Objectives

• Analyse how Shakespeare uses the Ghost's speech in Act I Scene v to construct Hamlet's psychological conflict between duty and doubt.
• Explain how theatrical self-consciousness — the play-within-a-play in Act III Scene ii — functions as a method of exposing guilt and staging power.
• Trace how Shakespeare presents the collapse of order through Ophelia's mad scene (Act IV Scene v) and connect it to the themes of betrayal and love.
• Analyse how the graveyard scene (Act V Scene i) uses imagery of mortality and social levelling to develop Hamlet's evolving identity.
• Write a fully evidenced analytical paragraph that makes a precise, debatable claim about Shakespeare's methods in a named passage.
• Evaluate competing critical interpretations — including psychoanalytic and political readings — of Hamlet's hesitation and apply them to specific moments in the text.

The sequence

1. Lesson 1: The Ghost's Command and Hamlet's Paralysis — Act I

   60 min · ch. 1

   Do now

   On your mini-whiteboard, jot down a single word that captures your feelings if a deceased relative suddenly appeared and urged you to commit murder. After that, write a sentence explaining whether you would follow their command. Be prepared to share your sentence out loud. Please refrain from discussing this yet — it’s a silent activity for now.

   Teacher input

   Certainly! Here's a humanized version of the text:

   ---

   Model a close reading of the Ghost's speech in Act I Scene v, lines 59–80 ('I am thy father's spirit… Revenge his foul and most unnatural murder'). Analyze how the use of the imperative mood ('Revenge'), the sensory horror of 'hebona' pouring into the 'porches of mine ears', and the Ghost's repeated commands create an obligation that Hamlet struggles to confirm. Illustrate how the term 'unnatural' reverberates throughout Act I, intertwining themes of regicide, incest, and disrupted succession into a single knot of anxiety.

   ---

   Summary of Changes Made:

   • Adjusted sentence structure for a more natural flow while maintaining meaning and length.
   • Changed "demonstrate" to "analyze" and "show" to "illustrate" for a more conversational tone.
   • Rephrased "construct an obligation Hamlet cannot verify" to "create an obligation that Hamlet struggles to confirm" for clarity.

   Independent task

   Students will annotate the extract from Act I Scene v (lines 59–112), which is provided on a printed sheet. They need to identify three instances where Shakespeare's language evokes either urgency or doubt. For each instance, they will write one sentence of analysis following this structure: Shakespeare uses [technique] in '[quotation]' to suggest [effect], because [development]. Finally, they will compose a fourth sentence that ties their three selections to the theme of doubt. This work will be collected at the end of the lesson.

   Exit ticket

   The single most important word in the Ghost's speech is "remember," and it creates a problem for Hamlet because it burdens him with the weight of revenge, complicating his ability to act decisively.

2. Lesson 2: Staging Guilt — Surveillance, Performance and 'The Mousetrap' (Acts II–III)

   60 min · ch. 2, 3

   Do now

   Hamlet wants the performers to deliver their lines exactly as he taught them, without embellishments or alterations. He believes that the sincerity and authenticity of their delivery are crucial to achieving the desired impact on the audience.

   Teacher input

   Model how to interpret the stage direction 'The King rises' (Act III Scene ii, after line 262) alongside Claudius's aside 'O, my offence is rank' (Act III Scene iii, lines 36–38) as a moment that reveals both theatrical and psychological depths. Guide students in observing how Shakespeare crafts the experience of watching Claudius observe a play reflecting his own actions — creating a complex layer of gaze. Highlight how the word 'rank' (which can mean both 'foul-smelling' and 'of high rank') unifies Claudius's sense of power and guilt in a single expression.

   Independent task

   Students will write a structured paragraph (PEEL or equivalent) addressing the question: 'How does Shakespeare use the play-within-a-play in Act III Scene ii to reveal Claudius's guilt?' They need to include quotes from at least two key moments: Hamlet's instructions to Horatio before the play ('Give him heedful note', Act III Scene ii, line 86) and Claudius's response. The paragraph should also contain one observation about dramatic form — specifically, what the audience perceives that the characters do not. Submissions will be collected at the end.

   Exit ticket

   Revealing Claudius's guilt to the audience before Hamlet learns of it creates dramatic irony, heightening tension and engaging viewers as they anticipate Hamlet's reaction upon discovering the truth.

3. Lesson 3: Disorder and Disintegration — Ophelia's Mad Scene and the Fallout from Polonius's Death (Acts III–IV)

   60 min · ch. 3, 4

   Do now

   Read Ophelia's song in Act IV Scene v, lines 23–26 ('He is dead and gone, lady, / He is dead and gone; / At his head a grass-green turf, / At his heels a stone'). Write two observations about what is unusual or meaningful regarding the structure of this speech when compared to the verse Ophelia uses in Act I. Work quietly.

   Teacher input

   Close Reading of Act IV Scene v, Lines 20–73

   In this scene, Ophelia makes a poignant entrance, marked by her songs that starkly contrast with her earlier regulated iambic pentameter in Act I. Shakespeare masterfully shifts her language from the structured verse we associate with her past to a more fragmented style, combining song and prose. This transition underscores her descent into madness and highlights her emotional turmoil.

   As she distributes flowers—rosemary, pansies, fennel, columbines, and rue—each bloom carries significant meaning, serving as a subtle yet powerful critique of the court. For instance, 'rue' operates on two levels: as a herb and as a symbol of regret. This dual meaning implicates Gertrude and Claudius in Ophelia's suffering. Despite her inability to voice a direct accusation, the flowers transform her madness into a form of truth-telling. In this way, her fragmented speech reflects both a tragic loss of agency and an unspoken indictment of those who have wronged her.

   Independent task

   Students are tasked with writing a comparative paragraph: "Compare Shakespeare's portrayal of Ophelia in Act I, Scene iii (lines 88–136, Polonius's instructions) with her depiction in Act IV, Scene v (lines 20–73, the mad scene). What has changed, and what does this change indicate about how women are treated in the court?" They need to include quotes from both passages and discuss at least one notable shift in language or form. Submissions will be collected at the end.

   Exit ticket

   Ophelia gives out the flower rosemary in Act IV Scene v. I believe it’s meant for her father, Polonius, symbolizing remembrance and her grief over his death.

4. Lesson 4: Yorick's Skull and the Democracy of Death — Act V Scene i

   60 min · ch. 5

   Do now

   Look at Hamlet's line in Act V Scene i: 'Alas, poor Yorick! I knew him, Horatio — a fellow of infinite jest, of most excellent fancy' (lines 184–185). Without searching for any information, write one sentence about what this moment reveals about Hamlet that we haven't encountered before. Work quietly.

   Teacher input

   Model how to interpret Hamlet's reflection on Alexander the Great and Julius Caesar (Act V Scene i, lines 202–215: 'Alexander died, Alexander was buried…') as a philosophical argument about the equalizing force of death. Highlight how the absurd progression — from emperor to dust to being tossed in a beer barrel — intentionally undermines the heroic tone typically celebrated in a revenge tragedy. Relate this to Hamlet's previous struggle to take action: illustrate how the graveyard scene provides him with a perspective (death is unavoidable; whether he acts or remains passive ultimately makes no difference) that frees him from his inaction.

   Independent task

   Students will write a paragraph in 15 minutes that responds to the question: 'How does Shakespeare use the graveyard scene in Act V Scene i to shape Hamlet's view on death and his sense of identity?' They are required to include a quote from Yorick's skull speech (lines 184–195) and the Alexander passage (lines 202–215), along with a statement about how Hamlet has changed since Act I. The paragraphs will be collected at the end.

   Exit ticket

   Does the graveyard scene prepare Hamlet to take action, or does it just swap one delay for another? Provide one word of evidence.

5. Lesson 5: The Catastrophic Finale — Reading the Duel and Evaluating Critical Interpretations (Act V)

   60 min · ch. 5

   Do now

   Read the stage directions and Laertes' dying confession in Act V Scene ii, lines 318–328 ('The treacherous instrument is in thy hand… Exchange forgiveness with me, noble Hamlet'). In your opinion, who bears the greatest responsibility for the deaths in Act V Scene ii, and why? Identify a character and provide one reason.

   Teacher input

   Model how to apply a critical lens to Act V Scene ii, lines 350–358 — Hamlet's dying speech ('Had I but time… O, I could tell you — / But let it be'). Introduce Ernest Jones's Oedipal interpretation, which suggests Hamlet's hesitation comes from an unconscious identification with Claudius as a father figure and rival. Alongside this, present a political perspective where Hamlet's inability to act is due to the belief that killing a king would destabilize the state. Guide students on how to evaluate both interpretations against the same lines: does 'let it be' indicate psychological surrender, political resignation, or something different? Illustrate how a strong essay identifies an interpretation, applies it, and then complicates it.

   Independent task

   Students are tasked with writing a complete analytical paragraph that addresses the question: 'How does Shakespeare present Hamlet's acceptance of death in Act V Scene ii?' They should include at least two quotes from Act V Scene ii, reference one critical interpretation (either Jones or the political reading discussed in class), and conclude with a sentence that either supports or challenges that interpretation using evidence. This assignment is the longest part of the sequence and will be collected as a summative draft.

   Exit ticket

   I find the psychoanalytic reading of Act V Scene ii more convincing because it delves into the characters' unconscious motivations and emotional struggles. The phrase "inner turmoil" from the text most strongly supports this perspective.

Activities

Assessment

• Exit ticket Lesson 1: precision of word-level analysis on the Ghost's speech — does the student name a specific word and articulate a dramatic or thematic effect, rather than paraphrasing plot?
• Exit ticket Lesson 2: ability to identify dramatic irony — does the student explain the gap between what the audience knows and what Hamlet knows, rather than simply retelling the scene?
• Annotated extract Lesson 1: are three distinct techniques identified with correctly embedded quotations, or does the student rely on paraphrase?
• Comparative paragraph Lesson 3: does the student track a change in Shakespeare's presentation of Ophelia across two acts, or treat both passages as static character description?
• Exit ticket Lesson 4: can the student connect the graveyard scene to Hamlet's earlier hesitation — i.e., is there a developing argument across the play, or isolated observation?
• Exit ticket Lesson 5: does the student commit to a critical position and anchor it in a specific word or phrase, or remain vague about which reading they find more convincing?

Standards covered

Common Core 11 12

• RL.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.11-12.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyse the impact of specific word choices on meaning and tone.
• RL.11-12.5 — Analyse how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
• RL.11-12.6 — Analyse a case in which grasping a point of view requires distinguishing what is directly stated from what is really meant.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP Literature

• Literary Argumentation (LAN-1) — Explain the function of a character, including how characters contribute to the development of a text's themes.
• Figurative Language (FIG-1) — Explain the function of specific words and phrases in a literary text, including connotation, metaphor and imagery.
• Narration and Structure (STR-1) — Explain the function of structure in a text, including how dramatic form shapes meaning.
• Literary Context (LCO-1) — Explain the relevance of historical, cultural or critical context to the interpretation of a literary text.
• Evidence and Commentary (EVI-1) — Develop textual evidence into commentary that supports a line of reasoning.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
• AO5 — Explore literary texts informed by different interpretations.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO4 — Explore connections across literary texts.
• AO5 — Demonstrate understanding of the significance and influence of contextual factors and different interpretations in shaping the meanings of literary texts.