Class Agenda #89 – “Hamlet” – Act 1.2 V – Characteristics

Class Agenda #89- Hamlet Act 1.2 V- Characteristics

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

Get Out: Your Notebook, Copy Of Hamlet

Opening Circle-

Clap and response UP to 10 beats.

Opening Reading-

O, that this too, too sullied flesh would melt,
Thaw, and resolve itself into a dew,
Or that the Everlasting had not fixed
His canon ’gainst self-slaughter!

O God, God, How weary, stale, flat, and unprofitable
Seem to me all the uses of this world!
Fie on ’t, ah fie! ’Tis an unweeded garden
That grows to seed. Things rank and gross in nature

Possess it merely. That it should come to this:
But two months dead—nay, not so much, not two.

So excellent a king, that was to this
Hyperion to a satyr; so loving to my mother
That he might not beteem the winds of heaven
Visit her face too roughly. Heaven and Earth,
Must I remember? Why, she would hang on him

As if increase of appetite had grown
By what it fed on. And yet, within a month
(Let me not think on ’t;; frailty, thy name is woman!),

A little month, or ere those shoes were old
With which she followed my poor father’s body,

Like Niobe, all tears—why she, even she
(O God, a beast that wants discourse of reason

Would have mourned longer!), married with my uncle,
My father’s brother, but no more like my father

Than I to Hercules. Within a month,
Ere yet the salt of most unrighteous tears
Had left the flushing in her gallèd eyes,
She married. O, most wicked speed, to post

With such dexterity to incestuous sheets!
It is not, nor it cannot come to good.
But break, my heart, for I must hold my tongue.


  • Summarize The Last 4 Lines of This passage into your own words
  •  What should Hamlet do in this situation?

    #903- “Bossa Nova Baby” Tippie and The Clovers (2:03  —  1952)

    Review- Homework, Opening Journal

  • Standards

    I Can Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


    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.


    Assessment What is the impact of Shakespeare’s choice to introduce Hamlet through Claudius’s monologue and then



  • Part II- Mini-Lesson- 
  • Understanding the Hamlet/Claudius Dynamic-
  • Take a look at this Character Evidence Gathering Tool
  • Copy and Paste This into your Notebook.
  • Rewatch Scene 1.2.
    • Pay attention to what this reveals about Claudius and Hamlet
  • Part III Group Time
    • Roles- Moderator, Participants, Reporter
  • Task-
    • Discuss 2 more Characteristics of Claudius and Hamlet (EACH)
    • Discuss what evidence from the text there is to support these characteristics
    • Work to complete your character Organizer
    • Review Discussion Rubric


Finish this Character Evidence Gathering Tool on your Own



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