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Lesson 3

We will read the end of Act 2, Scene 2 and participate in Part 1 of a gallery walk to examine how characters view Hamlet’s madness.

Lesson Goals

  • Can I analyze how the character Hamlet is developed by examining how other characters view him?

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

  • Can I develop and clearly communicate a meaningful and defensible claims that represent valid, evidence-based analysis?

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: Read

We will read lines 238–403 from Act 2, Scene 2.

Read and annotate Lines 238-403 of Act 2, Scene 2. As you read, pay attention to how the exchange with Rosencrantz and Guildenstern compares to Hamlet’s previous exchange with Polonius (2.2.187-237).

As a class, discuss the following questions:

  1. How does Hamlet change throughout his interaction with Rosencrantz and Guildenstern?

  2. How is Hamlet’s exchange with Rosencrantz and Guildenstern similar to his exchange with Polonius? How is it different? Be sure to use textual evidence from both exchanges.

  3. What impression does Hamlet give Rosencrantz and Guildenstern about his madness versus his sanity?

  4. What does the exchange reveal about Hamlet’s state of mind? Use evidence from the text to support your answer.

Activity 2: Read

We will read the remaining lines of Act 2, Scene 2.

Read Lines 404-634. As you read Hamlet’s soliloquy, pay attention to how he reacts to the actor’s performance of the scene.

As a class, discuss the following questions:

  1. What impact does the player’s performance have on Hamlet? What evidence from the text supports this interpretation?

  2. Why is Hamlet now hesitant to take revenge? What evidence from the text supports this interpretation?

  3. How does he plan to solve his uncertainty?

  4. How does this soliloquy create a more nuanced picture of Hamlet’s psychology?

Capture notes from the discussion on your Psychological Lens Note-Taking Tool.

Activity 3: Discuss – Write

We will participate in part 1 of a gallery walk to examine how characters view Hamlet’s madness.

Hamlet’s inner thoughts often differ from his outward actions and words. We will explore how other characters view Hamlet’s madness, as well as how he views himself.

For this activity, you will work in a small group. Your teacher will assign your group one of the following characters from the play:

  • Gertrude

  • Claudius

  • Polonius

  • Ophelia

  • Rosencrantz and Guildenstern

  • Hamlet

In your group, discuss how your assigned character interacts with Hamlet and how your character views Hamlet’s madness.

On a piece of chart paper, draft a claim that clearly states how that character views Hamlet’s madness. Below your statement, provide two pieces of textual evidence to support your claim. Write a short explanation of your evidence. Your evidence can come from any scene. Be sure to include accurate citations.