1. “From this time forth…”
Hamlet’s shift into action

2. Plot recap
Hamlet has been sent to England by Claudius, with Rosencrantz and Guildenstern accompanying him
On his journey to England, Hamlet encounters Fortinbras’ army on their way to Poland – he is inspired by their dedication to their cause.
Hamlet abandons the ship to England by joining a group of pirates and is headed back to Denmark (we are told this in the letter he sends to Horatio)
In other news:
Laertes wants revenge on Hamlet for the death of Polonius
Ophelia has gone crazy and eventually drowns (herself?) – furthering Laertes’ desire to kill Hamlet
Claudius is made aware of Hamlet’s return and arranges for a “harmless” duel to take place between Hamlet and Laertes

3. A change of mental state
In Act IV, Scene IV, Hamlet encounters Fortinbras and his army. In this brief scene, Hamlet is struck by the resolution that the Norwegian army has.
Give handout and watch clip.

4. Compare/Contrast Remember Hamlet in Act III, Scene III?
In lines Hamlet considers killing Claudius while he prays; he debates the pros and cons and eventually decides to wait.
Re-read this scene and note the techniques Shakespeare uses to create the tone.
Have students work individually to re-read this section and discuss the techniques and tone they come up with
First few lines, he justifies why he SHOULD kill Claudius, then shifts into questioning, anger, frustration and eventually justification for waiting for a more opportune time to take Claudius’ life.
Tone: uncertain, wavering, irresolute, vascillating, etc.
Techniques: question 89-91
Personification of sword line 93
religious imagery – heaven, passage, salvation, soul, hell
Broken meter – some intact lines but no set pattern

5. Close read
On your own, complete a close read of Hamlet’s soliloquy, paying attention to poetic elements, diction and tone.
Compose a well-written thesis that answers the following prompt:
How does Shakespeare use literary elements to convey the change in Hamlet’s mental state at this point in the play?
How does this soliloquy compare to the one in Act III?
Hint: take a look at the meter – what can we deduce?
BIG NOTE: Students should note that in this soliloquy the rhythm and meter are largely intact – what does this tell us? He is of more sound mind at this point. Is Hamlet mad? Is he feigning madness?

6. Thematic Tie?
How can we relate our findings in these two soliloquies to our developing theme ideas of madness, revenge, and inaction?