1. ‘to be or not to be’ Hamlet’s most unique soliloquy
Tuesday 27th September 2016
The dramatic purpose of this episode is to establish Hamlet as a characteristically detached, reflective, analytic, thinking and moral. .
‘to be or not to be’
Hamlet’s most unique soliloquy
QFL:
Can I begin to explore Hamlet’s state of mind

2. Act 3 Scene 1 – ‘to be or not to be’
Read through the scene and work through the following steps:
What are the key messages of this soliloquy?
Why is there no mention of the ghost/Claudius/Gertrude?
What do you notice about the tone and tempo?
What does this show you about Hamlet’s state of mind?

3. Nunnery episode ‘Get thee to a nunnery’
Readers:
Hamlet – Juliet
Ophelia- Olivia
King – Mia
Polonius - Jay
The calmness of the soliloquy is in direct contrast to the passionate exchange which follows…
Nunnery episode
‘Get thee to a nunnery’

4. Reversal of Roles Ophelia’s betrayal
Explore …
Hamlet’s reaction to Ophelia before she speaks.
How he refers to her
Language used
Hamlet’s rage once Ophelia starts talking.
How does he refer to her now?
Language he uses

5. The Mousetrap Play within a Play Act 3 Scene 2
Readers:
Hamlet – Jay
Horatio – Sammara
Polonius – Annisa
First Player / Player King– Juliet
Player Queen - Olivia
Rosencrantz – Mia
King – Amal
Ophelia – Amel
The Mousetrap
Play within a Play
What are the key moments of the scene?

6. Claudius’ reaction to the play… What does Hamlet think?
Horatio…….the voice of reason?

7. Explore how Hamlet’s relationships are developed with the following characters

8. for
against
‘Ophelia should be viewed as a completely innocent victim’ Argue for AND against this statement

9. Monday 3rd October 2016
Bell Work:
What is the primal elder curse?
What do you know about the story of Cain and Abel?
The Primal Elder Curse
QFL: Am I able to extract the relevant info from wider reading and apply it to my response?

10. Act 3 Scene 3 What does this scene reveal about Claudius’ character?
Readers:
Claudius: Juliet
Hamlet: Tejasbna
Rosencrantz: Olivia
Guildenstern: Danielle
Polonius: Amal

11. Claudius is not genuinely repentant
Repentance
Claudius is not genuinely repentant
How do we know this?

12. Read through the critical reading provided about this section of Hamlet.
Using your notes and understanding, can you go back to your answers from today and edit your responses using a more critical approach and with reference to a critic/s?

13. Potential Explanations for Hamlet’s delay….
Tragic Flaw
Conscience
Hamlet’s Delay
Potential Explanations for Hamlet’s delay….
Fairness
Plot Device

14. The Closet Scene Bell Work:
Tuesday 4th October 2016
Bell Work:
What perception do we have of Gertrude already. Provide quotes to support your points.
The Closet Scene
QFL:Am I able to effectively explore the key moments of Act 3 Sc 4 and the deliberate techniques used

15. Act 3 Scene 4 The Closet Scene
Readers:
Hamlet - Mia
Gertrude- Tejasbna
Polonius - Amel
The Closet Scene
What is the purpose behind Hamlet’s confrontation?
Confirms Claudius’ Guilt
Make Gertrude repent
Repair their relationship

16. Explore Gertrude’s language whilst she is talking to Hamlet

17. Explore Hamlet’s control over the conversation. How does he do this?

18. Critical Reading Read through the critical reading on Gertrude.
How can you edit and improve your previous responses in light of the critical interpretations?
Critical Reading

19. Freud’s Oedipal Analysis
Freud believed that the unconscious mind was full of thoughts, feelings and memories that people were unaware of but that influenced their behaviour.
In his book The Interpretation of Dreams Freud rejected Goethe’s idea that Hamlet’s high intelligence prevented him from 'action’. Freud argued tat he can take action because he murders Polonius and R+G.
Freud argued that Hamlet’s hesitation comes from his unconscious mind because Hamlet has a repressed desire for his mother. This idea has influenced many modern performances of the closet scene.
Freud suggested that Claudius achieves what Hamlet subconsciously wished he had done (killing his father and sleeping with his mother). Hamlet sees himself mirrored in his Uncle and doesn’t want to kill a part of himself.

20. Extended Writing:
Use your wider reading from this week to help support your response to the following question:
‘Act 3 Scene 4 proves that Gertrude is just an innocent victim’. To what extent do you agree with the statement?

21. Monday 10th October 2016
QFL: Am I able to reflect and improve my draft using context and critics?
Bell Work:
Read through the criticism on Ophelia which is in the handout .

22. Read through the feedback provided on your Ophelia essay.
Some key areas for improvement as a class:
- Context
- Critics
- Effective Communication (Grammar and Punctuation)
Read through the following paragraph. Highlight where you see examples of CRITICS and EFFECTIVE COMMUNICATION being used.
A strong reason why Ophelia should be viewed as a completely innocent victim is because she is used by King Claudius and Polonius to establish their plan in finding the cause of Hamlet's 'madness' . Polonius instructs Ophelia, telling her to 'walk...read on this book" so this would "colour (her) loneliness”. The use of Polonius's detailed instructions suggests that Polonius is advising her on how she should even feel, as well as instructing her how to 'walk...read on'.
There are no stage directions for Ophelia in this scene, which reinforces her inactive presence with and without the counsel of the men around her. Furthermore, she is described by author Jacques Lacan as a "piece of bait” which is clearly evident in this scene. This is because she does not play an active part in dialogue in Act 3 Scene 1 until she was instructed by the men to fulfil their own plans; through this we should view her as completely innocent victim.
Lastly, Ophelia should be seen as a completely innocent victim because she pays the consequence of the cunning plan of King Claudius and Polonius. She pays this consequence by having to endure Hamlet’s verbal abuse concerning women, how they “amble...lisp’’ and make their “wantonness’’ their “ignorance’’. The use of the spiteful language from Hamlet expresses all of his infuriation towards the dishonesty of women and of marriage in general. This in turn; highlights the victim role of Ophelia as all of his angst towards wanton behaviour and deception is all blamed on Ophelia, asking her why she would be ‘a breeder of sinners’. Her obedience towards authorities such as her father and the king has oppressed and disadvantaged her, even though it was not her own choice to play the deceptive role of finding the cause of Hamlet’s madness.

23. Steps for Successful Improvement:
1. Swap your essays with someone else ( not on your table)
2. Choose one paragraph that you will edit. Box this off using a green pen
3. Now ,re write this paragraph.
Areas for Improvement:
Critics
Context
Effective Communication
Ophelia is radically different to Shakespeare’s other female characters: Juliet, Desdemona, Hermia, for example all put their love for their prospective husbands before their obedience to their fathers, defying more intimidating characters than Polonius.
Ophelia does not even put up a struggle – she has no point of view ‘ My lord, I do not know what I should think’. She has the opportunity to confide in Hamlet but Shakespeare chooses to keep her silent.

24. You should now have your own work back in front of you.
Read through the improved paragraph.
Using a highlighter, highlight where a critic/further reading has been used to support the viewpoint/idea.