Name: ____________________________________ Close Reading Inference Worksheet (Act 5, Scene 1) Directions: Use these questions to reflect more deeply about the plot and playwright’s craft. For short answer questions, respond in complete sentences. ●●●●● 1. Given all the plot developments in this scene, make a logical inference. Why might Shakespeare have decided to open this scene in a graveyard? _____ 2. From a storytelling standpoint, what function does a gravedigger serve? A. His function is to inform the audience of social norms and customs of the time. B. His function is to complement the solemn and somber tone of the scene. C. His function is to provide some degree of comic relief in an otherwise heavy scene. D. His function is to illustrate the intellectual contrast between fools and aristocrats. © 2024 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online except for in virtual classrooms inaccessible to the general public. _____ 3. The tone of lines 26 through 31 is best described how? 26 27 28 29 30 31 Why, there thou say'st: and the more pity that great folk should have countenance in this world to drown or hang themselves, more than their even Christian. Come, my spade. There is no ancient gentleman but gardeners, ditchers, and grave-makers: they hold up Adam's profession. A. Dignified B. Aggrieved C. Gloomy D. Heartbroken 4. The gravediggers address the idea of class privilege. Based on their exchange, what specific advantage are the wealthy afforded that commoners are not? 5. As Hamlet enters the scene, he hears the gravedigger singing. Describe his reaction to the singing, as well as the reason for his reaction. _____ 6. Determine which literary device is most evident in lines 76 and 77. 76 77 how the knave jowls it to the ground, as if it were Cain's jaw-bone, that did the first murder! A. Allusion B. Hyperbole C. Alliteration D. Euphemism © 2024 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online except for in virtual classrooms inaccessible to the general public. 7. Refer to lines 76-77 (pasted below). What do they reveal about Hamlet’s psychological state? 76 77 how the knave jowls it to the ground, as if it were Cain's jaw-bone, that did the first murder! 8. Refer to lines 87-91 (pasted below). Paraphrase Hamlet’s reason for distress. 87 88 89 90 91 Why, e'en so: and now my Lady Worm's; chapless, and knocked about the mazzard with a sexton's spade: here's fine revolution, an we had the trick to see't. Did these bones cost no more the breeding, but to play at loggats with 'em? mine ache to think on't. _____ 9. Which literary device is most evident in the gravedigger’s remarks? 140 141 Of all the days i' the year, I came to't that day that our last king Hamlet overcame Fortinbras. A. Dramatic irony B. Sibilance C. Metaphor D. Symbolism © 2024 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online except for in virtual classrooms inaccessible to the general public. 10. Refer to lines 179-191 (pasted below). Describe the relationship between Yorick and Hamlet. How is Hamlet affected by his thoughts of Yorick? 179 180 181 182 183 184 185 186 187 188 189 190 191 Alas, poor Yorick! I knew him, Horatio: a fellow of infinite jest, of most excellent fancy: he hath borne me on his back a thousand times; and now, how abhorred in my imagination it is! my gorge rims at it. Here hung those lips that I have kissed I know not how oft. Where be your gibes now? Your gambols? your songs? your flashes of merriment, that were wont to set the table on a roar? Not one now, to mock your own grinning? quite chap-fallen? Now get you to my lady's chamber, and tell her, let her paint an inch thick, to this favour she must come; make her laugh at that. Prithee, Horatio, tell me one thing. 11. How is Hamlet’s lack of psychological control manifested physically in this scene? © 2024 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online except for in virtual classrooms inaccessible to the general public. _____ 12. Identify which literary device is NOT applied in lines 284 through 288. 284 285 286 287 288 And, if thou prate of mountains, let them throw Millions of acres on us, till our ground, Singeing his pate against the burning zone, Make Ossa like a wart! Nay, an thou'lt mouth, I'll rant as well as thou. A. Allusion B. Metaphor C. Simile D. Situational irony E. Hyperbole _____ 13. With which statement is Hamlet most likely to agree? A. No matter one’s strength, one cannot force another to suppress their natural inclinations. B. Ophelia’s good name is tarnished due to her family association with Laertes. C. There is no stronger love than that of a brother for his sibling, or of a sister for her sibling. D. Alexander the Great is unworthy of the esteem he maintains long after his death. _____ 14. Which statement best reflects Claudius’s attitude toward Hamlet’s wild behavior by the end of the scene? A. Claudius is pleased by Hamlet’s behavior because he may use it to bolster Laertes’ loyalty to him. B. Claudius takes great personal offense to Hamlet’s behavior, which is unbecoming of a Christian man. C. Claudius is entertained by Hamlet’s behavior, which he considers clownish. D. Claudius feels spiritually conflicted over Hamlet’s behavior, fearing his nephew faces eternal damnation. © 2024 Inquiring Mind of the English Teacher Kind. This resource is intended for use by a single classroom teacher and may not be published online except for in virtual classrooms inaccessible to the general public.
