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

2. Hamlet

3. Hamlet
Shakespeare received the inspiration for Hamlet from two previous tales.
Historia Danica (1200)
Histoires Tragiques (1576)
Inspiration may have also come from a tale called Ur-Hamlet, probably written by Thomas Kyd.
However, no written version of Kyd’s tale exists.

4. Hamlet Hamlet was most likely performed in 1600.
Midpoint of Shakespeare’s career.
1588 – Comedy of Errors
1613 – Henry VIII
One of Shakespeare’s finest tragedies.
Othello
King Lear
Macbeth

5. Hamlet - Themes Uncertainty and Decision Making
Action is continually postponed
A play about indecisiveness and Hamlet’s failure to act appropriately
How possible is it to take reasonable, effective, purposeful actions?
“A procrastinating protagonist”

6. Hamlet – Themes Death and Suicide
Hamlet has an obsession with death.
Death may answer all of Hamlet’s questions.
Denmark’s connection to the royal family
Everything is connected
Royal family – government – whole country
If the royal family is corrupt, the country will follow.

7. Guiding Questions
Where does feigned madness end and real insanity begin?
How do we exist in a cruel world?
Is Hamlet a victim or is he blameworthy?
Is he a sentimental dreamer, deeply in love with Ophelia? Or a callous manipulator?
How “Oedipal” is his treatment of his mother?
Is he vindictive? Or does he have a moral responsibility to kill Claudius?

8. Classwork
Review the statements listed on your worksheet. Discuss whether you agree or disagree with each and why.

9. Homework
Read Act 1, Scenes 1-2 and answer corresponding questions.

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

11. Act 1, Scenes 1-2
As you read the first few lines of the opening scene, what do you see in your mind’s eye? Hear? Smell? How do you feel? What purpose does portraying the scene in this way serve?
How do Claudius and Gertrude respond to Hamlet’s melancholy? Are they being fair to him?
Contrast the attitudes towards the death of the old King as expressed by Hamlet and Claudius.

12. Act 1, Scene 2 Contradictory words and ideas
Lines 1-14
Ideas sit uneasily with each other
Claudius takes on a fatherly role
Line 87/Line 90
Soliloquy about suicide
Line 129/Line 133

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

14. Homework
Read Act 1, Scenes 3-4 for homework and answer corresponding questions.

15. Do Now
In our world today, what would you describe as a dysfunctional family? Is every family arguably dysfunctional because no one is truly perfect? Explain.

16. Act 1, Scenes 3-4
Compare the advice given to Ophelia by Laertes and that given by Polonius.
Imagine that Laertes, Ophelia, and Polonius are members of a present-day family speaking modern- day English. Rewrite Laertes’s and Polonius’s advice to Ophelia.
What does “To thine own self be true” mean?
Who says “Something is rotten in the state of Denmark”? What does he mean?

17. Act 1, Scene 3 Polonius’s speech to Laertes Ophelia
Line 54/Line 60
Ophelia
Laertes: Line 30/Line 35
Polonius: Line 100/Line 110
Brings to light the theme of incest
Claudius and Gertrude
Hamlet and Gertrude
Laertes and Ophelia

18. Act 1, Scene 4 Ghost continues to be an omen of trouble to come.
Scene also discusses the problems of Denmark
Line 90/Line 100

19. Classwork
Complete character web worksheet.

20. Homework
Read Act 1, Scene 5 and Act 2, Scene 1 and answer corresponding questions.

21. Do Now
What do you make of people who overanalyze various aspects of their lives? Is there any area of your life where you are particularly sensitive or overly analytical? Describe.

22. Act 1, Scene 5 and Act 2, Scene 1
What kind of king do you think King Hamlet was? What kind of husband?
What kind of wife do you think Gertrude was?
Why does Hamlet’s appearance frighten Ophelia? What is Polonius’s diagnosis? 
What do Polonius’s interactions with Reynaldo and Ophelia tell you about him?
Discuss Hamlet anger with women… Ophelia has spurned him/angry with his mother

23. Act 1, Scene 5
Think about how King Hamlet was murdered: poison in the ear
What link can you see between how he was murdered and the idea that words can be used as a weapon?
Words can poison a person’s ear.

24. Act 2, Scene 1
Recall from your earlier notes what characteristics Hamlet possesses.
“A procrastinating protagonist”
What does this scene begin to tell you about Hamlet’s mental state?
It will become increasingly harder to distinguish between feigned madness and real insanity .

25. Classwork
Complete classwork worksheet.

26. Homework
Read Act 2, Scene 2 and answer corresponding questions.

27. Do Now
As high school seniors, you have many important decisions coming up in the next few months. When making an important decision in your life, what factors influence you? How do you quantify what’s most important to you?

28. Act 2, Scene 2
What does Polonius mean in an aside, as he speaks with Hamlet, “Though this be madness, yet there is method in’t”?
What is the significance of the speech which Hamlet requests from the actor, taken from the story of the Trojan War?
What do you suppose Hamlet’s tone is as he says “The play’s the thing/Wherein I’ll catch the conscience of the king”?
What is the significance of Fortinbras in this scene? How does he differ from Hamlet?

29. Act 2, Scene 2 Longest scene in the play
Fortinbras and Hamlet as foils
A foil is a character who by contrast emphasizes the distinct characteristics of another character.
Both are sons of dead kings
Both have uncles who inherited the throne
They act differently:
Fortinbras is bent on revenge.
Hamlet is depressed and indecisive.

30. Act 2, Scene 2 Horatio and Laertes also serve as foils to Hamlet.
Hamlet has admiration for Horatio.
Has Hamlet finally lost it?
Lines /Lines
This section shows that he is only mad at calculated times.
The audience can’t be sure.
Lines /Lines

31. Classwork
Complete classwork worksheet.

32. Homework
Read Act 3, Scenes 1-2 and answer corresponding questions.

33. Do Now
Think of a time in your life when you experienced something particularly difficult. What sort of questions did you ask yourself or the world in general when you were experiencing this hardship?

34. Act 3, Scenes 1-2
What is the point of Hamlet’s “To be or not to be” soliloquy? What is the underlying question?
Does Hamlet mean what he says to Ophelia? What does it show you about his view of women in general?
Hamlet comments on marriage in these scenes. Why does he tell Ophelia “Get thee to a nunnery”? Why does he say this? What is he saying about marriage in general?
What is Gertrude referring to in Line 226 (white version)/Line 254 (orange version)? Why is this line so famous?

35. Classwork
Complete classwork worksheet.

36. Homework
Read Act 3, Scenes 3-4 and answer corresponding questions.

37. Soliloquy
Think of a time in your life when you had to make an important decision. In the style of Hamlet’s “To be or not to be” soliloquy, write a poem in which you mull and struggle over a decision. Include the thoughts that went through your head – perhaps the pros, the cons, and what your final thought was.
“To play or not to play:” Trying to decide whether or not to play a sport in high school
“To ask or not to ask:” Asking someone to the prom or out on a date.

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

39. Homework Finish soliloquy. Be ready to share tomorrow.
Read Act 3, Scenes 3-4 and answer corresponding questions.

40. Do Now
Has there ever been a time in your life when you felt particularly guilty about something you had done? How did you deal with your guilt? What were the end results of your actions?

41. Act 3, Scenes 3-4
How does Hamlet react after he murders Polonius? What does this show you about his current mental state?  
What occurs beginning on Line 36 (white version)/Line 40 (orange version) of Scene 3? Compare Claudius’s thoughts on his own guilt as he tries to pray to Gertrude’s recognition of her guilt when confronted by Hamlet.

42. Act 3, Scenes 3-4
In Scene 4, how is the theme of incest seen in Hamlet’s conversation with Gertrude? (Include quotes from their conversation that illustrate this.)
Freud wrote that Hamlet had an Oedipus complex.

43. Act 3, Scenes 3-4
How do Gertrude’s changing emotions convey the idea that women are unable to act and react without the direction of men?

44. Act 3, Scenes 3-4
Hamlet is now obsessed with gaining certain, divine knowledge.
Wants to know God’s plan
Wants to know that Claudius will go to hell after death

45. Classwork
Complete character web worksheet.

46. Homework
Read Act 4, Scenes 1-2 and answer corresponding questions.

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

48. Act 4, Scenes 1-2
Do you think Gertrude believes Hamlet is trying to conceal his secret? Or does she think that he is crazy? If forced to chose, do you think she should stick by her husband or her son?

49. Act 4, Scenes 1-2
How does the King react when he learns that Polonius is dead? Do you think his reaction shows a side of him that is self-serving – or compassionate?
How is the view of Hamlet shifted after he kills Polonius?
Up until this point, he could have been viewed as a hero.

50. Classwork
Complete classwork worksheet.

51. Homework
Read Act 4, Scenes 3-4 and answer corresponding questions.

52. Do Now
Have you ever been in a situation where, like Hamlet in Scene 4, you compared yourself unfavorably with someone else – and were spurred to action by that comparison? Explain.

53. Act 4, Scenes 3-4
Why does Claudius decide to have Hamlet executed in England?
Line 4/Line 4
Does Hamlet think that this fight over worthless ground is foolish or admirable? Why? What do you think?

54. Act 4, Scenes 3-4
How might Fortinbras be seen as Hamlet’s foil in these scenes? What, specifically, does Hamlet admire about Fortinbras? (Include quotes from the passage in Scene 4.)

55. Classwork
Complete classwork worksheet.

56. Homework
Read Act 4, Scenes 5-6 and answer corresponding questions.

57. Do Now
Think of a time when you were wronged or mistreated and you stood up for yourself. How did you go about it? What did you do to make sure you were thorough and legitimate in your argument? What was the end result?

58. Act 4, Scenes 5-6
How does Ophelia react to her father’s death? Is this consistent with what you know of her? Or would you have expected her to be more strong or vindictive?
Discuss the implication of Ophelia’s song lyrics. What do they suggest about her relationship with Hamlet and her grief for her father, especially as causes for her apparent madness?

59. Act 4, Scenes 5-6
How has Denmark declined as a result of Claudius’s actions?

60. Classwork
Contrast Hamlet’s and Laertes’s reactions to their fathers’ deaths. When finished, write your findings on the board. Record the other groups’ findings as well on your worksheet.

61. Homework
Read Act 4, Scene 7 and answer corresponding questions.

62. Do Now
At this point in your life, you have no doubt experienced disappointments and loss. How do you deal with such things? How have you learned to cope? What do you do to get through the difficult times?

63. Act 4, Scene 7
Laertes wants to know why his father’s murderer hasn’t been punished. What is Claudius’s response? Is he telling the truth?
How does Ophelia die? Do you think she commits suicide? What reasons might she have for doing so?
Briefly, what is Claudius’s plot for killing Hamlet? How does Laertes respond to the plan? Do you blame him?

64. Act 4, Scene 7
Ophelia is one of the most analyzed and critiqued of Shakespeare’s characters for her tragic end, fragile demeanor, and the imagery of flowers associated with her. She has been represented in numerous ways by poets and artists. With your group, examine the rendering of Ophelia you are given.
What do you think the artist was trying to accomplish?
How close is what the artist did to what Shakespeare described?
Why do you think the artist chose to portray Ophelia in this way?
How does it differ from the other prints?
What is your feeling when looking at the painting? What emotions does it inspire?

66. Homework
Read Act 5, Scenes 1-2 and answer corresponding questions.

67. Do Now
How do you feel about the way the play ended? Was it what you expected? What themes were echoed in the final scenes?

68. Act 5, Scenes 1-2
What famous image from the play is found in these scenes? What is its significance?
What is the significance of the gravediggers? What do they tell Hamlet?

69. Act 5, Scenes 1-2
Discuss the professions of love and grief expressed at Ophelia’s funeral by Laertes and Hamlet, as compared to similar scenes featuring Claudius, in terms of their implications for the play’s outcome: who is honest, deserving, and just, among the play’s key players?

70. Classwork
Write a scene that did not appear in the play, but might have. For example, a celebration for Hamlet’s birthday or a scene showing what Hamlet was like before his father died.

71. Homework
Bring three review questions for test review.