The Tragedy of Hamlet, Prince of Denmark
by William Shakespeare
A Reading and Discussion Guide
Unit Overview
March 23 – 27
March 30 – April 3
April 6 – 10
April 13 – 17
April 20 – 24
April 27 – May 1
May 4 – 8
May 11 – 15
Intro to Hamlet, watch Act I, begin reading Act I
SPRING BREAK read Act I
Act I due: reading quiz, close readings, discussion
Act II due: reading quiz, close readings, discussion
Act III due: reading quiz, close readings, discussion
Act IV-V due: reading quiz, close readings, discussion
AP EXAM
Career Expo
DIRECTIONS: As you read the play, review and consider the following questions. These questions will largely drive our
discussions and therefore, you should be prepared with insightful comments and ideas before the discussions. Annotating
the text is a requirement and will be checked periodically. You are to jot down responses or ideas pertaining to these
questions as you read (on post-its or in margins) as well as on other issues and ideas that surface for you in your reading.
ACT I
In all scenes: Highlight any occurrence of the play’s motifs: death, garden imagery, and disease and decay imagery
Scene 1:
1. Highlight the first exchange of dialogue between the guards. Francisco is on watch and Bernardo has come to
relieve him, so what is peculiar about Bernardo’s first question? How does Shakespeare successfully establish the
mood or atmosphere through this exchange?
2. Highlight and explain the exposition or important background information that is revealed in this scene which seems
as though it will be important.
3. Why has Horatio been asked to join the soldiers in the night watch? What has he decided to do?
4. How does the reader/audience know this ghost is not a hallucination?
Scene 2:
1. Highlight and explain the exposition or important background information that is revealed in King Claudius’ speech.
2. In Claudius’ opening speech, lines 1-7, what does he admit to forgoing or bypassing? As he continues in his speech,
highlight what he has done and how explain how it is evidence of wrongdoing or corruption.
3. What does Claudius mean when he addresses Gertrude as the “imperial jointress”? How does Claudius explain his
ascension to the throne?
4. Note how Claudius treats Laertes and compare that with his treatment of Hamlet (think “you” vs. “thou”).
5. How is Hamlet physically and emotionally conspicuous in the public portion of this scene (focus on his lines: “Seem,
madam…suits of woe”)?
6. What might be Claudius’ motivation in denying Hamlet permission to return to Wittenberg (to return to school)?
7. What aspect of Hamlet’s concept of death / desire for death is revealed in Hamlet’s first soliloquy: “O that this too
too sullied flesh…for I must hold my tongue”?
8. What aspect of Hamlet’s problem seems to bother him the most?
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Reading Guide
The Tragedy of Hamlet
9.
What important metaphor is introduced in Hamlet’s soliloquy when he says “Tis an Unweeded garden”? Explain the
comparison and the allusion this metaphor makes. Highlight all other image/references to a garden or organic
things.
10. Highlight and explain the contrast in Laertes’ and Horatio’s reasons for being in Denmark (Horatio explains to Hamlet
why he is in town and Laertes explain earlier to Claudius why he is in town).
Scene 3:
1. Highlight and explain the reasons that Laertes and Polonius give Ophelia to convince her not to trust Hamlet’s love.
Scene 4:
1. Other than the fact of the ghost itself, why is this Ghost appear to be an evil omen (hint, how is it dressed)?
2. Highlight where Marcellus states, “Something is rotten in the state of Denmark.” What does he mean? What motif
does this play into?
Scene 5
1. Highlight where the ghost says that he is “Doom’d for a certain term to walk the night./ And for the day confined to
fast in fires, / Till the foul crimes done in my days of nature / Are burnt and purged away.” Through these words, in
what region of the universe does the Ghost reside? (Think: where must he be if not in heaven, hell or on earth?)
2. Highlight where the Ghost warns Hamlet about his mother, what does he say to Hamlet? Why?
3. Highlight and explain what Hamlet means when he says, “The time is out of joint”.
ACT II
In all scenes: Highlight any occurrence of the play’s motifs: death, garden imagery, and disease and decay imagery
Scene 1:
1. Mark the passage in which Polonius attempts to learn about Laertes’ life in Paris. What is ironic about how Polonius
is keeping tabs on his son (think about what will happen if Reynaldo follows Polonius’ instructions)?
2. Highlight Ophelia’s description of Hamlet’s actions and Polonius’ response. Why would Polonius immediately jump
to the conclusion that Hamlet is mad for Ophelia’s love? (Consider how Ophelia has described Hamlet, how does
this connect to the ideal Elizabethan man)?
3. Consider how the episode of Hamlet in Ophelia’s closet promises to contribute to the overall calamity of the tragic
plot. Jot down the ramifications on the plot if Hamlet truly loves Ophelia. Now jot down the ramifications on the
plot if Hamlet does not love Ophelia.
Scene 2:
1. Are Rosencrantz and Guildenstern willing spies for Claudius and Gertrude? Highlight what makes you think so or
nay?
2. By switching to prose Shakespeare makes sure the audience doesn’t miss what Hamlet is doing to Polonius in their
conversation, which is what exactly? Highlight where you see this.
3. Highlight and explain what Hamlet’s initial reaction is to the appearance of Rosencrantz and Guildenstern? (Hint: he
says this, seeing them come toward him, but this just before they enter!)
4. Why would Rosencrantz and Guildenstern be hesitant to admit that they are in Elsinore because the king and queen
sent for them?
5. What is unusual about the player’s monologue about the Fall of Troy (hint: think about the perspective it is told from
and the perspective we are used to hearing)? Highlight the clues that show you this perspective.
ACT III
In all scenes: Highlight any occurrence of the play’s motifs: death, garden imagery, and disease and decay imagery
Scene 1
1. In Act I, Scene 3 Polonius tells Ophelia that pious words and acts can mask a truly sinful character. Highlight what
Claudius admits to himself (and to the audience) about his crime and paraphrase in your own words what he says.
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Reading Guide
The Tragedy of Hamlet
2.
3.
4.
5.
6.
Label the personal grievances Hamlet expresses in his “To be or not to be soliloquy” and explain what specific events
in Hamlet’s life they refer to (there are 6, find at least 3).
Highlight and label the metaphor Hamlet uses in his “To be or not to be speech” to express his developing
understanding of death? He compares death to…? How does he further develop this metaphor?
A nunnery is literally a convent where nuns live. But nunnery is also Elizabethan slang for a brothel or whorehouse.
Therefore, highlight and explain the ambiguity or multiple layers of meaning in the nunnery scene.
Highlight and paraphrase the main thrust of Hamlet’s criticism against Ophelia. How is it also an attack on women in
general? Highlight where you see this.
After Hamlet leaves, what information does Ophelia provide to the audience about Hamlet’s character before the
beginning of the play? Highlight this.
Scene 2
1. How do Hamlet’s instructions to the players parallel his own instructions to himself? Highlight where you see this.
2. Note and highlight the reasons why Hamlet trusts and admires Horatio.
3. What does Hamlet admit to Horatio and the audience just before the company arrives to view the play (think of
“idle” as meaning “acting mad”)? Highlight and note.
4. How does Hamlet’s speech pattern change when the others enter the room to view the play? Why? Highlight where
you see this.
5. Although ambiguous, what possible reasons does Hamlet have for speaking to Ophelia in such vulgar terms?
6. Is Gertrude guilty? How does this scene help answer that for you? Highlight your evidence.
7. Highlight and explain the metaphor of the recorder.
8. Explain the allusion to Nero in Hamlet’s closing speech. (Nero’s mother was Agrippa. Her second husband was the
emperor Claudius. After their marriage Agrippa convinced Claudius to adopt her son from her first marriage and
name him heir to the throne. After Claudius did, he was killed by poisoned mushrooms, allegedly fed to him by his
wife. Nero then became Emperor at the age of 16. Because his mother was so powerful in her own right, Nero
arranged to have her killed.)
Scene 3
1.
2.
3.
4.
How has the play-within-the-play changed Hamlet’s situation and influenced the action of the play?
How does Polonius’ spying on the scene between Hamlet and Gertrude indicate a change in Gertrude’s status?
In what paradox of salvation does Claudius feel trapped?
Why doesn’t Hamlet kill Claudius when he has the opportunity? Highlight where you see his reasoning and
paraphrase it in your own words.
Scene 4
1. Highlight and explain the ambiguity and word play Hamlet and his mother exchange at the beginning of this scene
(examine how she addresses him).
2. Highlight and explain Hamlet’s dual reaction to the killing of Polonius.
3. Highlight and explain what this scene reveals about Gertrude’s guilt or innocence.
4. What aspect of Gertrude and Claudius’ marriage still clearly bothers Hamlet the most? Highlight where you see this.
5. What is significant in this second appearance of the ghost?
ACT IV
In all scenes: Highlight any occurrence of the play’s motifs: death, garden imagery, and disease and decay imagery
Scene 1
1. How is this scene ambiguous regarding Gertrude’s “conversion” from the previous scene?
Scene 2
1. This scene really does not advance the plot. So what is the apparent purpose of this brief scene?
Scene 3
1. Why can’t Claudius simply deal with Hamlet swiftly and harshly as allowed by law?
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Reading Guide
The Tragedy of Hamlet
2.
3.
How does this scene advance Hamlet’s developing awareness of death? Highlight where you see this.
Do Rosencrantz and Guildenstern know the true purpose of their journey to England? Highlight and Explain.
Scene 4
1. The purpose of this brief scene is to “reintroduce” us to Fortinbras. (Remember we only know of Fortinbras as a
plundering heathen from Claudius’ version of him in Act I.) How is Fortinbras portrayed here? Highlight where you
see this.
2. How is Shakespeare setting up a foil for Hamlet in the character of Fortinbras? Highlight where you see this.
Scene 5
1.
2.
3.
4.
5.
Highlight and explain the important information Claudius reveals about the result of Polonius’ death
Highlight and explain they assume is the cause of Ophelia’s apparent madness.
How does Ophelia’s madness manifest? Why do you suppose Ophelia’s madness takes on the form it does?
Highlight and describe Laertes’ response to his father’s death. How is he a foil for Hamlet?
Highlight and explain how the flowers Ophelia distributes relate to the characters and their actions? (fennel and
columbines represent unfaithfulness, rue represents repentance, a daisy represents unrequited love)
Scenes 6-7
1. Highlight and explain the news that is revealed in Hamlet’s letter to Horatio. What does this show about Hamlet?
2. Note what will happen to Rosencrantz and Guildenstern.
3. How does this episode illustrate the role of coincidence in Shakespearean tragedy?
4. What 2 reasons will Claudius not kill Hamlet himself? Explain and highlight where you see this.
5. Consider Gertrude’s description of Ophelia’s drowning.
a. What, in her description, suggests that Ophelia committed suicide? Highlight and label it.
b. What, in her description, suggests that Ophelia’s death was an accident? Highlight and label it.
c. Is there another possible suggestion that Ophelia’s death was neither an accident nor suicide? Highlight and
label it.
ACT V
In all scenes: Highlight any occurrence of the play’s motifs: death, garden imagery, and disease and decay imagery
Scene 1
1. Why might Shakespeare start this act on a humorous note, between the two gravediggers? Highlight and explain
some of the humor.
2. Highlight and explain how Hamlet and the gravedigger view the sociological implications of death differently.
3. What motif and emphasis do the various skulls the gravedigger digs up during this scene contribute toward? How do
they contribute to the evolution of Hamlet’s understanding of death?
4. How does the entrance of Ophelia’s funeral procession continue this evolution? What does Hamlet finally admit?
5. Highlight and explain what Laertes and Hamlet’s fight in Ophelia’s grave foreshadows.
6. Why is this scene in prose?
Scene 2
1.
2.
3.
4.
5.
6.
7.
8.
Highlight and explain what Horatio learns about the real purpose for the trip to England
What is ironic about Rosencrantz’s and Guildenstern’s approaching deaths?
Highlight and explain how Shakespeare establishes that Hamlet is indeed a noble gentleman.
How does the impending duel with Laertes complete Hamlet’s concept of death that has been developing through
the play? What state of mind is he now in?
Highlight and explain why Hamlet apologizes to Laertes.
Explain how each character dies in the end.
Other than the fact that it’s a tragedy and therefore has to, why does the play end with so much bloodshed and
death?
Highlight and explain the significance of Fortinbras delivering the last lines of the play.
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