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Lesson 6

We will continue our jigsaw and present our feminist analysis of selected lines in Act 1, Scene 3 to our home group. We will also read Act 1, Scene 4 and the beginning of Act 1, Scene 5.

Lesson Goals

  • Can I analyze the interaction between Ophelia, Laertes, and Polonius in Act 1, Scene 3 through a feminist lens?

  • Can I work productively in various jigsaw roles with other participants?

Texts

Core

  • Tradebook
    • Hamlet, William Shakespeare, Simon and Schuster, 2003
  • Multimedia
    • Hamlet: The Fully Dramatized Audio Edition, William Shakespeare, Folger Shakespeare Library, Simon and Schuster, 2014

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Present

We will present our feminist lens analysis of Act 1, Scene 3 to our home group.

Step 1

If your teacher has assigned home groups, form them now. If you are to form your own home groups, find students from each other expert group. Ensure that each home group has at least one expert from each expert group.

Step 2

In your home group, take turns presenting your expert group’s feminist analysis of the character’s lines from Act 1, Scene 3. As other experts present their analyses, be sure to take notes on your Hamlet Act 1, Scene 3 Jigsaw Handout and make connections to what you and your expert group discussed.

Capture key takeaways from the discussion on your Feminist Lens Note-Taking Tool. It is important that you take thorough notes on this tool, as you will use them when drafting a response to the Section Diagnostics and Culminating Task.

Activity 2: Read – Write – Discuss

We will read Act 1, Scene 4.

Read and annotate Act 1, Scene 4.

Use the following questions to guide your annotations:

  1. How do Horatio and Marcellus view Hamlet’s behavior?

  2. What does Hamlet decide to do?

  3. How do Horatio and Marcellus feel about this decision? What evidence from the text supports this interpretation?

  4. What do Horatio and Marcellus decide to do?

  5. In Line 100, Marcellus remarks, "Something is rotten in the state of Denmark." What is the significance of this line when viewed through a political lens?

Activity 3: Read

We will read lines 1–119 of Act 1, Scene 5 and examine Hamlet’s interaction with the ghost.

As you read Lines 1-119 of Act 1, Scene 5, use the following questions to guide your annotations:

  1. What information does the Ghost reveal to Hamlet?

  2. What action does the Ghost ask Hamlet to take?

Activity 4: Discuss

We will engage in a discussion about lines 1–119 of Act 1, Scene 5.

With a partner, discuss the following questions, and reference the text directly:

  1. Whom does the Ghost say murdered him? How?

  2. What action does he ask Hamlet to take?

  3. What action does he request Hamlet not to take?

  4. How does Hamlet react to this revelation? Is he justified in his reaction?

  5. What do you think about the Ghost’s revelation? Explain.

Share your responses in a class discussion.