Class Agenda #84 – “Hamlet” – Act 1.2 I

Class Agenda #84- Hamlet Act 1.2 I

Homework Check- Charles will come around and check. Just show him.

Opening Reading-

“…the most constructive way of resolving conflicts is to avoid them.”
-Felix Frankfurter (1952)

JOURNAL –  At the end of Act 1.1 of Hamlet, Horatio makes a decision-


So have I heard and do in part believe it.
But look, the morn in russet mantle clad Walks o’er the dew of yon high eastward hill. Break we our watch up, and by my advice Let us impart what we have seen tonight Unto young Hamlet; for, upon my life,This spirit, dumb to us, will speak to him.
Do you consent we shall acquaint him with it As needful in our loves, fitting our duty?

  • Analyze this decision as it pertains/relates to the quote by Mr. Frankfurter.
  • Remember- to Analyze something is to:
    • Put it in your own words
    • Explain how it connects to the overarching point/thesis/topic/quote

#888- “ValerieAmy Winehouse (3:54  —  2008)




    I Can analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


    Student learning will be assessed via a Quick Write at the end of the lesson. Students answer the following prompt, citing textual evidence to support analysis and inferences drawn from the text.

     How do specific word choices in Claudius’s monologue impact the development of Hamlet’s character?

    Hamlet Vocabulary- 

# filial (adj.) – of, pertaining to, or befitting a son or daughter

  obsequious (adj.) – (in the Elizabethan context) obedient; dutiful

   obstinate (adj.) – firmly or stubbornly adhering to one’s purpose, opinion

  impious (adj.) – not pious or religious; lacking reverence for God, religious practices, etc.

condolement (n.) – sorrow

  vulgar (adj.) – characterized by ignorance of or lack of good breeding or taste; indecent; obscene; lewd; crude, coarse, unrefined; of, pertaining to, or constituting the ordinary people in a society; current, popular, common


Part II- Mini-Mini Lesson- 

What is a Monologue?

Part III – Reading!

“Hamlet” By William Shakespeare (1603).

  • 11.1.2_hamlet (1)
  • If you haven’t”
    • Save to Your Desktop and Title it with Your Name
    • Have the reading and your notebook accessible.
  • In small groups at your tables:
    • Read Lines 90-93
    • Discuss the following, Taking Notes in your notebook as you do.
  1. In lines 90–92, who is Hamlet mourning?
  2. What are the first two adjectives that the King uses to describe Hamlet’s nature?
  3. Evaluate Claudius’s sincerity about Hamlet’s “sweet and commendable” nature. What evidence from the text supports your position?


  • Look at the phrases “bound in filial obligation” and “obsequious sorrow.”
  • Connect this to our Vocabulary list

Continue in Groups on Lines 93-96

  1. How does Claudius view the loss of Hamlet’s father? Use evidence from the text to support your position.
  2. How does Claudius emphasize his point in lines 93–94?

Vocabulary Check In- Impious and Obstinate 

Continue on Lines 96-101

  1. Which familiar word do you see in condolement?
  2. What does it mean to send condolences?
  3. What does Claudius mean by condolement on line 97?
  4. Using these definitions, paraphrase lines 93–98. What is Claudius saying to Hamlet?
  5. Define the word “grief” (line 98).
  6. What idea links the phrases “mourning duties” (line 92), “filial obligation” (line 95), and “obsequious sorrow” (line 96)?
  7. What can you infer about Claudius’s view of grief and its relationship to duty?
  8. In lines 96–98, of what fault does Claudius accuse Hamlet? Cite two words that support your response.
  9. What does Claudius mean when he calls Hamlet’s grief “unmanly” in line 98?

Lines 102-105

  1. In line 102, what does Claudius mean by “what we know must be”?
  2. How is the word vulgar used in line 103?
  3. Which other word with similar meaning does Claudius use in lines 102–103? What is the impact of using these two words close together?
  4. Where earlier in the speech does Claudius make a similar point?
  5. What does Claudius’s repeated insistence upon death as an everyday occurrence imply about Hamlet’s character?

Lines 105-106 

  1. What is the impact of the repetition of the word “fault” in lines 105–106 on Claudius’s depiction of Hamlet?
  2. What is Hamlet’s “fault”?
  3. Against what and whom is this fault committed?

Lines 107-110

  1. To what concept does Claudius appeal in lines 107–110?
  2. In line 107, how does Hamlet’s grief appear “to reason,” according to Claudius?
  3. What is the reasonable attitude towards death, according to Claudius?
  4. If you could translate the speech so far into one sentence, what would it be?

Quick Write- Answer the following prompt in about a paragraph.

How do specific word choices in Claudius’s monologue impact the development of Hamlet’s character?

  • Look at your text and notes to find evidence

Homework- Reread Lines 90-110 and address the following writing prompt

  • To what standards is Claudius holding Hamlet? Cite at least two pieces of textual evidence to support your claim.



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