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Lesson 10

We will analyze Act 3, Scene 4 through a feminist lens. We will also participate in an anticipatory discussion about the real or feigned madness of Hamlet.

Lesson Goals

  • Can I analyze Hamlet and Gertrude’s interaction in Act 3, Scene 4 through a feminist lens?

  • Can I analyze Hamlet’s words and actions in Act 3, Scene 4 through a psychological lens?

Texts

Core

  • Tradebook
    • Hamlet, William Shakespeare, Simon and Schuster, 2003
  • Unit Reader
    • Excerpt from “Depressive Illness Delayed Hamlet’s Revenge,” Aaron Shaw and Neil Pickering, BMJ Publishing Group, Ltd., 2002

Materials

Tools

Question Sets

Editable Google Docs

Activity 1: Discuss

In groups, we will review our answers to the guiding homework questions for Act 3, Scene 4.

In groups, discuss your answers to the homework questions. Be sure to support your answers with evidence from the text.

  1. Why does Hamlet think the Ghost appears? Why does the Ghost really appear? What evidence from the text supports this interpretation?

  2. What does the Ghost’s presence confirm for Gertrude? What evidence from the text supports this interpretation?

  3. What does Hamlet plead for his mother not to do? What is her response?

  4. How does Hamlet feel about killing Polonius? What evidence from the text supports this interpretation?

Revise your annotations and notes in your Learning Log based on the group discussion.

Activity 2: Discuss

In groups, we will analyze the scene through a feminist lens.

With a group, reconsider this scene through a feminist lens. Respond to the following questions:

  1. How is Gertrude portrayed in this scene? Strong or weak? Innocent or deceitful? Sympathetic or unfeeling? A combination of traits? What lines from the scene support your interpretation?

  2. How is Hamlet portrayed in this scene? Strong or weak? Innocent or deceitful? Sympathetic or unfeeling? A combination of traits? What lines from the scene support your interpretation?

  3. Which character in the scene evokes more sympathy from the reader? Why?

  4. Considering Gertrude’s and Hamlet's dialogue, is the scene supportive or disparaging of women? Justify your answer with support from the text.

Capture insights from the discussion of your Feminist Lens Note-Taking Tool.

Activity 3: Discuss

We will engage in a group discussion to explore Hamlet’s madness.

In Act 1, Scene 5, Hamlet converses with his father’s ghost, who commands him to avenge his murder. In Act 2, characters observe Hamlet acting strangely. In Act 3, Scene 3, Hamlet has an opportunity to kill Claudius, but he refrains, and in Act 3, Scene 4, Gertrude remarks, "Alas, he’s mad!" [3.4.121]).

With a group, discuss the following question:

  1. Is Hamlet only pretending to be mad or is he truly mad?

Use evidence from the text and your Psychological Lens Note-Taking Tool to support your answer. Capture new insights from the discussion on your Psychological Lens Note-Taking Tool.

Activity 4: Read – Discuss

For homework, we will read an excerpt from an essay that analyzes the character of Hamlet through a psychological lens.

For the Section 2 Diagnostic, you will read two pieces of literary criticism and engage in a formal discussion to respond to the following questions:

  1. Which perspective represents a more justifiable interpretation of Hamlet’s mental state in the play?

  2. What lines from the play support this?

For homework, read the first piece of criticism, an excerpt from the essay "Depressive Illness Delayed Hamlet’s Revenge" by Aaron Shaw and Neil Pickering.

As you read, pay attention to the primary claim the authors make and their supporting evidence. Annotate the text for unknown words.

As you read for homework, write down new or interesting words you encounter in your Vocabulary Journal. If necessary, revisit the Vocabulary in Context Tool to assist you with words or phrases you struggle with.