HAMLET SOLILOQUY PRESENTATION
English IV AP / Mrs. Ramos
1.
2.
3.
4.
5.
‘O that this too sullied flesh would melt’ (Act One, Scene Two)
‘O all you host of heaven’ (Act One, Scene Five)
‘O what a rogue and peasant slave am I!’ (Act Two, Scene Two)
‘To be, or not to be, that is the question’ (Act Three, Scene One)
‘How all occasions do inform against me’ (Act Four, Scene Four)
Description
Present a memorable interpretation of one of Hamlet’s soliloquies to the class. The presentation will
consist of two elements: a reading of the soliloquy and analysis of it which connects the soliloquy to a
theme in the drama. All group members will participate in the presentation equally.
There are many ways to successfully accomplish this task. Consider the following examples:
- The most basic presentation will be a performance of the soliloquy preceded or followed by
analysis / explanation.
- Reading of the traditional soliloquy with a “voice over” of your group’s modern
interpretation, preceded or followed by analysis.
- Present your soliloquy a number of times with different interpretations, commenting on
each.
- Present the soliloquy along with various scholarly interpretations of it.
- Since many of the themes in the soliloquies are universal, present the soliloquy as if various
people in history / with different backgrounds were living it rather than Hamlet. Comment
on the different interpretations that are possible, depending on the identity of the speaker.
- Present multiple video clips of performances of the same soliloquy and comment on them.
- Videotape your own presentation of the soliloquy then comment on it as the audience views
it.
- Break the soliloquy into logical sections that emphasize shifts in thought and assign group
members to read the sections. Follow with analysis.
- Supplement the reading of the soliloquy with visual cues—symbols or artistic
interpretations of ideas present in the soliloquy.
You can go your own way, too—these are just ideas.
Goals
Three goals should guide you as you work toward this performance. It will be no surprise that the
grading of the presentation will hinge on these goals.
A. An interesting, engaging, well-executed presentation.
B. A solid, believable performance of the soliloquy that expresses proper emotion
C. Analysis of the soliloquy that is valid and goes beyond what was discussed in class so that
the audience learns something new.
Grading
Your group presentation score will be based on the following criteria:
1. validity of reading (Are the emotions expressed in the reading of the soliloquy legitimate?)
2. validity of analysis (How logical are the points made about the soliloquy? Did your audience
learn something new or have the opportunity to think about the soliloquy in a new way?)
3. originality / creativity (How dramatic and interesting is it? Does it engage us?)
4. execution (How well does the group carry off the presentation? How prepared did they seem?)
5. peer comments (How will your audience rate your presentation on items 1-4?)
Your individual score will be based on the following criteria:
1. use of preparation time (includes attendance)
scored through Mrs. Ramos’ observation
2. level of participation in presentation
3. your value to your group members
scored through confidential surveys of group members
Misc.
 Spending too much time on inconsequential details (props, posters, etc.) and not enough time on
actual thinking and research will be obvious to your audience and will result in lower grades.
 Other things to think about / prepare for / let Mrs. Ramos know about:
- Will your audience need handouts?
- What equipment will you need on the day of your presentation?
- Will the classroom need to be rearranged on the day of your presentation?
Dates
3/24/06 - 3/31/06: Time to meet in groups will be given in class
4/3/06 – 4/5/06: Presentations