Class Agenda #90 – “Hamlet” – Act 1.3

Class Agenda #90- Hamlet Act 1.3 

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-


  • besmirch (v.) – soil, tarnish, discolor
  • chastity (n.) – the state or quality of being chaste (i.e. refraining from sexual intercourse that is regarded as contrary to morality or religion)

  • Journal-
  • Try using both words in a sentence.
    • Bonus if you can make your sentence about Hamlet.
  • #904- “I Am Music” Common, Ft Jill Scott (4:46  —  2002)

    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- 
  • Elizabethan England  – Read Aloud
  • Characters in Hamlet so Far: Hamlet, Ghost, Claudius, Gertrude, Horatio
  • Part III Reading Act 1.3
  • New Characters today: Laretes, Ophilia, Polonius 
    • Looking over the Character List, what do we know about these characters?
    • Watch Film Version of Scene
    • Looking at The Text!
  • Lines 1-55 – Work in Groups to put these lines into common language.
  • Answer the following in your Notebook.

    What does Laertes mean when he uses the phrase “Hamlet, and the trifling of his favor” (line 6)?

    How does Laertes describe Hamlet’s affection in lines 6–11? How does Laertes tell Ophelia to react to the affection in these lines?

    What does Laertes mean when he says, “no soil nor cautel doth besmirch / The virtue of his will” (lines 18–19)?

    To what do the terms “the body” and “the head” refer on lines 26–27? What is the relationship between “the body” and “the head” in this context?

    How are Hamlet’s choices different from the choices of “unvalued persons” (line 22)? Whom do Hamlet’s choices affect?

    According to Laertes, why is it that Hamlet’s “will is not his own” (line 20)?

    What is Laertes’s concern for Ophelia? (27-48)

    What does Laertes say might happen to Ophelia if she gets too close to Hamlet?

    What metaphor for Hamlet’s pursuit of Ophelia does Laertes develop in his speech? What is the impact of the metaphor?


    How does Ophelia respond to Laertes’s advice about chastity?

    What does Ophelia mean when she tells Laertes, “Do not as ungracious pastors do” (line 51)?


    Closing Quick Write-

    How does Shakespeare develop the characters of Laertes and Ophelia in relation to one another?


How does Polonius’s tone when he speaks to Ophelia differ from Laertes’s tone in his monologue to Ophelia? Use evidence from the text to support your response.



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