Hamlet by Wiliam Shakespeare
“Though this be madness, yet there is method in ’t.”
The Tragedy of Hamlet, Prince of Denmark is a tragedy written by William Shakespeare at an uncertain date between 1599 and 1602. Set in Denmark, the play dramatises the revenge Prince Hamlet wreaks upon his uncle, Claudius, by the ghost of Hamlet's father, King Hamlet. Claudius had murdered his own brother and seized the throne, also marrying Prince Hamlet's mother. Hamlet develops many central ideas, including revenge, mortality, madness, and the tension between action and inaction.
Learning Philosophy: Shakespeare's plays will seem like they are written in a foreign language, until you develop fluency. To accomplish this, a recommended strategy is to listen to a masterful reading of the text as you simultaneously read along with a quality text. In this way, most learners find they understand the passage pretty well the first time. Rereading selected passages and verbalizing a response to study questions helps build a deeper understanding of the text and build proficiency with Shakespeare.
This page includes learning activities that analyze the play through the close study of Hamlet’s soliloquies and other key scenes to determine how Shakespeare’s language and choices about how to structure the play impact character development and central ideas. The showing of a filmed version of the play in select lessons supplements learners’ understanding of plot and background points and encourages one to consider actors’ interpretations of the text.
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Resources - Hamlet
The following are links to open source text and media resources for Hamlet:
The following are other free resources:
- Shakespeare Resources - Resource page on Alyve
- Hamlet Home page - from the Library of the The Internet Shakespeare Editions. This page contains a list of primary source texts of Hamlet, extensive multimedia materials and records of this play in performance and historical information about Hamlet, including
- Quotes from Hamlet - 477 famous quotes in Hamlet from Goodreads
Lessons
Act I Lessons
Complete text of play
Audio recording of Act I
Act 1, Scene 1: Elsinore. A platform before the castle. - Students begin their study of Hamlet by reading and viewing all of Act 1.1, in which the night watchmen encounter a Ghost that looks like King Hamlet. Students explore Shakespeare’s language, initial plot points, characters, and the setting of the play.
- Classwork - listen to a masterful reading of Hamlet Act 1.1. and focus on what choices Shakespeare makes to begin the play..
- Discussion/Study Questions - individual or groups
- QuickWrite - What choices does Shakespeare make about how to begin the play? How do these choices contribute to meaning and aesthetic impact?
- Homework - Reread Act 1.1, lines 1–190 (from “Who’s there? / Nay, answer me. Stand and unfold yourself” to “Where we shall find him most convenient”) and write an objective summary of the scene.
- Optional - Watch video of Act 1, Scene 1
- Act 1, Scene 1 - Video from Gregory Doran’s Hamlet on BBC. (Coming Soon)
Act 1, Scene 2: A room of state in the castle - Students continue their study of Hamlet by reading and viewing all of Act 1.2, in which they encounter the character of Hamlet for the first time through the eyes of his uncle and now stepfather, Claudius, who reproaches him for his continued grief over the death of his father. .
- Classwork - listen to a masterful reading of Hamlet Act 1.2. and pay attention to specific word choices in Claudius’s monologue that impact the development of Hamlet’s character
- Discussion/Study Questions - individual or groups
- QuickWrite - How do specific word choices in Claudius’s monologue impact the development of Hamlet’s character?
- Homework - Reread Act 1.2, lines 90–110 (from “’Tis sweet and commendable in your nature” to “till he that died today / ‘This must be so’”) and respond briefly in writing to the following prompt:
- To what kinds of standards does Claudius hold Hamlet? Cite at least two pieces of textual evidence to support your claim.
Act 1, Scene 3: A room of state in the castle - In this lesson, students read and analyze Act 1.4, in which Laertes says goodbye to Ophelia and warns her about Hamlet’s love.
- Classwork - listen to a masterful reading of Hamlet Act 1.3. and pay attention to how Ophelia interacts with her brother and father.
- Discussion/Study Questions - individual or groups
- QuickWrite - How does Shakespeare develop the characters of Laertes and Ophelia in relation to one another?
- Homework - Reread all of Act 1.3, lines 1–145 (from “My necessaries are embarked. Farewell” to “Come your ways / I shall obey, my lord”) and respond briefly in writing to the following question:
- In Act 1.3, how does Polonius’s tone toward Ophelia differ from Laertes’s tone toward Ophelia? Use evidence from the text to support your response.
Act 1, Scene 4: The platform - In this lesson, students read and analyze Act 1.4, in which Hamlet sees the ghost of his father.
- Classwork - listen to a masterful reading of Hamlet Act 1.4. and pay attention to Hamlet's response to seeing the Ghost.
- Discussion/Study Questions - individual or groups
- QuickWrite - How does Hamlet change as a result of the Ghost’s visit in Act 1.4?
- Homework - After Hamlet and the Ghost have left, Horatio and Marcellus have a short but significant conversation. How does it illustrate their differences?
Act 1, Scene 5: Another part of the platform In this lesson, students read and analyze Act 1.5, in which Hamlet commits to follow the Ghost’s advice and seek revenge against Claudius.
- Classwork - listen to a masterful reading of Hamlet Act 1.5. and take note of what the Ghost reveals to Hamlet and how Hamlet reacts.
- Discussion/Study Questions - individual or groups
- QuickWrite - How do specific word choices contribute to the development of two central ideas in Hamlet’s “O all you host of heaven!” soliloquy?
- Homework - Carry out a brief investigation into the figures of Hecuba and Priam in mythology in preparation for 11.1.2 Lesson 8’s reading.
Act II Lessons
Complete text of play
Audio recording of Act II
Act 2, Scene 1: A room in Polonius' house.In this lesson, students read and analyze Act 2.1, in which Polonius’s daughter Ophelia tells Polonius that Hamlet visited her in what was clearly a highly disturbed state.
- Classwork - listen to a masterful reading of Hamlet Act 2.1. and pay attention to Shakespeare’s use of figurative language.
- Discussion/Study Questions - individual or groups
- QuickWrite - Shakespeare gives us a poignant image of Hamlet alone with Ophelia, particularly in lines 88-89. Does his behavior prove to you his love for Ophelia is genuine?
- Homework - Was Ophelia more concerned for or disturbed by Hamlet? Provide evidence for your claim.
Act 2, Scene 2: A room in the castleIn this lesson, students read and analyze Act 2.2, in which Hamlet criticizes himself in contrast to an actor who has just recited a passionate speech.
- Classwork - listen to a masterful reading of Hamlet Act 2.2 and focus on how the introduction of a key plot point—that Hamlet will stage a play to determine the guilt of his uncle—serves to advance the plot as well as further develop Hamlet’s character.
- Discussion/Study Questions - individual or groups
- QuickWrite - How does Hamlet’s decision to stage a play advance the plot?
- Homework - Respond briefly in writing to the following prompt: Choose one of the images Hamlet uses to describe himself in the “Now I am alone” soliloquy. How is this image related to the development of a central idea from another soliloquy?
Mid-Unit Assessment - In this Mid‐Unit Assessment, students use textual evidence from one of Hamlet’s first three soliloquies to craft a formal multiparagraph essay about how Shakespeare develops Hamlet’s character in relation to other characters.
Act III Lessons
Complete text of play
Audio recording of Act III
Act 3, Scene 1: A room in the castle - In this lesson, students read and analyze the first half of Act 3.1, which contains Hamlet’s “To be or not to be” soliloquy, one of the best-known passages of English literature.
- Classwork - listen to a masterful reading of the first half of Act 3.1 lines 1–98 (from “And can you by no drift of conference” to “Nymph, in thy orisons / Be all my sins remembered”). Students pay attention to Shakespeare’s use of beautiful and engaging language as they examine one of the central concerns of literature and the human experience.
- Discussion/Study Questions - individual or groups
- QuickWrite 1 - Analyze Hamlet’s attitude toward life and death, noting Shakespeare’s use of metaphor and language that is fresh, engaging, and beautiful.
- QuickWrite 2 - How does Shakespeare develop Ophelia’s character through her interactions with Laertes and Hamlet?
- Claudius’s and Polonius's Plans for Hamlet - Optional Activity. Assign each group either Claudius or Polonius and distribute the Plans for Hamlet Jigsaw Tool to each student. Instruct students to complete one tool during the small group discussion (either Claudius or Polonius depending on their assignment) and the other tool during the whole-class discussion. Can also be done as individual tasks.
- Homework - Respond briefly in writing to the following question: How do Hamlet’s ideas in Act 1.2, lines 150–162 connect to his conversation with Ophelia in Act 3.1, lines 131–162?.
Act 3, Scene 2: A hall in the castleIn this lesson, students read and analyze Act 3.2, in which The Mousetrap is performed..
- Classwork - listen to a masterful reading of Hamlet Act 3.2 and pay attention to Shakespeare’s use of figurative language.
- Discussion/Study Questions - individual or groups
- QuickWrite - What is the dramatic purpose of Hamlet's conversation with Rosencrantz and Guildenstern after the Mousetrap?
- Homework - Respond briefly in writing to the following prompt: Analyze Hamlet's state of mind, as indicated in the final soliloquy.
Act 3, Scene 3: A room in the castleIn this lesson, students read and analyze Act 3.3, which contains two rich soliloquies: Claudius’s confession to King Hamlet’s murder and Prince Hamlet’s decision to delay killing Claudius
- Classwork - listen to a masterful reading of Hamlet Act 3.3, and take note of what Polonius plans to do and what decision Hamlet makes upon entering the scene.
- Discussion/Study Questions - individual or groups
- QuickWrite - respond briefly in writing to the following prompt: Describe a new trait of Claudius that are revealed in this scene.
- Homework - respond briefly in writing to the following question: What is the impact of pairing Claudius’s confession with Hamlet’s “Now might I do it” soliloquy?
Act 3, Scene 4: The Queen's closetIn this lesson, students read and analyze Act 3.4, Hamlet murders Polonius and confronts Gertrude.
- Classwork - listen to a masterful reading of Hamlet Act 3.4 and note how the characters change in relation to each other.
- Discussion/Study Questions - individual or groups
- QuickWrite - respond briefly in writing to the following question: How does Shakespeare develop Gertrude’s character in this scene?
- Hamlet’s Accusations Jigsaw Tool - Jigsaw Activity. Assign each group one of the four plans to each student. Instruct students to complete one tool during the small group discussion and the other 3 tools during the whole-class discussion. Can also be done as individual tasks.
- Homework - respond briefly in writing to the following prompt: Identify a central idea from the play and explain how it is further developed in this scene.
- Optional - Watch video of Act 3, Scene 4
- Act 1, Scene 1 - Part 2 only of Gregory Doran’s Hamlet on BBC. (Part 1 Coming Soon)
Act IV Lessons
Complete text of play
Audio recording of Act IV
Act 4, Scenes 1-4: Several rooms in Polonius' house - In this lesson, students read and analyze seeveral short scenes - Act 4.1 through Act 4.4.
- Classwork - listen to a masterful reading of Hamlet Act 4.1 throuh Act 4.4, and focus on how the central ideas introduced earlier in the play continue to develop in these very short scenes.
- Discussion/Study Questions - individual or groups
- QuickWrite - How do two central ideas introduced earlier in the play continue to develop and interact in Hamlet’s “How all occasions do inform against me” soliloquy in Act 4.4 lines 34-69?
- Homework - Respond briefly in writing to the following question: How do both the player and Fortinbras serve as foils for Hamlet?
Act 4, Scene 5: Elsinore. A room in the castle - In this lesson, students read and analyze Act 4.5, in which Ophelia react to the news of the death of Polonius.
- Classwork - listen to a masterful reading of Hamlet Act 4.5, and pay attention to how the other characters react to Ophelia's madness.
- Discussion/Study Questions - individual or groups
- QuickWrite - Respond briefly in writing to the following question: How do Ophelia's songs give you a better sense of her relationship with Hamlet?
- Homework - Respond briefly in writing to the following prompt: explain the dramatic irony in Claudius' line, "And where the offence is, let the great axe fall" (line 197).
Act 4, Scenes 6 and 7: Another room in the castle - In this lesson, students read and analyze Act 4.6 and 4.7.
- Classwork 1 - read the very short Act 4.6 without listening to a masterful reading
- Classwork 2 - listen to a masterful reading of Hamlet Act 4.6 and 4.7.
- Discussion/Study Questions - individual or groups
- QuickWrite - Respond briefly in writing to the following question: How do the events of these two scenes contribute to the development of two central ideas?
- Homework - Respond briefly in writing to the following prompt: Paraphrase Queen Gertrudes's description of Opelia's death in lines 100-50.
Act V Lessons
Complete text of play
Audio recording of Act V
Act 5, Scene 1: A churchyard - In this lesson, students read Act 5.1 of Hamlet, in which several characters gather at Ophelia’s grave..
- Classwork - listen to a masterful reading of Hamlet Act 5.1, and pay attention to the characters’ reactions to Ophelia’s death.
- Discussion/Study Questions - individual or groups
- Investigation 1 - Setting - Use the Setting Tool to collect evidence for the following QuickWrite:
- QuickWrite - Respond briefly in writing to the following question: How does Shakespeare’s choice of setting impact other elements of the drama (e.g., plot, mood, etc.) in this scene?
- Investigation 2 - Character - Use the Mourners Chart to collect evidence for the following Homework assignment:
- Homework - Respond briefly in writing to the following question: How do the characters’ reactions to Ophelia’s death further develop central ideas in the play.
Act 5, Scene 2a: The same churchyard - In this lesson, students read the first half of Act 5.2 of Hamlet, in which in which Hamlet and Laertes fence and wound each other with a poisoned blade. Students analyze how Shakespeare advances a central idea by showing Lady Hamlet’s descent into madness.
- Classwork - listen to a masterful reading of Hamlet Act 5.2a, from the start of the scene until the line “Part them. They are incensed." (lines 1-238)"
- Discussion/Study Questions - individual or groups
- QuickWrite - Respond briefly in writing to the following question: How do two central ideas from the play develop and build on one another in the fencing match between Hamlet and Laertes?
- Homework - Respond briefly in writing to the following question: How does the action in the first half Act 5.2 further develop or refine Hamlet’s character?
Act 5, Scene 2b: The same churchyard - In this lesson, students read Act 5.2 of Hamlet, in which in which Hamlet and Laertes fence and wound each other with a poisoned blade. Students analyze how Shakespeare advances a central idea by showing Lady Hamlet’s descent into madness.
- Classwork - listen to a masterful reading of Hamlet Act 5.2b, from the"Enter King Claudus." until the end of the play (lines 239-449). Students focus on how Shakespeare develops central ideas in this section.
- Discussion/Study Questions - individual or groups
- QuickWrite - Respond briefly in writing to the following question: How does Hamlet’s downfall contribute to the tragic resolution of the play?
- Optional - Watch video of Act 5, Scene 2
- Homework - Review, organize, and expand your notes and annotations in preparation for the End-of-Unit Assessment.
End-of-Unit Assessment - students draft a multiparagraph response to the End‐of‐Unit Assessment prompt: Identify two central ideas from the play. How do these ideas interact and build on one another over the course of the play? In your response, identify and discuss at least one literary device that Shakespeare uses to develop or relate these central ideas.
- Evidence Collection Tool - collect evidence to support your analysis of how central ideas interact and build on one another in Hamlet.
- End-of-Unit Assessment - Because it is a formal writing task, the End-of-Unit Assessment should include an introductory statement that presents a central claim, well-organized supporting claims and counterclaims with supporting evidence and clear reasoning, and a concluding statement that articulates the importance of the argument. Remind students to use domain-specific vocabulary, as well as proper grammar, capitalization, punctuation, and spelling to achieve a formal style and objective tone. .
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