ACT II, scene 1
Character (LINES 1–24)
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This scene further develops the audience’s understanding of the character of Polonius—his character
traits will have a major impact on what happens later in the play. What does Polonius want Reynaldo to
do? How is Reynaldo to do this? What do Polonius’s actions reveal about his character?
Conflict (LINES 78–101)
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Analyze Hamlet’s behavior in lines 78–101. List details of Hamlet’s appearance (lines 79–84). List
details that show Hamlet’s emotions.
Reread Ophelia’s description of Hamlet in lines 78–85. How is his appearance related to the Ghost’s
revelation in Act I, Scene 5, line 26.
Character (LINES 109–121)
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What do Ophelia and Polonius believe about Hamlet’s condition?
ACT II, scene 2
Analyze Drama Elements (sc. 2 LINES 1–18)
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Dramatic irony: what is ironic about the King sending for Rosencrantz and Guildenstern?
Character (sc. 2 LINES 40–55)
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Describe the relationship between Polonius and Claudius and its effect upon the characters’ actions.
Analyze Drama Elements: Character (sc. 2 LINES 60–80)
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Recall what you know about Fortinbras from Scene 2 of Act I. Then note the additional details you learn
about him in Voltemand’s report. How is he similar to Hamlet? How is he different?
Determine Themes (sc. 2 LINES 81–85)
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This scene shows Claudius in his public persona, conducting official business on behalf of the state.
What ideas about the “public” Claudius this scene brings out. How is this public persona in contrast with
his private persona?
Character (sc. 2 LINES 85–128)
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In line 90, as he explains to the King and Queen why he thinks Hamlet is mad, Polonius says that
“brevity is the soul of wit.” Explain the irony in this statement. Consider also lines 96-113.
Analyze Word Choice (sc. 2 LINES 133–152)
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Describe the tone of the first part of this speech. To what comment of Claudius’s is he responding?
Describe the tone of the last part of the speech. Identify literary techniques that help to convey this tone:
repetition and parallel structure.
Character (sc. 2 LINES 157–169)
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How does Polonius’s suggestion further illustrate his character?
Analyze Drama Elements (sc. 2 LINES 173–181)
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Explain Hamlet’s purpose in this conversation. What does he suggest about Polonius in line 177 that
shows to the informed audience that he is not insane?
Character (sc. 2 LINES 182–219)
Note: This exchange between Hamlet and Polonius works on two levels. On one level, Polonius, working on
behalf of the King, engages Hamlet in conversation to learn more about his madness. On another level, Hamlet
taunts and insults Polonius with madness as his cover.
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Read lines 198–206 and then explain how Hamlet’s words can come across both as crazy talk and as
insults to Polonius.
Read lines 207–219 and then cite evidence that Polonius understands there is more to Hamlet’s talk than
simple nonsense.
Conflict (sc. 2 LINES 270–297)

Explain what Hamlet wants from Rosencrantz and Guildenstern and why they resist giving him a
straight answer. Is Hamlet is still pretending to be mad during this part of the scene?
Determine Themes (sc. 2 LINES 298–316)
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Point out images Hamlet uses to develop this passage. Based on these images and the passage, what is
the theme of this speech?
Analyze Drama Elements (sc. 2 LINES 321–373)
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Reread lines 368–373 and then explain what Hamlet says here about his uncle, the current King of
Denmark.
Relate this passage to the play’s themes.
Analyze Structures: Conflict (sc. 2 LINES 454–455)
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Why does Hamlet choose that particular speech for the actor to recite?
Analyze Word Choice (sc. 2 LINES 465–472)
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What words are used to describe Pyrrhus as he pursues his quest of revenge? Relate this language to
Hamlet’s sentiments?
Soliloquy (sc. 2 LINES 557–614)
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Read lines 558–574 closely and carefully. What quality does the actor possess that Hamlet feels he does
not?
Read lines 597–607 and explain Hamlet’s plan here.
Read the remainder of the soliloquy. What reason or excuse Hamlet gives himself for putting on the play
before taking his revenge.