1. Hamlet Act I Review
Small Group Seesion

2. Answer the following Questions One person will speak for 1 min while others listen. The second minute will be dedicated to the group’s response to the person who spoke and the question itself.

3. First, let’s prepare to answer the questions with textual support
How is the ghost made impressive and awe- inspiring?

4. Take a moment to find textual support
What qualities of Hamlet’s character are brought out by his soliloquy on page 29?

5. Take a moment to find textual Support
What reasons would Hamlet have for feigning madness?

6. Is revenge a mortal sin or a moral necessity?
Assigned Question
Is revenge a mortal sin or a moral necessity?

7. ACT II Scene I
Assign parts to read in your small group. As you read, pause to record adjectives describing Hamlet on the front your sticky note and the character who revealed the information on the back. Once your group has completed Act II Scene I, discuss and answer the following questions: --What aspects of Ophelia’s story indicate Hamlet’s madness is real, and which indicate that it is just part of his “antic disposition?”

8. ACT II Scene II Appearance vs Reality
Write your own meaning of this theme
The troupe of actors in Act 2 will play an important role in Hamlet’s pursuit of revenge. Shakespeare’s use of the actors reflects one of the play’s important themes – appearance vs reality.
Like the actors, Shakespeare’s main characters do not always present honest images of themselves to the world.
This includes Hamlet, who is obsessed with finding truths but who hides his own true feelings and intentions.

9. Act II Scene II
Assign parts to read in your small group. Read to the top of pg. 85 then pause to discuss and answer: Explain the reason for the arrival of Rosencrantz and Guildenstern at the Danish Court. Predict Hamlet’s attitude toward them upon encountering their presence. Suggest reasons why King Cladius is “sifting” Hamlet.

10. Act II Scene II
Stop at line 334. Describe Hamlet’s attitude toward Rosencrantz and Guildenstern – use textual support to bolster your answer Summary of Lines 335 – 560 A theater company of touring actors enter the court. Hamlet persuades one of them to deliver a speech, and recognizes, to his shame, that he has shown less intensity in avenging his father’s murder than the actor has done in performance.

11. Act II Scene II
Resume reading at line 561 What does Hamlet plan to accomplish through the actors in the theater company? How does Hamlet’s soliloquy at the end of scene two contribute to the plot, characterization, and atmosphere of the play?

12. ACT III Scene I Assign parts to read in your small group.
Read to line 60 and then stop to discuss and record the following:
Describe the significance of Claudius’s reference to hamlet’s behavior as “turbulent and dangerous lunacy?”
How does Rosencratz and Guildenstern’s report align with the previous descriptions of Hamlet revealed through others?
Identify Gertrude’s hope in the cause of Hamlet’s strange behavior. What underlying reasons does she hope this? (Think beyond the surface)

13. To Be or not to be soliloquy
What is the topic of Hamlet’s soliloquy
Find textual support in the form of a list of words that correspond with this topic. You should have at least ten
3. What is ironic about the last word in this soliloquy?

14. ACT III Scene I
Continue Reading to line 160 and then pause to give each group member a high five!
You guys are doing a great job!!
Then discuss and answer the following:
Describe Hamlet’s tone that he using to address Ophelia. List possible reasons for this tone and his changed attitude toward Ophelia.
Explain the meaning of the quote, “Get thee (to) a nunnery. Why wouldst thou be a breeder of sinners?” ( )
Continue reading to Line 200

15. ACT III Scene 2
Narrator should read synopsis of Scene First. Skip to 255 (pg.151) Pause at the end of the scene to answer the following: 1. What is significant about the name of the play that Hamlet has arranged for the King and Queen to view? 2. Play devil’s advocate and give reasons why Claudis rises after the murder scene. 3. What time is “the very witching time of night” ( ) What does this foreshadow?

16. ACT III Scene 3
Assign parts to read in your small group. Narrator must read synopsis of scene on page 162.
Begin reading and pause at line 75 to discuss and answer:
What does Claudius admit in his soliloquy? What is he unable to do at the end of it ad why?
Reread the soliloquy as if you were a prosecuting attorney. What key words or phrases would you use in a court of law to indict King Claudius? Make a list of at least seven.
Continue reading to the end of scene

17. ACT III SCENE 3-4
What is the irony of Hamlet not killing Claudius when he had the chance?
Assign parts for Scene 4. Narrator should read synopsis of scene. Then read to line 115
What is Hamlet most concerned with in his conversation with his mother?
Describe your reaction to the killing of Polonius.
Continue reading to end of scene

18. Act III Scene 4
List three possible reasons why Gertrude does not see the ghost
Describe the significance and repercussions of having killed Polonius

19. Emulating Hamlet - Parody

20. Act IV - Scene I
Assign parts to read in your small group. Narrator must read synopsis of scene .
In scene one of Act IV, what is the King's major concern? In what line does he express it? Is the metaphor of the "foul disease" an expression of hypocrisy or truth?

21. Act IV – Scene 2
In scene two, Hamlet compares Rosencrantz to a sponge. What do Rosencrantz and a sponge have in common that makes the metaphor work?

22. Act IV – Scene 3
In considering what to do about Hamlet's murdering Polonius, the King sees himself as restricted. What is it that restricts the King’s actions? Why doesn’t he just kill this kid, Hamlet, who is such a threat to him and who clearly knows he is guilty of killing King Hamlet? How do Hamlet's comments on the whereabouts of Polonius' body reveal an attitude about death that he has expressed earlier in the play? Explain Hamlet's comment to the King in response to the question, "Where is Polonius?" How does it further show that he is telling Claudius, “I am on to you and know you killed my father!”?

23. Act iv – Scene 4
In Hamlet's soliloquy which begins, "How all occasions do inform against me..." how does Hamlet evaluate his own actions and those of Fortinbras? Consider what Fortinbras’ army is preparing to fight for and their level of enthusiasm for the battle compared to what Hamlet needs to fight for and his level of enthusiasm.

24. Act IV – Scene 5
Describe Ophelia's state of mind in scene five. Apart from having been driven to distraction or madness by the murder of her father, is there any significance to the content of her ramblings?
What about her songs might give clues to what her relationship with Hamlet prior to the beginning of the play may have been like?
In act IV, both Laertes and Fortinbras can be seen as foils to Hamlet. How? Explain how each faces the need to avenge a father’s death and that will show you how they are foils.

25. Act IV – Scene 6 and 7
  Why does the King decide that he must persuade Laertes to murder Hamlet? How does Claudius’ decision to use Laertes to accomplish his goal of getting rid of Hamlet fit with your answer to question number 3?
What is ironic about the King's advice to Laertes?
What plans do the King and Laertes make for the killing of Hamlet? How will they accomplish making sure he dies?
How does Ophelia die?

26. ACT V - Scene I
What do you feel is the point of the gravedigger’s riddles and song? How does it fit into the play? In what ways do Hamlet’s reactions to the skulls in the graveyard seem to suggest a change in his outlook? Compare Hamlet’s attitude towards Yoric to Hamlet’s attitude to Ophelia or even his father? How is it different? How is it similar?

27. ACT V – Scene I
How old is Hamlet? How do you know this? What does the violent argument between Hamlet and Laertes add to the play?