Hamlet Teaching Guide

Transcription

Teaching
Companion®
Hamlet Teaching Guide
www.teachingcompanion.com
Copyright ©2010
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
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
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
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.
2.
3.
4.
5.
What portents appear in Act 1, Scene 1?
What does Horatio think these portents mean?
Do people believe in portents today?
Can you think of any books or movies in which evil omens appear?
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.
2.
3.
4.
5.
What is Hamlet’s idea of a perfect marriage? What roles should husband and wife play?
What is your idea of a perfect marriage?
Is Hamlet’s vision of marriage realistic?
How does Hamlet react to his mother’s remarriage? Is his reaction fair? Explain.
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.
2.
3.
4.
Distribute quizzes.
Students complete silently.
Ask students to exchange papers with someone else.
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.
Questions
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
Questions
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 - 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 of Hamlet.
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 of actual 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
Gertrude
Hamlet
Ghost
Polonius
Prose
Laerte5
Ophelia
Rand G
Horatio
Fortinbras
Suicide
Procrastination
Madness
Tragic Flaw
Love
Loyalty
Blank Verse
England
Irony
Aside
Soliloquy
Tragedy
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:
./ All group members included
./ Speaking skills
./ Smooth flow of presentation
/5
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:
./ All group members included
./ Speaking skills
./ Smooth flow of presentation
/5
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.
father has forbidden her to see the young
rejects the main character's advances and
The girlfriend and the young man are both
cope with the separation differently.
His girlfriend's
man again.
She
returns his gifts.
very upset, but
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 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.
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? If Hamlet 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
of your 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
of Hamlet'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
-Creativity
Dramatic Presentation
-Group Involvement
/4
/3
/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 notThat 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, Ur
BHJle! 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
Excellent
5
Proficient
4
-----_ ..
~--
Research & Content
The presentation
demonstrates an excellent use
of sources, and provides a
thoroughly researched
presentation that exceeds
expectation.
The presentation
demonstrates a very good use
of sources, and provides a
well-researched presentation.
All expectations are present.
Picture & Map Integration
The visual integration is
excellent. The selection of
visuals are also very well
integrated in the text, and are
properly labeled throughout.
The presentation
demonstrates an average
understanding and use of
sources, which provides an
adequately researched
presentation. Some aspects of
the outline are missing.
The presentation lacks an
understanding of what was
expected. The sources are
limited, and not properly
used, or elaborated upon.
Many portions of
expectations are missing.
This presentation is
completely negligent of
expectation. There is little to
no demonstration of research
or understanding. Most of the
expectations are not met.
The visual selection and
integration is average. The
pictures are either slightly
misplaced, or not very
thoroughly selected. Most
pictures are not labeled
The visual integration is very
good. The visual aids are well
selected, and integrated
smoothly in the overall
presentation.
---------
Satisfactory
3
Unsatisfactory
2
Poor
1
The visual selection is not
passable. Either the picture
selection is irrelevant, or the
integration is non-existent or
misplaced. No effort to label
visuals is apparent.
.
There is either no visual
representation, or the
selection is completely
inappropriate. No effort
appears to have been made on
the visual aspects
Expression & Mechanics
The presentation
demonstrates an excellent use
of language, and there are
little to no grammar issues. It
has been thoroughly proof
read for errors.
There are only a few
grammar problems, and the
overall structure of the
written portion is well done.
The writing demonstrates a
good use of language.
Some major grammar and
mechanical problems hinder
this presentation.
Nonetheless, the overall
effect is satisfactory. The
writing demonstrates a lack
of proof readinR.
There is little demonstration
of the proper use of language,
and the mechanics of the
presentation are very
awkward. Serious proof
reading is required.
Overall Ol"2anization
Demonstrates a very clear
understanding of
expectations. The
presentation flows and is
organized in an excellent
fashion. Exceeds expectations
The organization ofthe
project is well done. The
project is above average and
shows an understanding of
expectations. Overall
organization is very good.
The overall effect is average,
and little effort was made to
meet expectations. The
project appears to be rushed,
and demonstrates an average
understanding of what was
expected
The organization ofthis
project was poor. A lack of
understanding is clearly
demonstrated, and the project
is disorganized and awkward.
The presentation is marred
with grammatical and
mechanical issues. Either no
proof reading was done or the
student is functioning at a far
below average placement.
There is no organization
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 of character 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 of death what
dreams may come."
1O. " You would play upon me... II
--
Essay Format RevtewI n essay writing it's important to organize your ideas logically
so your essay is easy to read and understand.
Rs you write your essay, keep this format in mind:
I ntroduction: The purpose of the introduction is threefold.
1) To hook your reader.
2) To giue badcgt"OUnd information necessary to understand the essay
(do not go into too much detail).
3) To introdu-ee your thesis statement (argument of your essay).
"Hamlet" is commonly viewea as one of the most respectea ana replicatea of
Shakespeare's plays. Jl1any experts claim that this is because of the universal themes it
portl1ys. One of the mostpromine~2fthese themes is revenge. Every person, atone time
or another, has felt strong anger ol'been the target of this powerful emotion. "Hamlet"
shows how revenge can be all-consuming ana will jneviaaf:J.11d, be (;/e~ructiVf:. ill
\ l'6I\\-_\\f de.~t..4i"~
Supporting Paragraphs: The purpose of your supporting paragraphs is
to prouide eUidence to proue your thesis statement. Each supporting
paragraph should include:
1J 8 to~i-e senten-ee to introdu-ee the ropj-e of your paragraph.
2) SJHKifii: etlamttJe$ aM quotes to jH"8Ue yeut" t1J1)ic sentence.
-=; 3) Paragraph should be related bac~ to your thesis.
9n "Hamlet," the language King Hamlet's ghostuses to aecnbe Clauaius, his
muraerer, shows the power of revenge:
that incestuous, that ac:tulterate beast
wratwitdrcrt:l(tof his wit. with traitorous gifts,
A~.
a
~.wt and gifts. that have the power
St!HJtJiIa/u~(Act 1. scene v 43-46)
U
'Lhe King is in such Cl raqe that he aemanas 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; "'[he time is out ofjoint: 0 cursea spite" ((790). '[he (jhost's aesire for revenge lea
to the eventual trageay in the play. This proves the fact that revenge always has
a~~~tw; consequences.
•
Conclusion: The purpose of the conclusion is to summarize the main
points of your essay and relate your essay to the playas a whole.
.,,--/
c\IsQs-h-OJS
The King's anger ana Hamlet's ensuing instabilifJj prove~ the aisasterous
consequences of revenge. Jor centuries we have reaa of{lfe-Js within families ana between
counttfes. 9t seems that once revenge becomes a factor, anger becomes paramount anc:t
human logic becomes ineffective. CJn the plalj "Hamlet" Shakespeare teaches us a valuable
lesson; namellj, not to allow revenge to overcome us.
Name: - - - - - - - - -
Hamlet Literary Essay
Date:- - - - - -
For this essay, you will have a choice oftopics. 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 ComparisoD
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. If they
are not there your essay will not be marked!
*** Essays must be double-spaced.
---------------
Name
_
Hamlet: Literary 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 on
. You will need to be wellorganized 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
Death, disease & weeds
Illusion
Madness
Spying
Tainted love
Your essay must make specific references to the novel and use direct quotations (with
citations) to support your arguments.
Essay length:
500-700 words with a minimum of 5 quotations
Grading: Refer to the analytical essay grading criteria
/5
Outline
Draft completed in class
/ 5
/ 5
Editing of the draft
/30 Polished essay (content 12 / organization 6./ expresSion 6 / mechaniCS 6 ).
Due Dates:
Idea Outline:
. "---'
Rough Draft (written in class):
Polished Draft:
_
_
_
(
(
Idea Outline
Topic:
I
Significance of Human Life
Introduction: (Thesis)
I
As the play progresses
Hamlet moves from questioning the significance of his life
to pondering the reasons for human existence.
I
Serious thoughts of death
(1) Frustration at his
(1) liTo be or not to be"
f
I
[;pose of Human existence
(1) What is Man s purpose?
I
II
Worm s meat or hero
I
(1) Gravedigger's scene: all
circumstances = desire to
He is not stopped by faith
More than animal
men decay, despite status
escape esolid flesh meW l )
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
I
gainst self-slaughter")
(3) Hamlet more objective;
(4.4.
)
Polonius's corpse
(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.
I
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.
a)
b)
c)
Read through and check for punctuation:
Are there any comma splices?
Are there any sentence fragments or run-on sentences?
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 arglli-nents.
There are three steps to consider when incorporating quotes:
1. Choosing a quote
2. Making a quote part of your writing
3. PunctuatL.'1g your quote
Below you will find further instruction on·each of these steps.
Choosing a Quote
VVhen selecting a quote for your paragraph or essay, you must remember the purpose of
textual evidence: to support your argument.
A..ny 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·youfqubteprovides'eVideiice·thcit·is·llO(iIfrtl1ediateiydiscemable~besuietodissed·1:he
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 seaullessly into your own prose. There are afew 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 ovm sentence. You just have to maintain the grfu-nmatical 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.
ng. 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. '"0, 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 wTIting, you do
not want to damage your efforts by pu..nctuating the quote incolTectly.
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: RolIleois \Vil4\Vitl1P§:ss~onJorJuJiet, ."Juli(;';t is tl1es'l111," says Romeo as he:hi~e~ in
.the bushespeepiiifori tlie 13 year61d: .' -.
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 - 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 of advice 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 of his 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 of Hamlet's apparent madness? (1)
6. Name the two childhood friends of Hamlet 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 of Hamlet'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 of Hamlet'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 of Act 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
him? (1)
sees him alone and contemplates murdering
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
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jvrtevrfOr1 S
9. a) What are two things the ~ost says to Hamlet? (2)
i') Dc rro+ h\J rt~ -e VI
fH-
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-e t1 9-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
~c.J \4e ~rLts ti~'b 70 go a\Olj WJ+-~
r
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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
P\-$3cr+v,y
'r\ave \a5~ ri-!es) 50 y,e )~5 s+ucl. tr1
Ch\ S '5\t'\s u;eren'L qbsotveQ ')
13. What custom does Hamlet dislike? Why? (2)
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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)
t(l\Se rUMUl(S ObDot laQrl-es + see.. \!OLU prop).e
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~~d otvot h\S bf~Q\l'OU r ,
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3. Describe Hamlet's behaviour in his encounter with Ophelia, which deeply frightened
her. (2)
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4. How has the p?litical situation with Norway been resolved? (2)
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6. Name the tWo childhood friends of Hamlet who are summoned to court by Claudius .
and Gertrude'to spy on Hamlet. (2)
ROSe!1C(Q(\tL
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,
Gu'\\cienste((l
7. Give two reasons why Hamlet's friends agree to spy on him. (2)
.
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8. What does Gertrude believe is the cause of Hamlet's disturbed state of mind? (2)
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9. What is satirical about the way Polonius speaks? (1)
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10. What physical piece of evidence does Polonius have of Hamlet's madness and the
cause of it? (1)
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II, How does Polonius plan to find out the cause of~amlet's. madnrs~? (2)"
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12. How does Hamlet act mad wh~n he is speaking with Polonius? (1)
- seems
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14, Why does Hamlet insult Polonius? (1)
-resel1ts -that he lSV~\rl3
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15. What does Polonius realize about Hamlet's words of madness? (1)
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16. How does Hamlet treat the actors when they arrive? (1)
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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)
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18. Why does Hamlet call himself a coward? (1)
- ~e \los~~ done Qny+hh1~
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19. How does Hamlet plan to confirm Claudius' guilt? (2)
'\in~s in . -H'U. P'O\Y thC\~ (s befr13
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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\('+
+~\(en ih-e. -fbfm o~ h)'S foA~(,
21. Describe Hamlet's resolve at the end of Act II. (1)
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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
((t
be WOrSe. thqn
dttd-h
mo.y
.
'\
),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)
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CA (\Ut1Nry (u)htt"'- lOv\ \d «lPetn
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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
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7. What advice does Hamlet give to the actors? (1)
-ac-\- f\a.-\u rll t\~
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)
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9. Where does Hamlet have a confrontation with Gertrude? (1)
f\Q.f
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10. Explain how Polonius is killed !2)
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11. What does Hamlet tell his mother about his recent behaviour and state of mind? (1)
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12. What does Hamlet advise Gertrude to do? (1)
sio.~
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13. What causes Gertrude to believe that Hamlet is indeed mad? (1)
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14. What promise does Gertrude make to Hamlet? (1)
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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
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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 of Denmark? (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 Test Answer Key
Part A
1. Soliloquy: A speech in which a character speaks his thoughts while alone on stage.
2. Aside: Occurs when a character briefly speaks their thoughts to the audience while on stage
with other characters.
3. Metaphor: A direct comparison (not using like or as).
4. Paradox: A seemingly contradictory existence.
5. Oxymoron: A contradictory label (ex. jumbo shrip).
Part B
1. His father’s ghost.
2. Answers will vary:
• Be true to yourself.
• Dress for success.
• Be funny without being rude.
• Etc.
3. Polonius believes Hamlet’s unrequited love for Ophelia is the root of his madness.
4. Hamlet arranges for a play to be shown in which a king is murdered in the same way he believes
Claudius killed his father. Hamlet watches Claudius’ rection to determine his guilt.
5. Answers will vary:
• Rosencrantz and Guildenstern are supposed to kill Hamlet.
• Claudius poisons Hamlet’s wine.
6. Answers will vary.
7. Ophelia is asked to spy on Hamlet and help her father and Claudius manipulate him. Hamlet
learns of this and is cruel to her. Ophelia then becomes depressed, loses her mind, and kills
herself.
8. Laertes returns to Denmark to mourn his sister and avenge his father. He intends to kill Hamlet
and challenges him to a duel.
9. a) Laertes leaps into Ophelia’s grave to hug her one more time. b) Hamlet crashes the funeral
and declares that he loved Ophelia more than Laertes.
10. Hamlet speaks with Horatio and the gravediggers about death.
11. They have been killed.
12. She is poisoned by the wine intended for Hamlet and dies.
13. He is poisoned by Laertes sword and dies.
14. Laertes is poisoned by his own blade.
15. Hamlet stabs Claudius with the poisoned sword and makes him drink the rest of the poisoned
wine.
16. Gfsd
17. Fortinbras
Part C
1. Answers will vary.
2.
3.
4.
5.
Part D
1.
Answers will vary.
Answers will vary.
Tragedy.
Answers will vary.
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}
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)
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 poi nt 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) .
e~u" l ir'\ d e~
4. Whom does Laertes blame for Ophelia's death? (I)
0.\\.
\IV\! V\ Q re..
HQM\et
5. Explain,~Ew Ha~et !~cked\~qsencrant~ and Guil~enstern. (2), \.. . .lL..
- e><t.vut\.gf~
kltr"" (,.Un{~\1\ had q("Qer~ to,):;W ~fyY\ W\'1YlQ e-rxf'
I!XOrt()o,f tN. \~ r lR+G') be.. \(\lled ~oo"- thl(f' 0""""'11 iv.I t-n!3 laJ1a
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6. How does Hamlet ~l about the auel before it begins? (1)
seV\~ o..f -R>re.bQ}I..~
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7. Explain how the following characters die: (3)
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a) Gertrude -dr(,,\(s poiSO() -COM (u)? \~-}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
I
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
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Part B: Literary analysis (18 marks}
.
1. Describe the
2. What
•
IS
-Qer\.rY)qrK ; s~~~(e. \,<J NorwC\Y
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atti,. of the play. (2)_
C.\roD5 aMt>\'\Q
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GIYe
pfO"ra.S+h1ator - - e\J\aeVlc.Q.
\"\o'o\e.s ~d c6rq~ i"" t
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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 '
-r(o.~e~~
cx'a v,' sJJ r
,..·cmswer. (2)
~ A-tr"lcJL O(.:\-f'~ ~
eV1denu from the play to support
I,.U\\\ \JQr'!
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t\Mbl1,ot"'\.
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)
c)
d)
e)
Claudius
Ophelia
Polonius
Laertes
aV\Sw(.(S
w;l\ vo.",/
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~ ..•
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2. -To sleep: perchance to drea~-ay, there's the'rub: for in that sleep of death what
dreams may come.·
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Hamlet,
Prince of Denmark
T,'ess than ~6;rt:jpnthSl'·~ the King's death, ~,~dow, Queen ~de, married
L her broth.-intolawtCI~us.At the time pe.diought her actitln 1f'aS unfeeling
or worse, for C,fa~(ij~ ~Pot at all like the dead kit!g, either in his appe~rance or his
character. He ~.,~ttnw~v.e and unworthy in eVe'['fway and some people suspected
that he had secret1~~ his brother, the late king, ~. a view to marry his wrdow and
to ascend the throne ~.~rk, which rightfully belonged to Hamlet, the son of the
buried king.
'
No one was more distressed:by the queen's behaviour than this young princ~ who
loved and respected the mem(;)ry of his dead father almQst to idolatry. His own s¢t1se of
honour and prope11 behaviour made his mother)~ r~marriage seem even more un
worthy. Between grief fothis father's death ~d shame for his mother's marriage, this
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young prince sank into a deep sadness and lost all his cheerfulness and all his good
looks. He lost all his usual interest in books and the activities and sports that young
men normally enjoy were no longer a pleasure. He grew tired of the world, which
seemed to him like an unweeded garden, where all the flowers were choked and noth
ing but weeds could thrive.
It was not that the throne, his lawful inheritance, had been stolen from him which
upset him so much, although it was a bitter wound and a sore indignity to a young and
high-minded prince, it was that his mother had shown herself so forgetful of his father's
memory. He had been such a splendid father and a loving and gentle husband, too! She
had always appeared to be a loving and obedient a.wife to him, yet within two months
she had married again. What was more, she had married his uncle, her dead husband's
brother, which was in itself improper and against the law because they were so closely
related, but which was made much worse by the indecent hurry and the unkingly char
acter of the man whom she had chosen to share the throne. It was this, more than the • •
loss of ten kingdoms, that dashed the spirits and brought a cloud over the mind of this
honourable young prince.
Neither his mother Gertrude nor the king could do anything to cheer him up. He
still appeared in court in a suit of deep black, as mourning for his father's death. He
never wore any other colour, even on his mother's wedding day, nor could he be
brought to join in any of the festivities or celebrations.
What troubled him most was an uncertainty about the way his father had died. Clau
dius claimed that a snake had bitten him, but young Hamlet had shrewd suspicions that
Claudius himself was the snake; in other words, that he had murdered him for his
crown. The snake that had bitten his father now sat on his throne. Doubts and worries
continually weighed on his mind. How far he was right in his guess and what ought he
think of his mother - how much did she know of this murder and had she agreed to it?
A rumour had reached Hamlet that a ghost, which looked exactly like the dead king,
had been seen by the soldiers on watch on two or three nights in succession. The figure
always wore the same suit of armour, which the dead king was known to have worn.
Everyone who had seen it, including Hamlet's friend Horatio, agreed about the time
and way it appeared. It came just as the clock struck twelve. It looked pale, with a sad
rather than angry face. Its beard was grey, as they had seen it ~n his lifetime. It didn't
answer when they spoke to it, yet once they thought it lifted up its head and looked as if
it were about to speak, but just at that moment the 'cock crowed and it hurriedly
vanished from their sight.
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The young prince was amazed at their story and as all the details agreed, he thought
it must be true. He decided that it was his father's ghost they had seen and determined
to watch with the soldiers that night so that he might have a chance of seeing it. He
reckoned that a ghost would not appear without good reason and that it had something
to say. He thought that although it had been silent before, ~t would speak to him. He
waited impatiently for the night.
When the night came, he went with Horatio and Marcellus, one of the guard, to the
platform where this ghost usually appeared. It was a cold night and the air was unusu
ally raw. Hamlet, Horatio and their companion began chatting about the coldness of
the night, when Horatio suddenly announced that the ghost was coming.
The sight of his father's ghost struck Hamlet with surprise and fear. At first he called
upon the angels and heavenly ministers to defend them, for he did no't know whether it
was a good or a bad spirit and whether it came to do good or evil. He gradually gained
courage and his ghostly father looked at him so piteously as if he wanted to talk to him.
In every respect he looked so like he did when he was alive, that Hamlet could n'lt help
speaking to him. He called him by his name, 'Hamlet, King, Father!' and asked him why
he had left his grave, where he had been quietly laid to rest, to come and visit the earth
again. He asked if there was anything they could do to give peace to his spirit. The ghost
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beckoned Hamlet towards a quieter place, where they could be alone. Horatio a n d l
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Marcellus tried to persuade Hamlet not to go with the ghost in case it turned out to be
an evil spirit that would tempt him into the sea or to the top of some dreadful cliff,
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where it might turn into something horrible and drive him mad. Neither their advice
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nor their pleas could alter Hamlet's determination. He cared too little about life to fear
losing it and, as for his soul, he said, what could a ghost do to that as it was immortal as
~ itself? He felt brave as a lion and bursting free from the friends who tried to hold him
back, he followed wherever the ghost led him.
When they were alone together, the ghost broke its silence and told Hamlet that he
was the ghost of his father. He had been cruelly murdered by his own brother Claudius,
just as Hamlet had suspected, in the hope of succeeding to the crown. He had been
asleep in the garden, taking his usual afternoon nap, when his brother crept up and
poured the poisonous juice of henbane into his ears. This plant is so poisonous that it
spreads through all the veins of the body like fire, baking the blood and spreading
••
a crust all over the skin. He made Hamlet promise that if he ever loved his father, he
would revenge his foul murder. The ghost complained bitterly that Hamlet's mother
should sink so low as to prove false to the love of her first husband and to marry his
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murderer. Finally he warned Hamlet that whatever revenge he took against his wicked
uncle, he must not harm his mother, but should leave her to Heaven and to the stings
and thorns of her own conscience. Hamlet promised to follow the ghost's instructions
and the ghost vanished.
When Hamlet was left alone, he made a solemn promise that everything he had in his
memory, either learned from books or just from looking, should be instantly forgotten
and nothing stay in his brain except the memory what the ghost had told him and asked
him to do. Hamlet told no one about what the ghost had said except his best friend
Horatio. He made bQth Horatio and Marcellus promise the strictest secrecy about
what they had seen that night.
The terror which the sight of the ghost had left upon Hamlet's senses, especially as
he was already weak and dispirited, almost unhinged his mind and drove him mad. He
was worried that this might continue and set his uncle on his guard. Hamlet did not
want Claudius to suspect that he was planning anything against him or that he really
knew more about his father's death than he said. He made a strange decision to pretend
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that he really and truly was mad. This would make his uncle think that he was incapable
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From this time, Hamlet started.to aress strangely and to speak and behave in an odd
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way. He pretended madness so well that the king and the queen were both deceived.
They did not think his grief for his father's death was enough to produce such a prob
lem - for they did not know of the appearance of the ghost - so they assumed that he
had fallen in love. They also thought they had found out the name of the girl he was in
love with.
Before all this happened Hamlet had been very fond of a pretty girl called Ophelia.
She was a daughter of Polonius, the king's chief counsellor in affairs of state. He had
sent her letters, rings and other tokens of his affection for her and spoken to her of love.
She had believed his promises and requests. The sadness caused by his father's death
and mother's remarriage had made him neglect her, and once he had thought of the idea.
of pretending to be mad, he began to treat her with unkindness and a sort of rudeness.
She, rather than complain to him of being false to her, persuaded herself that it was only
his illness and not real unkindness that had made him less thoughtful of her than before.
Though the rough business of revenge which Hamlet had in hand did not go very
he now thought oflove as wa!ted
well with the playful state ofcourtship, and although
.
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time, soft thoughts of Ophelia would now and then come into his mind. Once, when he
thought that his treatment of this gentle lady had been unreasonably harsh, he wrote
her a letter full of wild and elaborate words that seemed to express his supposed mad
ness, but mixed with some gentle touches of affection, which showed Ophelia that
a deep love for her still lay at the bottom of his heart. He asked her to doubt that the
stars were fiery, to doubt that the sun moved, to believe that truth was a liar, but never
to doubt that he loved. Ophelia dutifully showed this letter. to her father and the old
man thought himself bound to tell the king and the queen about it. From that time, they
supposed that the true cause of Hamlet's madness was love. The queen hoped that the
beauty of Ophelia was the cause of his wildness so that her goodness might restore him
to his usual way again.
.
However~ Hamlet's problems lay deeper than she supposed and than could be cured
in this way. His father's ghost still haunted his imagination and the sacred order to re
venge his murder gave Hamlet no rest. Every hour of delay seemed to him a sin and dis
obedience of his father's commands. Yet killing the king, who was always surrounded
by his guards, was no easy matter. Even if he solved this difficulty, his mother, the
queen, was generally with the king and this put a stop to his plans. The fact that the false
king was his mother's husband filled him with pity and further blunted the edge of his
purpose. The idea of putting any fellow creatur~ to death was also hateful and terrible
to someone as naturally gentle as Hamlet. His very sadness and misery made it hard for
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him to make up his mind to act. Moreover, he was also unsure whether the ghost he had
seen was really his father or whether it might have been the devil, who, he had heard,
has power to look like anyone he pleases. He might have made himself look like Ham
let's father only to take advantage of his weakness and misery, to drive him to so des
perate an act as murder. He decided that he must have more proof than a vision or
a ghost, which might simply be a delusion.
.
While he was in this uncertain frame of mind, a troop of travelling actors arrived at
the court. Hamlet used to enjoy their performances, particularly when one of them
made a tragic speech describing the death of old Priam, King of Troy, and the grief of
Hecuba, his queen. Hamlet welcomed his old friends the actors and remembering how
he enjoyed that speech, asked the player to repeat it. He did so in such a lively way, set
ting forth the cruel murder of the feeble old king, the destruction of his people and citY
by fire, and the mad grief of the old queen, running barefoot up and down the palace,
with a poor rag upon that head where a crown had been and only a blanket wrapped
around her where she had worn a royal robe, that it drew tears from everyone listening.
Even the actor himself spoke in a broken voice and cried real tears.
•
This made Hamlet think. 1£ an actor could work himself up to such strong feelings by
a mere fictitious speech, to cry for someone he had never seen - for Hecuba who had
been dead for hundreds of years - how dull he was, when he had a real motive and
reason for strong feelings. His dear father had been murdered, and yet he seemed to
care so little that his revenge had been forgotten. While he was thinking about actors
and acting and the powerful effect a good play has upon the audience, he remembered
the story of a murderer, who, seeing a murder on the stage, was so upset that, on the
spot, he admitted the crime which he had committed. He decided that these actors
should act out something like the murder of his father before his uncle. He would
watch his. uncle closely to see what effect it had upon him and decide from his looks if
he were the murderer or not. He ordered a play to be prepared and invited the king and
queen to come and see it.
The story of the play was of a duke's murder committed. in Vienna. The duke's name
was Gonzago and his wife was called Baptista. The play showed how Lucianus, a near
relation to the duke, poisoned him in his garden so that he could steal his estate and
how the murderer shortly afterwards gained the love of Gonzago's wife.
The king, who did not know the trap set for him, the queen and the whole court
•
came to watch the play. Hamlet sat near the king so that he could watch him. The play
began with a conversation between Gonzago and his wife. She made many promises of
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. love, saying she would never marry a second husband if she outlived Gonzago. She
wished that she would be cursed if she ever remarried, adding that no woman ever did
so except wicked women who kill their first husbands. Hamlet watched the king, his
uncle, change colour at this. When Lucianus, according to the story, came to poison
Gonzago who was sleeping in the garden, the strong similarity to his own wicked act
upset Claudius so much that he was unable to sit out the rest of the play. He called for
candles to be taken to his room, and pretending or partly feeling a sudden sickness, he
abruptly left the theatre. When the king left, the play ended. Now Hamlet had seen en
ough to be satisfied that the words of the ghost were true. In a burst of happiness, like
that which comes over a man who suddenly has some great doubt removed, he swore to
Horatio that he would take the ghost's word for a thousand po~nds. Before he could
decide how to go about his revenge, now that he was sure that his uncle was his father's
murderer, the queen sent for him to come and talk to her in private.
It was the king's wish that the queen should speak to Hamlet about how much he
had annoyed them both. The king wanted to know everythiag mother and son said to
each other. However, he thought that Gertrude l'Ilight not tell him everything because
she was Hamlet's mother and did not want him to get into trouble. So Polonius, the old
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counsellor of state, was ordered to hide himself behind a curtain in the queen's room
where he could listen to everything without being seen. This plan suited Polonius, who
loved to learn about things in an indirect and cunning way.
Hamlet came in and his mother began to tell him off about his actions and behaviour.
She told him that he had offended his father, meaning the king, his uncle, whom, be
cause he had married her, she called Hamlet's father. Hamlet was furious that she
should give so dear and honoured a name as father seemed to a wretch and the murderer
of his true father, and replied sharply, 'Mother, you have much offended my father.'
The queen said that was a meaningless answer. 'As good as the question deserved,'
Hamlet said. The queen asked him if he had forgotten to whom he was speaking. 'Sadly
no!' replied Hamlet, 'I wish 1could forget. You are the queen, your husband's brother's
wife, and you are my mother. 1 wish you were not what you are.'
'Know, then,' said the queen, 'if you show me so little respect, 1 will get others with
more authority to speak to you.' She was goi~g to send the king or Polonius to ~.
Hamlet, now that he had her alone, would not let her go till he had tried to see if his
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words could not make her realize the wickedness of her life. Taking her by the wrist, he
held her tightly and made her sit down. She, frightened by his seriousness and afraid he
would hurt her in his madness, cried out. A voice was heard from behind the curtain,
'Help, help the queen!' Hamlet, thinking that the king himself was hiding there, drew
his sword and stabbed at the place where the voice came from as he would stabbed at
a rat. When the voice stopped, he assumed the person was dead. When he dragged the
body out, it was not the king but Polonius, the officious old counsellor, who had hid
den himself as a spy behind the curtain.
'0 no!' exclaimed the queen, 'what a rash and bloody thing you have done!'
'A bloody thing, mother,' Hamlet replied, 'but not so bad as you, who killed a king
and married his brother.' Hamlet had gone too far to stop now. He was in the mood to
speak plainly to his mother and he did so. He pointed out to the queen the dreadfulness
of her offence in forgetting the dead king, his father, so quickly that in no time at all she
married his brother and his murderer. To do this after the promises she had made to her "
first husband was enough to make all women's promises suspect, all goodness to be
counted pretence, wedding vows to be less than gamblers' oaths, and religion to be
a mockery and a mere form of words. He said she had done such a dreadful thing that
the heavens blushed at it and the earth was sick of her because of it. He showed her two
pictures, one of the dead king, her first husband, and the other of the present king, her
second husband. He told her to take notice of the difference. What grace shone from his
father's face and how like a god he looked! He had had the curls of Apollo, the forehead
of Jupiter, the eye of Mars and a figure like Mercury. This man, he said, had been her
husband. Then he showed her her present husband. How like a blight or a mildew he
looked, for so he had blasted his wholesome brother. The queen was deeply ashamed
that he should turn her eyes inward upon her soul, which she now saw was black and
deformed. He asked her how she could continue to live with this man and be a wife to
the murderer of her first husband, who had stolen the crown like a thief. As he spoke,
the ghost of his father entered the room. Hamlet, in great terror, asked what it wanted
and the ghost replied that it came to remind him of the revenge he had promised and
seemed to have forgotten. The ghost told him to speak more sweetly to his mother, for
the grief and terror would kill her. Then it vanished but had been seen by no one except
Hamlet. He could not make his mother see it either by pointing to where it stood or by
any description. She was terribly frightened all this while So hear him talking, as it
seemed to her, with nothing and she blamed it on the disturbance of his mind. Hamlet
begged her not to flatter her wicked soul by thinking it was his madness and not her
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own offences which had brought his father's spirit to the earth again. He made her feel
his pulse to see how gently it beat, not like a madman's. Then he begged her with tears
to admit her faults to Heaven and to avoid the king's company in future. When she
showed herself a proper mother to him by respecting his father's memory he would ask
a blessing of her as a son. She promised to do as he said and t~eir conversation ended.
Now Hamlet had time to consider who it was that he had killed. When he realized
that it was Polonius, the father of Lady Ophelia, whom he so dearly loved, he cried for
what he had done.
The unfortunate death of Polonius gave the king an excuse for sending Hamlet out
of the kingdom. He would willingly have put him to death, fearing him as dangerous,
but he dreaded the people, who loved Hamlet, and the queen, who doted her son. Un
der the pretence of providing for Hamlet's safety so he could avoid being punished for
Polonius' death, Claudius arranged for him to be taken on board a ship bound for Eng
land. He was put in the care of two courtiers, who also carried letters to the English
court. In these letters, Claudius invented a s~c'ial reason why Hamlet should be pqt'to
death as soon as he landed on English ground. Hamlet, suspecting some treachery, sec
retly got at the letters in the night. Skilfully, he removed his own name and put in the
names of the two courtiers who were in charge of him. He sealed up the letters and put
them in their place again.
Soon afterwards, the ship was attacked by pirates. In the course of the fighting, Ham
let, wanting to show his bravery, boarded the enemy's ship. Meanwhile, his own ship in
a cowardly manner sailed away, leaving him to his fate. The two courtiers made their
way to England, carrying the letters, which Hamlet had altered, to their own deserved
destruction.
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The pirates showed themselves to be gentle enemies. Knowing whom th.ey had as
prisoner and in the hope that the prince would do them a good tum at court in return
for any favour they showed him, they put Hamlet ashore at the nearest port in Den
mark. Hamlet wrote to the king, informing him of the strange chance that had brought
him back to his own country and saying that he would return home the next day.
When he got home, the first thing he saw was the sad sight of the funeral of the young
and beautiful Ophelia. The poor girl's wits had begun to turn on her poor father's
death. That he should die a violent death and at the hand;s of the prince she loved so af
fected this delicate girl that she soon grew quite mad. ~he would go about giving flow
ers to the ladies of the court, saying that they wer~ for her father's burial. She sang songs
about love and about death, and some with no meaning at all, as if she had no memory
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of what happened to her. There was a willow which overgrew a brook. Ophelia came
there one day with garlands of flowers that she had been making. They were mixed up
from daisies and nettles, flowers and weeds. Clambering up to hang her garland upon
the willow, Ophelia stepped on a branch that broke and she, her garland and all that she
had gathered, fell into the water. Her clothes kept her floating for a while, during which
she chanted scraps of old tunes, as if she did not understand her danger or as if she were
some kind of water creature. It was not long before her clothes, heavy with water,
pulled her down to a muddy and miserable death. Her brother Laertes arranged her
funeral and the king, queen and whole court were attending it when Hamlet arrived.
He did not know what was going on, but stood to one side, not wanting to interrupt
the ceremony. He saw the flowers scattered upon her grave,.a5 was the custom when
young girls died. The queen herself scattered flowers ~d as she did so, she said, 'Sweets
to the sweet! I planned to decorate your bridal bed, sweet girl, not to throw flowers on
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your grave. You should have been my Hamlet's wife.' He heard her brother wish that
violets might spring from her grave and saw him leap into it frantic with grief. Laertes
begged the attendants to pile mountains of earth upon him so that he might be buried
with her. Hamlet's love for Ophelia came back to him and he could not bear her broth
er showing so much grief, for he thought that he loved her more than forty thousand
brothers. Then, sho~g himself, he leaped into the grave with Laertes, as frantic or
more frantic than he. Laertes, recognizing Hamlet, who had been the cause of his
father's and his sister's death, began to fight him. Hamlet excused his hasty act in
throwing himself into the grave as if to challenge Laertes, but he said he could not bear
that anyone should seem more heartbroken than he. For the time, these two noble
young men seemed friends again.
However, out of Laertes' grief and anger over the deaths of his father and Ophelia,
Hamlet's wicked uncle planned his neph~w's death. He persuaded Laertes, under
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a pretence of peace and friendship, to challenge Hamlet to a friendly fencing match.
Hamlet accepted, and a day was agreed for the match. All the court had come to watch
and many people had placed bets, as both Hamlet and Laertes were known to be excel-
lent fencers. However, guided by the king, Laertes had prepared a poisoned sword.
Hamlet, taking up the foils, chose one, not suspecting Laertes' treachery or bothering
to examine Laertes' weapon. Instead of a blunt foil, which the rules of fencing require,
Laertes had one with a point. At first, Laertes just played with Hamlet, letting him gain
some points. The lying king made a lot of fuss about Hamlet's hits, drinking to his suc
cess and placing heavy bets. After a few passes, Laertes made a deadly thrust at Hamlet
with his poisoned sword and made a fatal hit. Hamlet, annoyed, but unaware of the
whole of the treachery, picked up Laertes' sword in the scuffle. With a thrust he repaid
Laertes, who was justly caught by his own trick. At this moment the queen shrieked
that she had been poisoned. She had accidentally drunk from a glass which the king had
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prepared for Hamlet in case the fencing made him thirsty. The treacherous king had
mixed a deadly poison in the drink to make sure of Hamlet if Laertes had failed. He had
forgotten to warn the queen about the glass and she drank from it. She died immediately,
exclaiming with her last breath that she had been poisoned.
Hamlet ordered the doors to be locked while he found out who was the traitor.
Laertes told him to look no farther, for he was the traitor. Feeling his life slipping away,
he told Hamlet of the poisoned point and said that Hamlet had no more than half an
hour to live, for no medicine could cure him. He begged forgiveness of Hamlet and he
died, his last words accusing the king of being the one who planned all this wrong do
ing. Hamlet knew he was dying but, as there was still some poison left upon the sword,
he suddenly turned upon his false uncle and thrust the point of it into his heart. So he
carried out the promise he had made to his father's ghost and revenged his foul murder.
Hamlet, feeling himself grow weaker, turned to his dear friend Horatio, who had seen
this fatal tragedy. With his dying breath he asked him to live on to tell his story to the
world, for Horatio had looked as if he intended to kill himself to accompany th~ prince
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in death. Horatio promised that he would make a true report, as someone who knew
everything that had happened. So the noble heart of Hamlet stopped beating and Hora
tio and the courtiers, with many tears, commended the spirit of their sweet prince to
the guardianship of angels. Hamlet was a loving and a gentle prince, much loved for his
many fine and royal qualities. If he had lived, he would, no doubt, have proved to be
a great king of Denmark.
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