing Activities

Choose one of the following activities. Be prepared to read your piece to the class for their comments.

1. In the role of a newspaper reporter tor a paper you know, write a description of the court session. Give some background to Claudius' speech and provide some of your own observations on his speech. Before you begin writing, decide whether your newspaper's editorial policy supports Claudius' accession to the throne. Have your classmates comment on the bias that is revealed and explain how that bias is created.

2. In the role of Claudius, write two entries in your private diary, one before and one after holding court. Include your innermost thoughts, your hopes and fears, and your assessment of how the court session went. Your classmates will comment on whether the diary entries are in keeping with what they have seen of Claudius to this point.

3. In the role of Queen Gertrude's lady-in-waiting, write a letter to a close friend. Include the inside gossip of the palace, your reaction to Gertrude's hasty remarriage, and your impression of Gertrude's appearance and behaviour during the court scene. You may use background information. Your classmates will comment on how well the character you have created has observed the palace affairs and conveyed them in her letter.

4. In the role of court psychologist, write a report on Hamlet's character. You have been present at the court session and have also overheard Hamlet's soliloquy. Give your assessment of Hamlet's state of mind and its causes. Your classmates will comment on how objective your psychological report is, and on how'well you support opinions with examples of specific behaviour.

Both Hamlet and Laertes have a father murdered, both feel called

upon to avenge the murder, yet how different is the bold and decisive

manner of Laertes when, after hearing the news of his father's death, he

bursts in upon Claudius:

o thou vile King, give me my father! ... How came he dead? I'll not be juggled with. To Hell, allegiance! Vows To the blackest devil! Conscience and grace, to the profound pit! I dare Damnation. To this point I stand, that both the worlds I give to Negligence. Let come what comes, only I'll be revenged most thoroughiy For my father. (IV, v, 130-136)

Far from having to be prodded into action, Laertes seems as if nothing on

earth could restrain him. One may try to excuse such actions as spur of the

moment. yet Laertes has had all the time it took to travel from France to

Denmark to get control over himself. By swearing "To Hell, Allegiance. I

dare damnation!"(IV, iv, 32), Laertes thrusts aside the highest duties in this

world and the next, all because his father has been murdered. Laertes is

entirely consumed by the fire of his rage and has adopted a course, dictated

by passion, that he holds even when passion has momentarily subsided.

HAMLET - FOUR STORY OUTLINES

Four story outlines are given below. All of these stories are found in Hamlet. Read the assigned section with your group and consider whether any of these situations are

"familiar to you from your own experience, or from books, television or movies. Also discuss possible conflicts or themes that could develop. Be prepared to share the outcome of your discussion groups with the class.

1. REVENGE

The main character is a sensitive young man who is recovering from the death of his father when he learns that someone in his own family murdered his father. There is no conclusive proof, but the main character decides to take revenge on the murderer.

2. REJECTED LOVE

The main character (male) is in love. His girlfriend's father has forbidden her to see the young man again. She rejects the main character's advances and returns his gifts. The girlfriend and the young man are both very upset, but cope with the separation differently.

3. MADNESS

The main character is a young man whose comfortable life has suddenly been shattered by a violent event. He reacts to the shock by isolating himself from family and friends and either goes mad or pretends to go mad. All his relationships, including a love relationship, change as a result.

4. FAMILY PRESSURES

After a young man's father dies, his mother quickly remarries someone the young man hates.' The young man is disgusted by the change he observes in his mother's behaviour. He would like to escape, but his stepfather wants him to remain at home and live with them.

English 11 Hamlet

Response Paragraphs for Act I

Directions: Write a response to one of the following. Your answer should be at least 12 sentences. Remember to use the proper paragraph format..

Act I. Scene ii.

1. In the role of a newspaper reporter for a paper you know, write a description of the court session. Give some background to Claudius' speech and provide some ofyour own observations on his speech. Before you begin writing, decide whether your newspaper supports Claudius's accession to the throne. Does your article reveal any bias?

2. In the role of Claudius, write two entries in your private diary, one before and one after holding court. Include your inner most thoughts, your hopes and fears, and your assessment of how. the court session went.

3. In the role ofQueen Gertrude's-.lady-in-waiting, write a letter to a close friend. Include the inside gossip of the palace, your reaction to Gertrude's hasty remarriage, and your impression of Gertrude's appearance and behaviour during the court scene. You may use background information.

4. In the role of court psychologist, write a report on Hamlet's character. Yotl have been present at the court session and have also overheard Hamlet's soliloquey. Give an assessment ofHamlet's state ofmind and its causes.

5. In his soliloquey, Hamlet uses the image ofan unweeded garden (137-138). what is Hamlet comparing to a garden? What are the weeds? Who is responsible for tending the garden? IfHamlet were the chiefgardener, how do you think he would go about restoring the garden?

Act L Scepe iii.

1. SuIIllllaEize and re-write Laertes' advice to Ophelia (6-47) in the form of a letter to one ofyour sibJIBgs or friends. Would you give this advice?

2. In the role of Ophelia, write a diary entry ofyour responses to your brother's departure, your feelings about palace gossip, and your reaction to your father's description ofHamlet's behaviour. Do you agree that you should stop seeing Hamlet? How do you feel about your father at this point?

Ms Fast Hamlet

Creative Responses for Act IV ond Act V

Instructions: Choose!2lJJ: of the questions below to complete.

1. Beginning with the death of Polonius at the end of Act 3, creat~ a flow chart showing the main plot events up until the end of Act 4. Extend the flow chart with your own predictions about~

-how Hamlet will behave when he returns to the castle -Hamlet's reaction to the news of Ophelia's death -Laertes' response when he comes face to face with Hamlet -other developments.

2. Although Claudius is clearly an unscrupulous character, he has some qualities that could be considered admirable. Describe his admirable qualities, with references as to where in Act 4 they are best demonstrated. Considering Claudius~ qualities, what role or profession might he succeed at in modern life? (Answer this question in paragraph form.)

3. Imagine that you are a reporter for a nightly television newscast. You have been sent with a camera crew to do a story of the death of Ophelia. Whom would you try to interview? What questions would you ask them? what locations would you try to shoot? What setting would you use to deliver your report? Write the story you would present on the news. It should be two minutes long.

Hamleti Do;"' it Your Way!

This is your chance to cut Shakespeare down to size. In groups of 2-4 people, you will rewrite and re-stage an episode of Shakespeare's Hamlet. As a group, you wi II choose an episode of Act IV to rewrite. You may set your Hemletanywhere: in the Mayfair Mall or in the Broncs. You can have your characters speak any form of English you wish as long as it suits )'Qur setting.

You will not only be re-writing the scene but also you will be· acting out your interpretation for your classmates. Because of this, you must include stage directions in your written script.

Marking Criteria:

Group Members: .......... _

HamktActIV __

Written Script: -Follows Shakespeare's Plot /4 -Creativity /3

Dramatic Presentation -Group Involvement /3

Total: /10

**** You must hand-in your written script with a copy of this . sheet after your presentation.

,.

Hamlet - Literary Devices 15 marks

Part A Find examples of the following literary devices on the pages indicated. Copy out the devices and state the act, SCene, and lines where they are found.

1. SIMILE (p.181)

2. PARADOX (p.199)

3. PUN (p.201)

4. METAPHOR (p. 215)

5. SATIRE (p.99)

6. ALLITERATION (p.17)

7. ALLUSION (p.l5)

8. PERSONIFICATION (p.19)

"~ 9. OXYMORON (p.25)

10. RHYMING COUPLET (p.39)

PartB Identify the literary devices used in the following quotes.

1. " 'Tis in my memory lock'd, And you yourself shall keep the key of it. "

2. "For it [the ghost] is, as the air, invulnerable."

3. "0 Jephthalt,'judge of Israel, what a treasure hadst thou!"

4. "Had I but time - as this fell sergeant, death, Is strict in his arrest. "

5. "0 proud death... "

-JlT

Hamlet - Passage analysis

Directions: For each of the following passages you must identify who is speaking, who is

being spoken to, a brief summary of the passage, the context of the passage, and the significance of the passage in terms of character development, plot, or theme. Be sure to identify and explain any literary devices that are used. Your passage analysis should be in complete sentences.

1. "0, what a rogue and peasant slave am I! Is it not monstrous that this player here, But in a fiction, in a dream of passion, Could force his soul so to his whole conceit That from her-working all his visage wann'd; Terars in his eyes, distraction in's aspect, A broken voice, and his whole function suiting With forms to his conceit? And all for nothing!/I

(II ii 11.545-552)

2. "How all occasions do inform against me, And spur my dull revenge! What is a man, IflUs chief good and market of his time Be but to sleep and feed? a beast, no more. Sure, he that made us with such large discourse, Looking before and after, gave us not-That capability and godlike reason To fust in us unused. /I

(IV iv 11.31-38)

EDfIisIl 11 1Ir.'0.... BaIII1et PowerPoiDt Presentation

Ire yel tired of conutiolal essays, writilg pro_ aid oYeileili lIIestieu? lei kere is JlU opportllity to ltilize ~e vast resouces of ~e litenet to kelp develop a elgap, preseltatio.. Ie will Sped a day lemill kow to 1St tlis HliIII, ud I wiD skow J8I UW to cit ud paste iEges fro. tie Imnet I ,ood portiol of ~is project wiD be developed iI ~e complter lalJ, bit YOI are expected to do reseam as yel woOl nel lSiI, several souees filr coneltiOiai researcl If YOI do lot Uft a co.plter accollt ye~ I will also skow YOI kow to do ~is. Here are ~e nbjects YOI cu wort will leep iI mild ~at YOI will reqlire at lwt tel slides, pllS u iltrodletory ud COlcltdiq slide (a tDtal of 12). DiU of it as a virtlal essay. Here are YOlr topics.

1. Give a ~orollk kistory ef tie Elizahetbl ~eatre witk a ellPUsis 01 Ustery, SUbspeare, ad partictlarly Hamlet nere are lots of great websites witk pirnres aid text. Ckeck oat ~e Folger lutiote.

2. Give a kistDry of ~e soirees of Hamlet nese skolld ilc1Jde JIin'ria Da1Jica by Saxe GrauatiCIS, UrBHJle! by Thomas Kyd, ud lliltoires lragiqTJlI by Frutois de Belleforest Lilk ~e ~emes of Sbkespeare's Hamlet by Plttil, it iI perspective of tbse ad o~er werb wlid preceded it How were tile ~emes iI Hamlet mtoricaDy developed?

3. COlSmer ~e major ~e.es iI HamJet aid ilterpret ~eir aeuiI, tUliP you bowledge of tb play. Theses tlemes coUl ilcllde revel,e, greed, bmu latm, BleSS, reality vems inlSio" kOlor aid loyalty, deaQ, decisiveless ad ilaetivity, love ad betrayal aid Ie_is.

4. Create you OWl veniol of ~e play ~llk a PuwerPuilt preseltatioL II otier wonts, If- write ~e

play by capom, ~e major ~emes ud plot of ~e oriPal.·Dis colld take a bJlolrolS approau, bit IIlst be couismlt witk tke play.

5. Relate Hamlet to otler plays, IOvels, I18Yies wbcl YOI feel kave folld ~eir roots iI SbbsJeare's play. DellOlstrate how moden 6lJI aid literatue ~ave adopted, or ~ave beel iIflteJced by, tile ~emes

of IIam1et II oter words, nat are SOlie of ~e lIiversal ~eES tbt peraeate Men etltm today wkic~ stem from Hamlet aid Slakespeare iI ,eleral? If it kelps you tbsis, YOI lIay Itilize you bowledge of otler Slabs)eare plays lib 111.11 Illd lillie! or k1Jet!

YOIf preseltatiOl noDi ilcllde approxiJlately 25-50 words per sliIe a1d be pleasil, to ~e eye. Have ftl wi~ ~e mtJtip)e tools tbt PuwerPuilt ~as to offer, uti be creative. Rellellher tbt you class will be watc~ilg! Tb criteria wiD be based 01 ~e s~eet givel to yOl 01 ~is preseltatiol ud assessed for a total of 30 marts.

Presentation Dates:

Hamlet PowerPoint Presentation Criteria

Research & Content Picture & Map Integration Expression & Mechanics Overall Ol"2anization

Excellent The presentation The visual integration is The presentation Demonstrates a very clear

5 demonstrates an excellent use

of sources, and provides a thoroughly researched

presentation that exceeds expectation.

excellent. The selection of visuals are also very well

integrated in the text, and are properly labeled throughout.

demonstrates an excellent use of language, and there are

little to no grammar issues. It has been thoroughly proof

read for errors.

understanding of expectations. The

presentation flows and is organized in an excellent

fashion. Exceeds expectations

Proficient The presentation The visual integration is very There are only a few The organization ofthe

4 demonstrates a very good use

of sources, and provides a well-researched presentation. All expectations are present.

good. The visual aids are well selected, and integrated smoothly in the overall

presentation.

grammar problems, and the overall structure of the

written portion is well done. The writing demonstrates a

project is well done. The project is above average and shows an understanding of

expectations. Overall

-----_ .. ~-- --------- good use of language. organization is very good.

Satisfactory The presentation The visual selection and Some major grammar and The overall effect is average,

3 demonstrates an average understanding and use of

integration is average. The pictures are either slightly

mechanical problems hinder this presentation.

and little effort was made to meet expectations. The

sources, which provides an misplaced, or not very Nonetheless, the overall project appears to be rushed, adequately researched thoroughly selected. Most effect is satisfactory. The and demonstrates an average

presentation. Some aspects of pictures are not labeled writing demonstrates a lack understanding of what was the outline are missing. of proof readinR. expected

Unsatisfactory The presentation lacks an The visual selection is not There is little demonstration The organization ofthis

2 understanding of what was expected. The sources are

passable. Either the picture selection is irrelevant, or the

of the proper use of language, and the mechanics of the

project was poor. A lack of understanding is clearly

limited, and not properly integration is non-existent or presentation are very demonstrated, and the project used, or elaborated upon. misplaced. No effort to label awkward. Serious proof is disorganized and awkward.

Many portions of visuals is apparent. reading is required. expectations are missing.

Poor This presentation is There is either no visual . The presentation is marred There is no organization

1 completely negligent of

expectation. There is little to no demonstration of research or understanding. Most of the

expectations are not met.

representation, or the selection is completely inappropriate. No effort

appears to have been made on the visual aspects

with grammatical and mechanical issues. Either no

proof reading was done or the student is functioning at a far

below average placement.

whatsoever to this project. A major lack of cohesion in the

organization completely hinders the assignment. No discernable effort is shown.

(

Hamlet - Act m skits 20 marks

Directions: In groups, you will be preparing and presenting a skit of a particular scene in Act m. As we will be watching these skits instead of reading through the play it is very important that you include all the key events that occur in your scene.

Criteria: Script

• Needs a short introduction to explain the setting and characters to be involved.

• Must follow proper script format with dialogue and stage directions (aside, exits, entrances, action)

• Must be neatly printed or typed

Skit • Must inetude an members of the group. • Should involve mcwement and acting, not just standing around reading

the scriptl • Lines could be memorized or read, as long as each actor has his or her

own script to read from. • Props and costumes always add to the audience's understanding and

enjoyment of a skit.

Evaluation: Script- your group's script will be given Q mark out of 10 based on content,

written expression, and organization.

Skit - your group's skit will be given a mark out of 10 based on effort, creativity, and organization.

Hamlet- Act ill skits ~LUATION

Group members:

Script /10 • Content

• Written expression

• Organization

Skit /10

• Effort

• Creativity

• Organization

Name: Date:----....,....---- ------Essential Hamlet Quotes

Instructions: For each ofthe following quotes you must be able to answer the following questions:

1) Who said it? 2) Who is it being spoken to? 3) In what context is it being spoken (what'S happening in the play

when it is spoken)? 4) How is the quote significant to character development, plot or

theme? Your answers should combine to form one well-constructed and well-developed paragraph.

1) "- Frailty, thy name is woman! (I. ii. 148.)

2) ''Though this be madness, yet there is method in't." (II. ii. 219-220.)

3) ''The lady protests too much, methinks." (III. ii. 227.)

4) ''That one may smile, and smile, and be a villain." (I. v. 113.)

5) "Tis an unweeded garden..." (I. ii. 137.)

6) ''The play's the thing! Wherein I'll catch the conscience of the King." (II. ii. 116-117.)

7) "To die, to sleep, No more; and by sleep to say we end The heart-ache and the thousand ~tural shocks That flesh is heir to." (III. i. 77-70.)

8) "Get thee to a nunnery, farewell. Or, if thou wilt needs marry, marry a fool, for wise men know well enough what monsters you make ofthem." (III. i. 148-151.) .

9) "You cannot call it love, for at your age The hey-day in the blood is tame, it's humble And waits upon judgment..." (III. iv. 77-79.)

10) "For like the hectic in my blood he rages! And thou must cure me." (IV. iii. 72-73.)

"Something is rotten in the state ofDenmark. "

--

Hamlet - Important Ouotes

Directions: For each ofthe following quotes you must identify who is speaking, who is being

spoken to, what the context of the quote is (what's happening in the play when it is spoken), and how the quote is significant in terms ofcharacter development, plot, or theme. Your explanation of each quote should be in complete sentences.

1. "- Frailty, thy name is woman!" (I ii 1.146)

2. "Seems, madam! nay, it is~ 1know not 'seems'." (I ii I.76)

3. "Though this be madness, yet there is method in'!." (II ii 1.204-205)

4. "The lady protests too much, methinks." (ill ii I. 226)

5. "That one may smile, and smile, and be a villain." (I v 1.109)

6. "This above all: to thine own selfbe true. "

7. '''tis an unweeded garden.."

8. "The play's the thing wherein rll catch the conscience of the king."

9. " To sleep: perchance to dream: ay, there's the rub; for in that sleep ofdeath what dreams may come."

1O. " You would play upon me... II


Hamlet Activities


Susan Anderson

Hamlet- Activities

INTRO: − People Search: Shakespeare’s life + writing. − Discussion: What they know about Shakespeare’s works.

- 4 groups – Each given a story outline, they predict possible themes and conflicts.

1) Revenge. 2) Rejected Love. 3) Madness. 4) Family Pressures.

Intro, discussion questions in sm, groups + then write a journal entry on any interesting or thought provoking ideas.

ACT 1 SC 1: − Dramatic Reading. − Portents – A sign of something that is about to happen.

1) What Portents appear in this scene? What does Horatio think these signs mean? 2) Do People believe in Portents today? Can you think of any books or movies in which evil

omens appear? How do the Characters in these stores respond to the Omans? 3) In Journal: Write a para explaining why you do or do not believe in Portents

− Look for suggestions in this scene as to why the ghost has appeared; List any evidence that supports these suggestions.

ACT 1 SC 2: − Dramatic Reading − Hamlet’s soliloquy – image of an unweeded garden (135-136). What is he comparing to the

garden? What are the weeds? Who is responsible for tending the garden? If Hamlet were the chief gardener, how do you think he would go about restoring the garden?

− Discuss Hamlet’s description of his mother’s marriage to Claudius : 1) What is his idea of a perfect marriage? What roles would the husband and wife play? What

is your definition of an ideal marriage? What roles should husband and wife play? 2) Do you think Hamlet’s view of marriage is realistic? Is yours realistic? 3) Is Hamlet’s rxn to his mother’s remarriage fair? Why or why not? 4) What do Hamlet’s comments about his father, Gertrude and Claudius reveal about his own

personality?

Creative writing activity: choice of 4: analyzing marriage and/or court session

ACT 1 SC3 − Summarize Laertes advice to Ophelia in modern English. − Review Polonius advice to Laertes (Pg 58-81)

1) Make a list of his values concerning love, money, clothes, friendship and entertainment. 2) Design a survey from this list to determine what students think about these values. 3) Distribute questionnaires and then tabulate answers. 4) Summarize findings and describe sample group (grade age levels, people surveyed, male-

female ratio) Offer interpretation of results. 5) Present findings; Class discussion.

ACT 1 SC4 − Intro to Laurence Oliver. − Show video clip of this scene/comprehension worksheet. − Discuss Hamlet’s embarrassment (what is he embarrassed about? Should he be? What does this

reveal about his values and expectations?) − Analyze what Hamlet is saying about human nature (Pg 23-38)

1) Summarize his ideas. 2) Think of one individual, past or present, whose lives illustrate Hamlet’s theory. In each case,

describe the person’s character flaw to explain how it affected the course of his/her life. 3) Discuss whether or not an individual is responsible for his/her weaknesses.

ACT 1 SC5 − Pre-rd Journal: Reflect on a moment when you received some unexpected news and thought “this

news will change my life”. As you look back, to what extent did it change your life? − Show video clip of the scene. − Comprehension worksheet.

END OF ACT 1 ACTIVITIES:

− Creative writing: Use one of the famous lines in this Act as the first line of serious or humorous poem.

Example: “Something is rotten in the state of Denmark” “Frailty, thy name is woman”. “The time is out of Joint”. “There are more things in heaven and earth, Horatio, /Tha are dreamt of in your Philosophy”. “To thine own self be true”.

− Appearance vs. Reality – “I know not seems”(Sc.2 p.76) 1) Hamlet claims that his grief is real, not just a show 2) Make a list of all the occasions in this act when there is a difference between the way a character

seems to be and the way he/she really is. 3) Draw up a chart with the following headings;

• The Character. • The Situation. • The Appearance. • The Reality. • The Reason for Hiding the Truth.

− Images : Create an image bank.

GROUPS

1) List most important images in this act. 2) Write each one on an individual file card -> give the line reference for each image and make a note

of who is speaking and what the situation is. 3) Discuss meaning of each image and the way it intensifies an idea. 4) Discuss ways in which images are related to one another, any headings under which they can be

grouped? 5) Keep file cards in a box in class for later->add to image collection. (Arrange images sequentially or

under headings)

ACT2 SC1 − In the role of Hamlet, write two entries in your diary -: one before and one after your visit to

Ophelia − In partners or groups, make several suggestions about Polonius motives for spying on Laertes.(As

you think about this, you may want to refer to Polonius advice to Laertes in Act 1, Sc.3)

ACT2 SC2 − LL.297-314: Hamlet presents two extreme views of life. Divide page in two and list the positive

statements and negative statements. Underline images Hamlet uses and make a note of which sense it appeals to.

− What are your first impressions of Rosencrantz and Guildenstern? Explain why you would or would not want them as friends.

− Rumors of Hamlet’s “madness” have leaked out of the castle. You are a writer for a tabloid news paper and have gained to do a series of interviews, which characters would you interview? What questions would you ask them? Write the headline for your story.

ACT3 SC1 − Claudius admits that he’s suffering from his guilty conscience (LL.50-55). Does this confession

change your opinion of Claudius in any way? − Groups create a choral reading of the “To be or not to be” soliloquy. In order to do this, first break

the soliloquy up into shorter passages, and then decide how to read each passage. Consider the following: • Is the passage to be read as a solo, a duet, an ensemble or as a single voice against a group

background? • Can you make use of alternating voices, repetition or echoes? • How loudly or softly should the passage be read? • What tone of voice should you use? • How quickly should you read? What rhythm is appropriate? • What words or phrases should be emphasized?

− Once you have decided how each passage will be read and have assigned all the parts, practice

your reading a few times. Work out the best physical arrangement for the speakers. (You may need a conductor) Perform your reading for the class.

− In the role of Ophelia, write a diary entry before your encounter with Hamlet expressing your feelings about being “set up” by Claudius and Polonius. Then write a second entry expressing your feelings after Hamlet has left.

ACT3 SC2 − In groups or as a class, make a list of “do’s” and “don’ts” of good acting, according to Hamlet. View

one of Hamlet’s soliloquies a few times on video and discuss the acting in terms of Hamlet’s own standards.

− As a man, whom would you prefer to have as a best friend – Hamlet or Horatio? As woman which of the two would you be more likely to fall in love with? In your journal, explain your answer by describing the qualities you admire and those you dislike in each character.

− Hamlet states that the purpose of drama has always been “to hold as ‘twere the mirror up to nature, to show virtue her own feature, scorn her own image and the very age and body of the time his form and pressure” LL.21-26.

− In groups discuss the meaning of Hamlet’s words. Do you think that serious drama on TV or movies today does “hold the mirror up to nature?”

− Why is Hamlet moved to praise Horatio just at this moment? What does Hamlet reveal about his own personality here? Discuss with partner. (L.65-76)

− To Hamlet, Claudius behavior is conclusive proof of his guilt. However other people in the Mouse trap audience have different interpretation of what happened. Divide class into five groups. Each group writes a diary entry about H performance from the P.O.V of a different character: Polonius, Ophelia, Gertrude, Rosencrante, and Lucianus ( actor )

− Share with class

ACT3 SC3 − Make point form notes about Hamlet’s reasons for not killing Claudius. Then rank the reasons from

strongest to weakest. − Write a short news report informing the public that Hamlet is being sent to England. The report

could take different forms: 1) An international news release by the palace press corps. It is intended for an audience in

Norway. The readers of this report might be looking for signs of weakness in Denmark’s political life.

2) A “tabloid type” article emphasizing the sensational aspects of recent events in the palace. This article should arouse curiosity, appeal to the emotions, and perhaps exaggerate the facts.

3) A local press release from the palace to be read aloud to the class.

ACT 3 SC4 − If there had been a radio talk show on family problems, hat questions might Gertrude have asked

while waiting for Hamlets to arrive? If you were the host of the program, what advice would you have given Gertrude?

− In sm groups complete the following questions: • Why does Gertrude not…? • After Hamlet kills Polonius, why…? • Why does the ghost…? • Why didn’t Shakespeare…?

• How does this scene…? • Why…?

Each group submits its three most interesting questions to a moderator. The moderator will choose 1-2 questions for each group to answer. Each groups then has three minutes to prepare an answer for each question for the class

− Make a list of Hamlets comments about Polonius throughout the scene. Do you see a pattern to what he says?

− Write an obituary for Polonius to carried by the Danish national news paper − Write a soliloquy reflecting Gertrude’s emotions and thought about the future as Act 3 ends. You could

use contemporary English prose or poetry.

ACT 3 EXTENSION ACTIVITIES − Class divide into sm. Groups:

1) The “To be or not to be” soliloquy(III, I : 57-89) 2) The nunnery scene(III ,I :90-151) 3) Hamlets’ advice to the players(III ,II :1-45) 4) Hamlets’ speech to Horatio(III,II : 55-86) 5) The Mouse trap scene(III,II :94-265) 6) The prayer scene(III,III :36-99) 7) The closet scene(III,IV :1-35) 8) The portrait scene(III,IV: 36-219)

− Each group reviews its scene and prepared a report about Hamlet’s behavior – both positive and

negative qualities. Present report to class. Write notes on group reports, Form new groups of 5-6 and discuss. Decide whether Act 3 generally presents Hamlet in a positive or negative light.

− Quote: I, V L.29-31. What do you think has stopped Hamlet from “sweeping “to his revenge? In graphic form show what has prevented Hamlet from acting. (E.g. flow chart to show how and when he’s been diverted from his purpose) or create a visual symbol or group of symbols to represent the obstacles in Hamlet’s way.

− Find personality description for each sign of the Zodiac (horoscope), and decide which sign suits each of the main characters in the play.

− Choose three images that you find most effective in this act. Paraphrase each image and list everything it suggests to you.

− For hundreds of years, scholars have written about problems of interpreting this play. Complete one or more of the following statements yourself and dev your thought in a paragraph.

• What puzzles me most about Hamlets behaviouris… • I don’t understand why Shakespeare included (didn’t include)… • My first impression of has changed because… • I’m not sure whether… • There seems to be a contradiction…

ACT 4 SC1 − In LL. 1-32, both Getrude and Claudius are pretending to some extent. After each of their speeches,

write what you think their innermost thoughts would be. − Claudius voices a number of fears in this scene. Make a list. What do you think he fears most? Do

you agree with his priorities?

ACT 4 SC2 − An analogy is an extended comparison of two things is a like in some respects e.g. sponge. Suggest

other analogies that could be used to describe like R and Gertrude? What analogy could you use to describe Hamlet?

ACT 4 SC3 − Scenes 1, 2 and 3 have given us an opportunity to see Claudius actions under stress. In the role of a

psychologist, write an article about how different people react to stress using Hamlet and Claudius as examples.

− Discuss Hamlets use of “black humor”, he contemplates death in terms of rot and decay but he expresses his thoughts humorously.

ACT 4 SC4 − Hamlet admires Fortinbras because he’s willing to fight heroically for a small issue when his

country’s honor is at stake. Discuss whether you think Fortinbras behavior would still be considered heroic nowadays. In your journal, complete the following statement “a hero is someone who…”

ACT 4 SC5 − Laertes describes Ophelias behavior as a “document in madness” (L76). In the role of a court

psychiatrist, write a commentary about her behavior. Document the behavior first before commenting on it. You may want to make some comparisons with Hamlet’s “antic disposition”

ACT 4 SC6 − Hamlet’s short letter leaves many questions unanswered. If you were Horatio, what questions

would you ask Hamlet? − Since we do not yet know the contents of hamlet’s letter to Claudius try composing a 20w message

he might have sent. Announce your return and hint that you have uncovered Claudius scheme to have you killed.

− Do you think Hamlets letter reveals or suggests that any changes have taken place in him? In role of Horatio, write a diary entry in which you analyze Hamlets letter and consider the changes that might have happened once Hamlet left the environment of the palace.

ACT 4 SC7 − Write diary entries that Claudius and Laertes each might have written after their conversation in

this scene. The diary entries should reveal their personalities and their motivation as well as their opinions of each other.

− Do you think Ophelia’s death could be considered suicide? What effect did the details of her death create on you? What effect do you think she wanted to create? Was she an innocent victim? Group discussion.

− Imagine you’re a T.V reporter you’ve been sent with a camera crew to do a story on Ophelia’s death. Whom would you try to interview? What questions would you ask them? What locations would you try to shoot? What setting would you use to deliver your report?

ACT 5 SC1 − The gravediggers work is quite grim, yet their conversation is humorous. In groups discuss why you

think Shakespeare used humor at this point in the play. Are there any jobs in modern society in which people would be likely to use this kind of humor? Why do you think they might joke about their work in this way? How do other members of society react to people who do this jobs?

− Do you think Hamlet is sincere when he declares that he loved Ophelia? If Hamlets life hadn’t been transformed by the appearance of his father’s ghost, do you think he and Ophelia would have been happy together?

ACT 5 SC2 − Discussion: Do you think Rosencrantz and Guildenstern deserved to be put to death? What

alternatives might Hamlet have taken? Was he seeking justice or revenge? (reasons given p.57-62) − Throughout most of the play, Hamlet has seemed unwilling to do what he knows he must do, it’s

only in this final scene that Hamlet seems fully willing to accept his destiny (p.211-215). What do you think has caused this change in Hamlet? Write your ideas and share them with a partner.

− Suppose that you are Fortinbras, taking over the kingdom of Denmark. Write a list of things you will do to restore order and win the confidence of the Danish people.

− Just before Hamlet dies, he says to Horatio (p.339-342) – In approximately 200w, write a letter from Horatio to Hamlet’s friends in Wittenberg, with the aim of helping them understand the shocking news of their friend Hamlet’s death.

− In this scene, death is personified twice – first as a police officer by Hamlet (p.329) and then as a hunter by Fortinbras (p.357-359). In groups, discuss why you think death is pictured as having these two particular occupations. What other jobs could death, as person perform? Choose one of the group’s suggestions and draw a picture of death doing that job. You might choose to put together images cut from magazines and newspapers to represent death in that role.

CONSIDERING THE WHOLE PLAY 1. Do a talk show

Actors often appear on T.V talk shows to attract a wider audience to anew play or film. Stage this type of talk show interview with one or two actors who will be playing major roles in an upcoming production of Hamlet. Your purpose is to arouse the interest of people who are not familiar with the play and who might shy away from Shakespearean production. Could video tape it!

2. Design a program for a production of Hamlet. The program must provide all the information the audience need to prepare them for the play. It should be visually interesting – it should make use of graphic design and possibly illustrations, furthermore the program should emphasize the unique features of the particular production, make a display of finished programs.

3. Collage Present Hamlets complex mind as a collage; demonstrate your own understanding of his character by your choice and positioning of images.

4. Drawing Portfolio Disease and garden imagery appear often in Hamlet. Choose imp images in the play and create a portfolio of drawings to accompany them. Your drawings should your interpretation of the images. (Check library for studies of images in Hamlet)

5. Using resource materials about Elizabethan England Investigate what Elizabethans in Shakespeare’s time thought about the human mind and emotions, Research the theory of elements and the theory of humors, as well as ideas about melancholy and insanity in light of your discoveries.

6. “Renaissance Man” – find out what the ideal man of the Renaissance would have been like, then consider the following:

• Does Hamlet fit the description of a renaissance man • How would you describe the ideal man or woman of our society? Do you think our values are

very similar to those of the Renaissance? • Would Hamlet fit into our modern society?

7. For the 1st

half of the play, Hamlet seems to have the upper hand. Eventually, however things turn against him. Decide at what point you think he loses control of the situation. Is there something that Hamlet does or fails to do that tips the balance against him? What aspects of his character do you think make him behave this way?

Hamlet Summaries and Questions In Act I scene I: - we learned that “something is rotten in the state of Denmark.” The state is preparing for war; the late king Hamlet’s ghost has been seen on the castle parapets: the guards are challenging incorrectly and everyone seems to be a bit edgy. Find quotes to support this statement.

Exercise 1 Act I, Scene II King Claudius, with Gertrude, is holding court in a room of state in the castle. In his opening speech he deals with two matters: his marriage to his brother’s widow and his answer to young Fortinbras’ demands.

1) What does he say about each of these items? 2) Claudius then gives Laertes permission to return to Paris, and turns to Hamlet. Obviously Hamlet is not

pleased with his mother’s hasty remarriage. The marriage is of a widow to her dead husband’s brother was usually forbidden. From a moral point of view it was incestuous, since a wife was regarded as a sister of her husband’s brother. Hamlet admits his close relationship to Claudius, yet censures it as unnatural. Quote the words he uses.

3) First Gertrude and then Claudius tells Hamlet not to mourn so for his father’s death. Each in turn next asks him to stay at home instead of returning to his studies at Wittenberg. Hamlet says he will obey, but he does not agree.

4) How does Claudius intend to celebrate Hamlet’s decision to stay in Denmark? How does Hamlet snub Claudius in his reply?

In the soliloquy which follows (lines 129-159) Hamlet reveals something of his grief. He censures his mother’s hasty marriage to Claudius and looks upon it as incestuous. He tells us that his father has been dead for less than two months and his mother has already remarried.

5) When Hamlet is interrupted by Horatio and the two sentries, he greets them quite courteously. Obviously Horatio is a student friend of Hamlet. How do we know?

6) When Horatio has told hamlet of the ghost, Hamlet wants to know all about its dress and appearance. Satisfied that the ghost is indeed of his dead father, Hamlet decides to watch that night with the soldiers to see if the ghost will walk again. Hamlet’s questions about the ghost’s appearance lead him to draw two conclusions. What are they?

7) From what you have seen of Claudius in this scene, what kind of person do you think he is?

EXERCISE 2 Act I, Scene III In this scene, we see how closely knit is the family of Polonius. Laertes first gives to Ophelia regarding hamlet’s show of affection towards her.

1) Why does laertes doubt Hamlet’s sincerity? Polonius enters and offers Laertes a “few precepts”. Many of them have become quite well –known over the past four hundred years.

As soon as Laertes leaves, Polonius becomes very inquisitive. When Ophelia tells him the gist of Laertes advice, he emphasizes the danger in accepting Hamlet’s “tenders”. He commands Ophelia to break with Hamlet and like all dutiful children, she obeys. Obedience was expected of children in Elizabethan days, but Cordelia in King Lear. Juliet in Romeo and Juliet, and Desdemona in Othello

2) What evidence is there that Polonius himself was a worldly man?

were well –loved Shakespearean heroines who obeyed their hearts dictates rather than their fathers’ Shakespeare gave them tragic deaths; they were in his sources. But the death he gave Ophelia is the most pathetic.

3) Both Polonius and Ophelia display weaknesses which will later cause them to lose their lives. What are those weaknesses?

EXERCISE 3 Act I scenes IV and V While Hamlet, Horatio and Marcellus watch in the cold night air, King Claudius holds his drunken revels. Hamlet condemns these carouses, because he feels it is too soon after his father’s death to be celebrating.

1) What other reasons does he give to condemn such celebrations? 2) The ghost appears and beckons Hamlet to follow, but Horatio tries to dissuade him why? 3) The ghost almost immediately charges Hamlet with a task. What is it that he asks Hamlet to do? 4) What comments by Hamlet suggests that he suspected Claudius of murdering her father? 5) Describe briefly how Claudius carried out the murder of King Hamlet. 6) Was hamlet’s mother unfaithful to his father? Quote lines from the ghost’s speech which answers this

question. 7) When Horatio and Marcellus join hamlet, he swears them to secrecy. Is there any evidence that

Hamlet is going to pretend to be insane?

Hamlet learns that his father was murdered and that his mother went astray with Claudius before her husband died. He is asked to revenge the death of his father. He promises to do so, to forego all other pursuits, to give over all other thoughts and memories, to concentrate on revenge. When the ghost goes away, he makes Horatio and Marcellus swear secrecy no matter how strangely they see Hamlet act; no matter how mad he may appear.

We have learned in Act I that some things are rotten in the state of Denmark. We have learned that Prince Hamlet not only mourns the loss of a father, but also is denied the solace of carrying on in his father’s state of king; Prince Hamlet lo lost the election to his uncle, Claudius. We have learned that Claudius, in spite of the contempt of Hamlet, is an able, shrewd man and also a smooth and smiling villain. We suspect that both the Queen and Polonius threw in their influence on the side of Claudius when the nobles elected him king. We wondered what will come of the love affair of Hamlet and Ophelia, this sad Prince who must revenge his father’s death and this sweet young girl who puts the word of her father before the word of her own heart. We wonder what Hamlet plans. We know that a king is protected always, and we think that a shrewd king like Claudius will see that the assassin’s hand cannot reach him either in the day or in the night. Hamlet has indicated to Horatio and Marcellus that he might act oddly, strangely, eccentrically, or madly. If he does so, they must keep quite.

The play, then, has been marked as a revenge play. Prince Hamlet, brooding over the death of his father, hurt by the conduct of his mother, is given the task of revenge on a crafty, able king who is guarded at all times.

Meanwhile, Polonius is setting traps. He instruct Reynaldo to set traps to induce the friends of Laertes to talk freely so that he may learn how Laertes is behaving. Reynaldo has obviously heard all this before and Polonius has had Reynaldo spy upon his son before.

Exercise-4 : Act 11 Scene-I 1) Ophelia comes in with a rather strange report of Hamlet’s actions. We know he has said he may

pretend to be mad, but this seems almost too much for pretense. Describe his actions as told by Ophelia.

2) What explanation does Ophelia give for Hamlet’s action? 3) What is Polonius interpretation? 4) What do you think was Hamlet’s reason for coming Ophelia at this time?

You will notice that this scene ends with a couplet. Since there were no curtains on the Elizabethan stage to signal scene changes, the playwright had to include certain cues in the actor’s speeches to remind the other players as well as the audience that a scene was about to end. Watch for these couplets throughout the rest of the play as you read it.

Exercise-5: Act II, scene-II If; King Claudius is the villain depicted by the Ghost, it is probable that Hamlet’s life is in deadly danger, and that Claudius has kept him at the court because he would be out of reach at Wittenberg University. Claudius cannot feel secure on the throne while the former King’s son is alive. If the Ghost has spoken truth, Claudius is not the king of man to let another take the throne peacefully - --he will not lightly step aside.

Because he is not secure, he is trying to determine why Hamlet is acting so strangely. For this reason he asks Rosencrantz and Guildenstern to trap Hamlet into revealing his purpose in acting so strangely. Perhaps he is not convinced that Hamlet is genuinely mad.

1) Gertrude sees Hamlet’s madness as a very simple and honest reaction. What is her explanation of Hamlet’s behavior?

2) The ambassadors from Norway seem to be introducing on the play. Why has Shakespeare allowed such an intrusion? ( You may have to read to the end of the play to help with this answer.)

3) Polonius then gives his message to the king. Although he says “ I will be the brief.” He is so far from it. Give the gist of his message to Claudius (excluding Hamlet’s letter).

4) What trap does Polonius set for Hamlet? 5) Hamlet enters, and Polonius engages him in conversation, thinking he is indulging a madman.

When he leaves, Rosencrantz and Guildenstern have a go at Hamlet, but they are as unsuccessful truly mad at this point, or is he just pretending? Justify your answer with evidence from the play.

6) What trap does Hamlet intend to set?

7) In his way soliloquy at the end of Act II, Hamlet chastises himself rather severely. What does he say of himself? Does he deserve such chastisement?

8) In act I we saw the first confrontation of the two main characters of the play. Claudius seemed to have the upper hand. He was king, very confident, shrewd and active. Hamlet, on the other hand, was passive and seemingly lost in melancholy.

In Act II the fundamental struggle has been advanced further. What changes in the relative positions of the two adversaries, if any have occurred? What are the relative positions of each?

Act III opens with an interesting question of the king to his two spies, Rosencrantz and Guildenstern, Hamlet’s false friends. Claudius asks them if they cannot by roundabout methods get from Hamlet why he puts on

this confusion. Does the king realize it is being put on? Guildenstern evidently believes Hamlet is mad, for he says that Hamlet keeps aloof, with a “crafty madness”. Before the exit of the two spies, we have an example of the DRAMATIC IRONY. When Polonius says Hamlet had asked him to beseech their majesties to see the play, Claudius answers:

With all my heart; it doth much content me To hear him so inclined.

We, the audience, know that the play is thing by which Hamlet is find out if the Ghost has spoken the truth in saying that Claudius had murdered Hamlet’s father. Claudius does not know; it would not the content him in the least if he knew why Hamlet wants him to see the play. In scene I, a trap is laid for Hamlet. Polonius is to “loose his daughter” to Hamlet, and does so after putting a prayer book into her hand. Let us look back to Act II, scene II, lines 16-163. If it is Hamlet’s custom to walk four hours together in the lobby where the King and Queen talk to Polonius, is there any reason why Hamlet should not have overheard the whole plot? We are not, to be sure, told that he did, but he could have done so. More, Prince Hamlet was a man of influence, and very likely had his own spies. We shall see afterwards that he had advance knowledge of the king’s plans. It is quite possible that a trusty servant of Hamlet overheard the plot.

In some productions of the play, the director has Hamlet catch a glimpse of the shadows of Claudius and Polonius just before he asks Ophelia, “Where is your father?” In others, Polonius sticks his head out from behind the arras just before this question so that Hamlet sees him. Ophelia’s lie thus convinces Hamlet of her falsity, and he feigns madness all the more.

Let us look closely at the scene between Ophelia and Hamlet. It is possible that he knows why she there. It is possible that when Hamlet told Polonius not to let his daughter walk in the sun, he knew the trap. Remember that Hamlet is suspicious. He may have seen that Ophelia was not acting herself, and may have guessed the rest. His speech beginning, ``Get thee to a nunnery’’ is largely for the king to hear. He serves notice on the king that the king had better beware of the madman-``I am very proud, revengeful and ambitious’’.

Exercise 6 Act III, scene I 1) Does Hamlet Love Ophelia or not? Give evidence to support your answer. 2) After Hamlet Leaves, Polonius is quite convinced that Hamlet is mad because Ophelia has rejected

him. Claudius is not so convinced. What evidence is there that Claudius doubts Hamlet’s insanity? 3) In this scene, Hamlet and Claudius have been brought together again. The king recognizes that Hamlet

is a danger to him. He may even suspect that Hamlet knows the real circumstances of his father’s death. Claudius decides to get Hamlet out of the country. Where and for what official reason is he sending Hamlet?

4) In this scene, we see that both of these antagonists are disturbed. Claudius reveals his troubled conscience in an aside, and Hamlet does so in his soliloquy.

A. What ``question’’ is Hamlet asking? B. What is the ``answer’’?

Exercise 7 Act III, scene II 1. Hamlet gives the players rather explicit, instructions on how to perform the play. These instructions

show that Shakespeare was not only a playwright but an actor, too. Why is it necessary that Hamlet be shown to have such knowledge of acting?

2. In the previous scene, Hamlet has been rude to Ophelia. Why, then, does he choose to sit with her to watch the play instead of by his mother?

3. In scenes i and ii Hamlet has occasionally reverted to prose. Read this section again and explain why prose is appropriate at those times.

The play within the play shows simply a crime similar to the one the Ghost had revealed to Hamlet. The on difference is that the murderer is the King’s nephew. Why this change? There could be three reasons;

1) Lets Claudius is innocent, Hamlet does leave a way out so that there need be no suspicion. 2) The nephew makes the idea of incest stand out. 3) The nephew means a threat to the player king, and could be a threat from Hamlet to Claudius.

We must remember that even if no ghost had ever appeared, the existence of Hamlet- the “courtier, soldier, scholar” beloved of the Danish people-was a threat to Claudius, and no scruple would have kept the murderer of the father from murdering the son. The Ghost’s revelation told Hamlet indirectly that his own life was not safe at the Danish court. Hamlet knows, too, that Claudius suspects why Hamlet “has put on this confusion”, suspects but is not sure. Hamlet keeps the king uneasy by thinly-veiled threats, and in line 100 of this scene, he reiterates his ambition-he reminds Claudius that he, Hamlet, wants to be The Dane

To Polonius, Hamlet is consistently rude. On two occasions, Claudius says he owes much to Polonius. It is implicit that Polonius helped to get Claudius elected and Hamlet set aside when the elder Hamlet died. When Polonius says “I was killed in the Capitol; Brutus killed me,’’ it is because Polonius loved to talk, and was delighted to get the chance on this occasion. Hamlet replies rudely because Hamlet is always rude to Polonius for a reason implicit but not explicit.

.

Hamlet is polite to his mother. He watches her closely during one part of the play. He does not at this point get satisfied that she had no part in his father’s murder. But he does know that she is either very much on guard or not guilty.

To Ophelia, Hamlet is crude, and bawdy. He takes it that Ophelia who should have stood by him had gone over to the enemy, we know that beneath the reflective ness and the refinement of Hamlet there was all the old savagery of the Viking-that behind the courtier and the scholar, there was the soldier.

The play within the play- The Mouse Trap-

1) By the end of the scene it is obvious we are rapidly approaching the climax. What are the relative positions of the two chief antagonists in this scene?

has a very significant title. It was meant to ``catch the conscience of the king’’. Claudius reaction to it convinces Hamlet that the Ghost was the spirit of his father, and not just some evil spirit intent on destroying a human soul.

2) Explain Hamlet’s attitude towards his mother as revealed in the soliloquy ends the scene.

Exercise 8 Act III scene III This Scene has caused much controversy among scholars. The question raised is why did Hamlet not take his revenge upon Claudius. Some scholars say he was weak of will; others suggest that he could not kill in cold blood. Yet when Claudius flees from the play only minutes before, Hamlet says:

... Now could I drink hot blood, And do such bitter business as the day Would quake to look on ...

There is no reason to consider that Hamlet’s failure to kill the King at this point is any other than the one he gives. This play is a revenge tragedy, and the hero must make the revenge equivalent. There can be no question of cold blood, but only one of revenge on the man who sent his father to hell. In front of Hamlet stands his uncle who murdered his father, stained his mother and robbed Hamlet of his great kingship; Hamlet would have sent his sword Claudius without compunction had not he King been at his prayers. Scene iii ends with a classic example of dramatic irony, Claudius could not pray; he was only kneeling. And Hamlet had spared him because he was praying! Claudius does not know he was spared; the audience knows. The reader learns about the characters in three ways: (1) by what he says. (2) by what he does, and (3) by what others say about him. We must, however, consider the circumstances surrounding these statements or actions.

In Act 1, scene ii we saw a smooth, calm, well-ordered Claudius dispensing the court’s business with dispatch and control. He was king, and had the support of his nobles. Everything has turned out pretty much as he would like it to. Nobody suspects anything. He realizes, however, that Hamlet is `` lov’d of the distracted multitude’’, and there may be some who think that Hamlet and not Claudius should rightfully be on the throne. For this reason, Claudius makes a big show of being kind to Hamlet. In Act III, scene iii, he is still in control, but there is just a hint of desperation. He orders Rosencrantz and Guildenstern:

Arm you, I pray you, to this speedy voyage; For we sill fetters put upon this fear, Which now goes too free-footed.

Obviously Claudius wants Hamlet out of the way. The ``commission’’ he will ``forthwith dispatch’’ will contain an order to the king of England to kill Hamlet. To see how disturbed Claudius really is, read his

soliloquy beginning at line 36.

1) What do you learn about Claudius character from this soliloquy? 2) Hamlet enters while the King kneels to pray. What do we learn of Hamlet’s character from his

soliloquy?

When a character speaks in soliloquy or an aside, we may believe what he says because hi his revealing his innermost thoughts. He is not pretending or speaking for some listener’s benefit. When judging a character from his other speeches we must consider the circumstances at the time, we must not draw conclusions from one

In view of all these points, you might make brief sketches of the main characters in the play. Such a summation will help you understand this play immeasurably.

incident. Several incidents pointing to the same trait are much more reliable. In addition, when judging a character by what others say about him, we must consider whether these others are friends or enemies.

3) What reason does Hamlet give for not killing Claudius at this time?

Exercise 9 Acts III. Scene IV: When Hamlet comes to his mother’s room he immediately “speak(s) daggers to her.” She becomes frightened and calls for help. Hamlet, upon hearing a reply from behind the curtain, pulls his sword and stabs through it, thinking Claudius is there.

1) How do you account for this2) What evidence is there here that was innocent of complicity in the poisoning if her first husband?

sudden act, when he hesitated so long just moments before?

3) The Ghost makes an appearance to remind Hamlet of his “blunted purpose.” Only Hamlet sees it this time, yet Horatio and the Sentinels saw it when it appeared before Is this because Hamlet is actually insane? Notice that the Ghost is in his night attire. Gertrude believes now that Hamlet is truly mad, and Hamlet is perturbed that she thinks so. How does he try to prove to her that he is sane?

4) As Hamlet leaves, he asks his mother one more favor. What is that favor? 5) There is evidence that Hamlet knows why he is going to England and that he has already made some

plans to thwart the king. Quote the lines which indicate this. 6) Characteristically, the third act of a Shakespearean drama contains the crisis, or turning point, of the

play. Which scene in this act is the key to the whole play? Be sure to give strong evidence to arguments on your choice if you don’t.

In the last scene of Act III, Queen Gertrude has heard her son call her husband a murderer and villain. She has confused that Hamlet “cleft her heart in twain.” She has assured hamlet that she will not help the King to sort out evidence that Hamlet is “not in madness but mad in craft.” At the beginning if act IV; the Queen gives us some grounds for believing she is on Hamlet’s side. We can never be sure, but we can sort out evidence that’s points to it. Here, she appears agitated rather than horrified. In other words, she could well be acting a part- if we recall what happened in Act III. She is out to make the King believe Hamlet is mad. It is further possible that Hamlet really is

Exercise 1 Act IV:

mad. This point has been one of controversy among Shakespearean scholars for many years, and still is. Watch for evidence in the two acts we are now studying, and remember, that as far as Claudius is concerned, Hamlet seeks to confuse the issue, although he left Ophelia in no doubt about his madness. And he was quite careful about making Polonius believe he was mad.

1) (a)What effect upon Claudius does news of Polonius death have? (b)Without a doubt, the king’s mind is troubled. He cannot announce the truth about Polonius death, because he would have to reveal that Polonius was spying. This might bring further-investigation and even scandal to him. How does he propose to handle the news of Polonius.

2) According to scene ii, what is Hamlet’s analysis of the characters of Rosencrantz & Guildenstern? 3) At the opening of scene iii, we see clearly that Claudius and Hamlet are in open opposition. Claudius

still tries to hide his hatred from the public, though, and announces that Hamlet must go to England for his own safety. Then comes the irony. When Hamlet says, “Good.” Claudius replies “so it is, if thou knew’st our purpose.” To which Hamlet retorts. “I see a cherub that sees them.” All in all, a fine display of verbal fencing. Why do you suppose Hamlet seems so eager to be leaving.

4) (a) What is the dramatic purpose of scene IV? (b) How does the character of Hamlet differ from that of young Fortinbras?

5) The Ophelia that appears in scene v differs vastly from the one which appeared in the middle of Act III. What has caused this change?

6) Laertes bursts into the room shortly after Ophelia leaves, and demands to know how his father died. Contrast Laertes with Hamlet at this point. Notice that both seek to avenge the deaths of their fathers. Ophelia interrupts just as grief-stricken over his sister’s condition, and agree to hear the king’s explanation of Polonius death.

7) Scene vi is another short scene that allows for some time to pass, and which gives the impression of much action on stage. The audience has now been sitting or standing through a lengthy display of acting, and needs variety and action to maintain interest. In addition, this scene imparts some very important information. For the first time, we are shown a Hamlet capable of action! To what extent is the story of Hamlet’s capture and release genuine? Could it be part of a plot by Hamlet? Discuss this question briefly.

8) As scene vii opens, Claudius is telling Laertes that Hamlet killed Polonius, and also sought to kill him/ Laertes asks why Hamlet was not death with.What is Claudius reply?

9) When Claudius hears that Hamlet has returned to Denmark, he proposes a plan to be rid of Hamlet in such a way that ‘even his mother shall…call it accident.” What is the plan?

As the act ends we learn of Ophelia’s death by drowning. Laertes storms out intent on revenge more than over, and Claudius is just a bit disturbed that all his attempts to clam Laertes may now prove to have been in vain.

Exercise 2 Act V. scene I: Act V opens with a device called comic relief. This is a device intended to lower the suspense which has reached. The audience can relax momentarily and catch its breath after the hectic pace of act IV.

After a few jokes and witticisms, the audience is ready to get back to the play.

(1) Why is Ophelia’s funeral ceremony so short? (2) Why did Laertes and then Hamlet leap into Ophelia’s grave? (3) What dramatic purpose is served by having Laertes and Hamlet grapple in the grave? (4) In Exercise 2 of lesson 11 you were to explain why laertes doubted Hamlet’s love for Ophelia.

(a) What evidence is there in this scene that Laertes doubts were unfounded? (b) In Exercise 6 of lesson 11 you were asked whether Hamlet loved Ophelia. Answer that same question

again, giving evidence from this scene.

Exercise 3 Act V, scene II: (1) Is there any evidence that Hamlet indeed is a man of action? (2) Why has Shakespeare allowed the “intrusion” by Osric?

Exercise 4 : Stage directions in a play by Shakespeare are very brief. At first glance it would seem that there are a minimum of directions, but a closer look will reveal stage directions included in the speeches.

In scene ii as the King, Queen, and Laertes enter, the King says “ come Hamlet, come and take this hand from me “. Obviously he must reach out for Laertes hand and present it to Hamlet.

Later as they select the foils, it is possible to imagine what catch is doing as he speaks. For example, when Laertes says, “This is too heavy; let me see another”. He has obviously lifted one rapier, hefted it in his hand and returned it to a tray that Osric Has retired.

What actions are performed by the speakers in each of the following lines :

(1) King :Stay, give me drink. Hamlet this pearl is thine; Here’s to thy health. (2) Queen :Here, Hamlet, take my napkin, rub thy brow. (3) Queen :The Queen carouses to thy fortune, Hamlet. (4) Hamlet :Then venom, to thy work. (5) Hamlet :Drink off this potion! Is thy union here? Follow my mother

Hamlet - Act I Quiz 19 marks

1. In which country does this play take place? (1)

2. Briefly describe Claudius. (2)

3. Why is Hamlet so angry at Claudius? (2)

4. Who is Ophelia? (2)

5. Where is Laertes going away to? (1)

6. What advice does Laertes give to Ophelia? (1)

7. Identify one piece ofadvice that Polonius gives to Laertes. (1)

8. What does Polonius order Ophelia to do? (l)

9. a) What are two things the ghost says to Hamlet? (2)

b) What is Hamlet's immediate response to what the ghost tells him? (1)

10. What does Hamlet warn Horatio about in terms ofhis future behaviour? (1)

11. What does Hamlet ask his friends to swear to? (1)

12. Why is old King Hamlet so upset about his untimely death? (1)

13. What custom does Hamlet dislike? Why? (2)

]

Hamlet: Act II Quiz 30 marks

1. Why does Polonius send his servant Reynaldo to Paris? (1)

2. How is Reynaldo supposed to go about his business in Paris? (2)

3. Describe Hamlet's behaviour in his encounter with Ophelia, which deeply frightened her. (2)

4. How has the political situation with Norway been resolved? (2)

5. What does Polonius believe is the cause ofHamlet's apparent madness? (1)

6. Name the two childhood friends ofHamlet who are summoned to court by Claudius and Gertrude to spy on Hamlet. (2)

7. Give two reasons why Hamlet's frierids agree to spy on him. (2)

...

I

8. What does Gertrude believe is the cause ofHamlet's disturbed state of mind? (2)

9. What is satirical about the way Polonius speaks? (1)

10. What physical piece of evidence does Polonius have of Hamlet's madness and the cause of it? (1)

11. How does Polonius plan to find out the cause ofHamlet's madness? (2)

12. How does Hamlet act mad when he is speaking with Polonius? (l)

13. Explain two ways that Hamlet insults Polonius. (2)

14. Why does Hamlet insult Polonius? (1)

-

15. What does Polonius realize about Hamlet's words of madness? (1)

16. How does Hamlet treat the actors when they arrive? (1)

17. Why is Hamlet affected by the speech he encourages one of the actors to perform? How does he relate the actor's performance to his own recent behaviour? (2)

18. Why does Hamlet call himself a coward? (1)

19. How does Hamlet plan to confirm Claudius' guilt? (2)

20. Why does Hamlet now doubt what the ghost told him? (1)

21. Describe Hamlet's resolve at the end ofAct II. (1)

Hamlet: Act 3 Quiz 18 marks

1. What does Claudius think about Hamlet's apparent madness? (1)

2. According to Hamlet's "To be or not to be" soliloquy, what prevents people from committing suicide? (1)

3. Identify tWo ways that Hamlet is mean to Ophelia during their meeting that is spied on by Polonius and Claudius. (2)

4. How does Claudius react to Hamlefs additions to "The Mousetrap" play? (1)

5. Which character helps Hamlet observe Claudius' reaction to the play? (1)

6. How does Claudius plan to deal with Hamlet? (1)

7. What advice does Hamlet give to the actors? (1)

8. a) What is Claudius doing when Hamlet sees him alone and contemplates murdering him? (1)

b) Give one reason for Hamlet's decision not to murder Claudius at that time. (1)

T

./ 9. Where does Hamlet have a confrontation with Gertrude? (1)

10. Explain how Polonius is killed (2)

11. What does Hamlet tell his mother about his recent behaviour and state of mind? (1)

12. What does Hamlet advise Gertrude to do? (1)

13. What causes Gertrude to believe that Hamlet is indeed mad? (1)

14. What promise does Gertrude make to Hamlet? (1)

IS. What foreshadowing does Hamlet do regarding Rosencrantz and Guildenstem? (1)

Hamlet: Act IV Quiz 20 marks

1. Does Gertrude keep her promise to Hamlet to keep his feigned madness a secret from Claudius? (1)

2. Who does Claudius arrange to accompany Hamlet to England? (1)

3. Explain why Hamlet calls Rosencrantz a sponge. (2)

4. How is black humour used in Act IV? (1)

5. Describe Claudius' two plans to kill Hamlet. (4)

6. According to Claudius, what prevents him from punishing Hamlet harshly in Denmark? (1)

7. Whose army does Hamlet meet on his way to England? (1)

8. Explain why this army inspires Hamlet to seek revenge (once again!). (2)

9. a) What has happened to Ophelia? (1)

b) What has likely caused this change? (2)

c) How does Ophelia die? (1)

10. How does Laertes prove to be a man of action? (2)

11. Explain how Hamlet returns to Denmark.(1)

Hamlet - Act I Quiz 19 marks

1. In which country does this play take place? (1) Denmark

5. Where is Laertes going away to? (1)

back to schoo\ I~ f(dnCe

6. What advice does Laertes give to Ophelia? (1)

- c\Ov'1~ -+ru-ert- HQVYI '-eJ-s jvrtevrfOr1 S

9. a) What are two things the ~ost says to Hamlet? (2)

i') Dc rro+ h\J rt- fH- ~ -e VI t

i> ~veQ\ s +hat- C\etvdrvs Murdered ~l ~ ~) EJ-e+ fev-eV\9E'"

b) What is Hamlet's immediate response to what the ghost tells him? (1)

Plans 1v ~eA- (e-J-et19-e \,

10. What does Hamlet warn Horatio about in terms of his future behaviour? (1)

'That- 'he fY"a~ a.cA- ~n~e ly / rYl.a.d) bv+ i"t rS· Q ()

~c.J r \4e ~rLts ti~'b 70 go a\Olj WJ+-~ ,"+_

11. What does Hamlet ask his friends to swear to? (1)

NOt- 1-0 -k\\ abov-t ~ 5\'0 s-t's qrp-earanGC /

12. Why is old King Hamlet so upset about his untimely death? (1)

He c\\'dnl 'r\ave \a5~ ri-!es) 50 y,e )~5 s+ucl. tr1 P\-\(3cr+v,y Ch\ S '5\t'\s u;eren'L qbsotveQ ')

13. What custom does Hamlet dislike? Why? (2)

I) CQVW10Yl <jDiY\j 0 +'f C'Qcie. --\1 vYLe. -the. j::.t'2j d(JY1 1:: -S

2) tie belifV{'.5 ;+ Makl2S Dev1 (¥loy-Ie- lookbod -7 coold \:}e G1Yl -eelsy +cu~-e-t -foy NOfWCil/

Hamlet: Act n Quiz ~\..wmarks

1. Why does Polonius send his servant Reynaldo to Paris? (1) sf"!.O(\ kaerkS .

2. How is Reynaldo supposed to go about his business in Paris? (2) - SprfD.c\ t(l\Se rUMUl(S ObDot laQrl-es + see.. \!OLU prop).e

ffspofIC --\V l0\'\Clt he \"lOS ,-tv 5a~.. 'l:.. -?- peap\e a~ree- -th(~t ~ \ 5, 0. ~n;(HI\ZQf, 3Qrv'\bler, -et-c" t>o\Ol'\)\)S uJ,~ ~V\ b<~~d otvot h\S bf~Q\l'OU r ,

3. Describe Hamlet's behaviour in his encounter with Ophelia, which deeply frightened her. (2)

"a.. c\~€S ,(\ c\, SO (ro. ~

-- s,\ent- . - '3+or'l~ at \ler (c(\s+on+-ly - ~(Q'os her a((Y'l

4. How has the p?litical situation with Norway been resolved? (2) \ \ -Cla,U~\0S rv1.R5S4ge.. qo;-thmush -1v Ki~g of Norway >,w\no 1- \e~ .

(a\\en oq fOr\1 (\ 'o(C\.s a%oc \<:. 0 n O€n ,I'dr k' CH:e pYD m \s-ecl fud\ he. (otA\d cd+Qct' +\\e \tlucks If\siead'J '


de(\ie~ \O--ie -Qom Opho.\I'O-

6. Name the tWo childhood friends ofHamlet who are summoned to court by Claudius . and Gertrude'to spy on Hamlet. (2)

ROSe!1C(Q(\tL , Gu'\\cienste((l

" 7. Give two reasons why Hamlet's friends agree to spy on him. (2)

. - (ht\~ 10 +he. k\Y15 (S(\1wnu ntcl b~ him') - CjenV\()e (pn(~(() -for HQrn'efs UJe\~ b~i(l3

8. What does Gertrude believe is the cause ofHamlet's disturbed state ofmind? (2)

- dfU\n ot h\s +a~er ~ ~Q5~~ 0IGf(\Q<je a~ ~\S mo+Vwr -to h',s uncle

9. What is satirical about the way Polonius speaks? (1)

he ffi~6 "r\-'s "n'Y\~(tan+ tv be O(lA e-P a s. he. (arYl bJes

on Gild on sC\~'(\~ no+hlYl3

10. What physical piece ofevidence does Polonius have ofHamlet's madness and the cause of it? (1)

0. \Dl(e \et\er -Rom ~arYllet -tv pp\r)el,o-

II, How does Polonius plan to find out the cause of~amlet's. madnrs~? (2)" + Ii '. t .- W',\\ -t?Q\lesdrop w\\w Opho.\\lA I- NOMlet O((lc\en q Y filee

_ LUil\ +o.\\L- UJi+\r\ \\'rY\ t try -tv dlStOVfr wh~ \\f~ d(sturh-f'd,

12. How does Hamlet act mad wh~n he is speaking with Polonius? (1) \ - seems +0 (a.\~ Y\n'Y\ b'i Lu\r)ct~ Y\Q (s nDt- (et +fsh vYloV19fr )

~ ~rf\S --\-;) ta\\c ~;6bensh ~ mC\h \i~l--e sense.

14, Why does Hamlet insult Polonius? (1)

-resel1ts -that he lSV~\rl3 -tv spy 0(1 h'I01) l'Y1oYllpvdetk J1i;1

- +\;\\(\ ls hi. IS CA.. ~o /

15. What does Polonius realize about Hamlet's words ofmadness? (1)

- -+\\ffe. \5 ?()xm -trv.\-h. 1Y\ d

16. How does Hamlet treat the actors when they arrive? (1)

.- WQ(YY\ \\,1 VJt\(OmJ.S ~'\i2 yvr

17. Why is Hamlet affected by the speech he encourages one of the actors to perform? How does he relate the actor's performance to his own recent behaviour? (2) . .

~ (YIQt\ oJ-- \\\M5e\ ~ -wr procras-\-l (K:fh~Y19 ~ ml'5 actor S~Ou..J S (~/€etten'"\ot10n + e:td\on about- -+o.\~ e\fents ) W~e(fa 5 t-\am\e} hetS (ftJ.\ (fQSD() --tv b-t pass,'onak + rereng-eA/ j

~ €+ hL does y\DtVlin5,..

18. Why does Hamlet call himself a coward? (1)

- ~e \los~~ done Qny+hh1~ tv <je+ (even <j -e ~r ~ fs -tCtther's murder

19. How does Hamlet plan to confirm Claudius' guilt? (2)

- W;\\ \\lsert-. 'SD(Y\.Q. '\in~s in .-H'U. P'O\Y thC\~ (s befr13 pef Wlffi.Qc\ ~( i\1~ '?\(I3 ~\ \at ados 00+ VIew h\s RrJ-!'Vr LtXAsyY\~(dfred bi (\Q\Ac\\\)s. He w)\\ ~(\ LUatc10 -fur elCUAc\i0S' Cju i H-y rfQchbn

20. Why does Hamlet now doubt what the ghost told him? (1)

b-e\~v-es he mCAy 0e- CAY\ f'j,\ C?:>hos+ / SP\('+ lDll0 ha s +~\(en ih-e. -fbfm o~ h)'S foA~(,

21. Describe Hamlet's resolve at the end ofAct II. (1) .

-Cje~s ~\mse\F 0\1 '(;!pcl",{P ogql Yl) one! ('s (Pocly -fo ljet r-61fflge Dn (' in i) eli LJ s.

•

Hamlet: Act 3 Quiz 18 marks

1. What does Claudius think about Hamlet's apparent madness? (1) dD-es,-)4 -oe\itve he ,s mad

2. According to Hamlet's liTo be or not to be" soliloquy, what prevents people from committing suicide? (1) . '\

f.m(' o~ ~he Df\¥-nown a+:ief dttd-h ((t mo.y be WOrSe. thqn ),fe Dn-eaKJi)

3. Identify two ways that Hamlet is mean to Ophelia during their meeting that is spied on by Polonius and Claudius. (2)

- ~\\'S hQr -tv ~o +0 CA (\Ut1Nry (u)htt"'- lOv\ \d «lPetn ~ 6ro1-~ I) - ~~ 'S +hctt \..OOv'YlQ¥) (Or(\..{ to+- rY\.Qv\ \ ~;T -so.'1 5 IlT- c1rd ~ yoJ. O(l~" (\(Yrplre.s rv ckeSYl'i Of\'l YYlOr() (o\ffd'fOU -oJ.rs-es ~(~-\ure. rnQr(1"a~ C\-V\QA-shi. b--e chQSk

-'o\a.mt? 'neLl Ro, h rs mQA~S5 . 4. How does Claudius react to Hamlet's additions to liThe Mousetrap" play? (1)

~ \ltr'l a'(\~f'l ; Co.\\S 0++ -the pla.y

5. Which character helps Hamlet observe Claudius' reaction to the play? (1)

HOfa\io

6. How does Claudius plan to deal with Hamlet? (1) d - wl\\ 5~c\ ~\lY1 o.u:o.y -]0 £l'\g\an ~

7. What advice does Hamlet give to the actors? (1)

-ac-\- f\a.-\urllt\~

8. a) What is Claudius doing when Hamlet sees him alone and contemplates murdering

him? (1) pra~iY\5

b) Give one reason for Hamlet's decision not to murder Claudius at that time. (1)

-o.\dv'\\ U)O.Y\+ 1v s-eY\d Y\hYl ~\ght 1-v ~tweV\

-*~\~ )t- lLX)u'd {\":\ be-~ V'e~Vlge - TY\O(1.e \~~ 0." ~~+'\ 0(\ 0--..

d~s-e\6S Wlon

9. Where does Hamlet have a confrontation with Gertrude? (1)

f\Q.f dos-e+ (CYI{lYl"l~')

10. Explain how Polonius is killed !2)

\-\e \s h\c\' (\.9 be.V\lnd 1\u arraS \(\ 6erirudf~ TDDvrJ) spYln8 Or}

her w(werscrh"oY\ w H.OvYV1 \e-tr t-\€.. Cet \ts oat \cud, *n0rt.9 Aq ~,1~ \'5 Y\u(~~ Ge~. \-\o.rYI\cl bdCev€.S 1+ 's (laud"tA.s beG lrtd JVUL

evr (etS, 9J Vill Sta bs 1\1 mugh OJ ~ ~ IS sUJQrd ) kitliYlj hi (V) ...

11. What does Hamlet tell his mother about his recent behaviour and state of mind? (1)

t-\~ IS pf~-ktld,~ 1zJ ~ Mad,

12. What does Hamlet advise Gertrude to do? (1)

sio.~ Out- 0+ Clau.di\)s') bed _.

13. What causes Gertrude to believe that Hamlet is indeed mad? (1)

~ ar{tltfrrl-\~ }q\~ tD CAlf /ho.s nCl\\Uci (\ct-hU(1 S

(Gerlvu.de Cetrl+ See- 4-M ~nasl)

14. What promise does Gertrude make to Hamlet? (1)

flot--i'o *~\ C\CtLld,vs met\- Yle. \S crlly pre-\endlV19 -b be- mad

15. What foreshadowing does Hamlet do regarding Rosencrantz and Guildenstem? (1)

~ p\o.V\5 --\n -It'c.k them wIth -t~e\{ own ~heme.. J h0 \we don\ y-e+ \(nl).,0 hDuJ,

Hamlet - Final Test 70 marks

Part A: Drama terms and figurative language (5 marks) Define the following terms.

1. Soliloquy:

2. Aside:

3. Metaphor:

4. Paradox:

5. Oxymoron:

Part B: Comprehension (25 marks) You may answer these questions in point form or sentences.

1. Who informs Hamlet that his father was actually murdered? (1)

2. Identify one piece of advice that Polonius gives to Laertes, when he leaves for University. (1)


4. Describe Hamlet's plan to confirm Claudius' guilt. (2)

5. Describe one of Claudius' plans to kill Hamlet. (2)

6. Identify one person who inspires Hamlet to take action to seek revenge, and explain why he or she has this effect on him. (2)

7. Explain what happens to Ophelia. (2)

8. Why does Laertes return to Denmark and what does he do once he is there? (3)

9. a) What does Laertes do to express his griefat the graveyard? (1)

b) What does Hamlet do in response to this? (1)

10. Whom does Hamlet speak with about death at the graveyard? (2)

11. What can we assume has happened to Rosencrantz and Guildenstem at the end of the play? (1)

12. What happens to Gertrude at the end of the play? (1).

13. What happens to Hamlet at the end of the play? (1)

14. Explain how Laertes is killed. (1)

15. How is Claudius killed? (1)

16. What does Hamlet ask Horatio to do for him at the very end of the play? (1)

17. Whom does Hamlet choose to be the new king ofDenmark? (1)

Part C: Literary analysis (20 marks) Answer these questions in complete sentences.

1. What is Hamlet's tragic flaw? (1)

2. What are three themes of this play? (3)

3. Describe the setting of this play. (3) <

4. What type of play is Hamlet? (1)

5. Give brief descriptions of the following characters. (12)

a) Hamlet

b) Claudius

c) Ophelia

d) Gertrude

e) Laertes

t) Polonius

Part D: Literary devices (5 marks) Identify the devices used in the following quotes.

1. "Have we, as 'twere with a defeated joy, - "

2. "A dream itself is but a shadow."

3. "I must be cruel, only to be kind."

4. "In the most high and palmy state of Rome, A little ere the mightiest Julius fell."

5. "...be thou as chaste as ice, as pure as snow,"

Part E: Quote analysis (10 marks) Write a detailed analysis of lWO of the following quotes. Remember to

include: speaker, who is being spoken to, context, meaning, literary analysis.

1. "Though this be madness, yet there is method in't."

2. "To sleep: perchance to dream: ay, there's the rub; for in that sleep of death what dreams may come."

3. "You would play upon me... "

4. "The lady protests too much, methinks."

Hamlet - Final T£St 40 marks

Part A: Act V comprehension (12 marks) You may answer these qU£Stions in point form or sentences.

1. Why does Ophelia not receive a prof)£r funeral? (1)

2. What do£s Laertes do in an £Xtreme £xpression of his grief during the fUn£ral? (1)

3. What does Hamlet say about d£Qth after suing Yorick's skull? (1)·

4. Whom dO£S Laertes blame for Ophelia's d£Gth? (1)

5. Explain how Hamlet trick£d Ros£ncrantz and Guildenstun. (2)

6. How does Hamlet feel about the auel before it begins? (1)

7. Explain how the following characters die: (3) a) Gertrude b) Hamlet c) Laertes

8. Explain how Hamlet discovers that Claudius is the one behind the duelling scheme. (1)

9. What does Hamlet ask Horatio to do for him at the.nd of the play? (1)

Part B: Literary analysis (18 marks} Answer these questions in complete sentences.

1. Describe the setting of the play. (2)

2. What is Hamlefs tragic flaw? Give evidence from the play to suppot t r-cmswer. (2)

3. Identify two thema ofthis play. Give evidence from the play to support your answer. (Use proper theme statements) (4)

4. What type of play is Hamlet? (1)

5. Describe two conflicts in this play and identify what types they are. (4)

6. Give brief descriptions of the following characters: (5) a) Hamlet b) Claudius c) Ophelia d) Polonius e) Laertes

Part C: Quote analysis (10 marks) Write a detailed analysis of TWO of the following quotes. Remember to include the following: speaker, who is being spoken to, context, meaning of quote, significance/literary analysis. These should be in paragraph format.

1. "You would play upon me... "

"2. "To sleep: perchance to dream:.ay, there's the"rub; for in that sleep of death what dreams may come."

3. "'tis an unwuded garden.."

4. "The play's the thing wherein rll catch the conscience of the king."

Hamlet - Fined Test 40 marks

~ Part A: Act Vcomprehension (12 marks) You may answer these questions in point form or sentences..

1. Why does Ophelia no1: receiv~ a proper funeroJ? (ll , f>05S\b\e. ~oic(de whlc..h "'-'O.~ coY\~'dcred <A c;lY'

2. What does Laertes do in an extreme expression of his grief during the funeral? (1) ~~ Mp "S ; "tv Op~\fGl~ CO ("QV-c.

3. What does Hamlet say about death after seeing Yorick's skull? (1) . 0.\ \. \IV\! V\ Q re.. e~u" l ir'\ de~

4. Whom does Laertes blame for Ophelia's death? (I) HQM\et

5. Explain,~Ew Ha~et !~cked\~qsencrant~ and Guil~enstern. (2), \......lL.. de.~A 11·q-J-fh- e><t.vut\.gf~ kltr"" (,.Un{~\1\ had q("Qer~ to,):;W ~fyY\ W\'1YlQ e-rxf' 0'" n"\j JVl

I!XOrt()o,f tN. \~ r lR+G') be.. \(\lled ~oo"- thl(f' 0""""'11 iv.I t-n!3laJ1a 6. How does Hamlet ~l about the auel before it begins? (1)

seV\~ o..f -R>re.bQ}I..~ . . . . 7. Explain how the following characters die: (3) \ 1_..1

a) Gertrude -dr(,,\(s poiSO() -COM (u)? I \~-}eYlded .for HaMIV. b) Hamlet- hQ(~' ~~¥:ts heM ,;; -pofsOt'\.td swo...-d dut"",~ C\. dv.e,l c) Laerfes - s\-Mc.K W\th~~~\'\QJ sword. by' Ham)e;r J aPkr mix4,p vJ swords

8. Explain how Hamlet discovers that Claudius is the qne behind 1fie duelling scheme. (1) h.qev"~ 5 ~Ilc; hiWl 50 ((13 ~t- be--Rx<:.- h.t dt-e.s . .

9. What da,s Haml.fft ask Horatio tOfdo for him a.,t the end of the play? (1) 1€l~ tM. ~tn Q600t ~hq hqpP~V\.ld ..

Part B: Literary analysis (18 marks} Answer these questions in complete sentences.

. '. -Qer\.rY)qrK ; s~~~(e. \,<J NorwC\Y 1. Describe the atti,. of the play. (2)_ C.\roD5 aMt>\'\Q \"\o'o\e.s ~d c6rq~ i"" t K' r\~ I

-J -9 ~ Q".J.' '~....~.5 cx'a v,'sJJ r • '" ~ A-tr"lcJL O(.:\-f'~ ~

2. What IS HamIct.'tIWaic flaw? GIYe eV1denu from the play to support ,..·cmswer. (2)pfO"ra.S+h1ator - - e\J\aeVlc.Q. I,.U\\\ \JQr'!

3. Identify two thana ofthis play. Give evidence from the play to support your answer. (Use proper theme statements) (4) R.e~eded !o-.Je G-ref'd

rte\leVlCje ' t\Mbl1,ot"'\. 4. What type of play is Hamlet? (1)

-r(o.~e~~

5. Describe two conflicts in this play and identify what types they are. (4) Clf\~t'"S w\t \JQ ....~

6. Give brief descriptions of the following characters: (5) a) Hamlet b) Claudius aV\Sw(.(S w;l\ vo.",/ c) Ophelia d) Polonius e) Laertes

Part C: Quote analysis (10 mCll'1g} Write a detailed analysis of TWO of the following quotes. Remember to include the following: speaker, who is being spoken to, context, meaning of quote, significance/literary analysis. These should be in paragraph format.

1. -You would play upon me~ .. • t-\Q~\d- io

2. -To sleep: perchance to drea~-ay, there's the'rub: for in that sleep of death what dreams may come.· "Q~\e\- - so\\\o~~y

3. -'tis an unweeded garden..· \ ~l \'\ ,UJ t\QM (f' - SO I C1j".',

4. -The play's the thing wherein rll catch the conscience of the king.· , HQl"'\ I-(,~ - so\"l~""Y

Common Core State Standards Alignment Grid

Grades 9-12

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 11-12

Reading: Literature and Informational Text

Key Ideas and Details

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Speaking and Listening

Comprehension and Collaboration

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Hamlet - English Unit Plansenglishunitplans.com/wp-content/uploads/2014/02/Hamlet-Unit-Plan.pdf ·...

Documents

Transcript of Hamlet - English Unit Plansenglishunitplans.com/wp-content/uploads/2014/02/Hamlet-Unit-Plan.pdf ·...