Hamlet: Honoring the Dearly Departed

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Hamlet: Honoring the Dearly Departed Analyzing Character Traits and Development

Check In - On your Hamlet notes, complete the following statement: The conflict between _______ and ______ is like (a) ______________________________ because _____________________________. This is intended to be a simile, so your comparison should be between two unlike objects/ideas. Be prepared to share your comparison with the class.

Objective Understand the importance of a character in terms of their actions in the play.

Pair and Share Take a look at 2.2.532 (“Let them be well used…”, Hamlet and Polonius talking, the Player has finished his lines). Consider your answer to the following questions, and then share your answers with a partner. What is an epitaph? Does Hamlet mean the word in the same way as the definition intends? Brainstorm a list of words and phrases that best describe each of the central characters’ (Hamlet 1&2, Gertrude, Ophelia, Polonius, Laertes, Claudius) notable personality traits .

Brainstorm and Categorize As a class: Read Thomas Gray’s “The Epitaph” (link is on the Hamlet page) In Groups: On the poem… Make notes of examples of figurative (personification, simile/metaphor, etc), sensory, and descriptive language

Brainstorm and Categorize In Groups: On the poem… Make notes of examples of figurative (personification, simile/metaphor, etc), sensory, and descriptive language Group findings by category. What do each of your examples seem to address or discuss (legacies, personality traits, physical traits, etc)

Brainstorm and Categorize Finally, look over your findings and categories In one statement, how is this individual supposed to be remembered, based on these descriptive words and phrases? What tone does the narrator use to convey this idea? What concluding statements / remarks can be made about this epitaph?

(NOTE: you leave with your partner’s card) Reflect On an index card, generate a specific idea or example from your group to share Take your card and circulate around room; share your information with a classmate and then exchange cards (NOTE: you leave with your partner’s card) After two or three exchanges, return to your original table group and share example on last card What examples can you add to your group’s original list?