ENGLISH 30-1: HAMLET UNIT PLAN
Day 1:
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Intro to Hamlet
Object/word association (objects from “Pass the Character”)
Theme/character brainstorming
Cross the line (?)
Handout on facts, characters, plot and theme
Terminology handouts: soliloquy, aside, irony (verbal, situational, dramatic), foreshadowing, pun,
imagery, metaphor, simile, symbolism, allusion, personification, motif, inference, motivation,
repetition)
 Elements of film placemat activity(visual techniques, sound techniques, actors, editing, bias, effects,
etc...)
Day 2: Begin the film
1. Terminology quiz – literary devices and elements of film
2. Revisit Elements of Film (as necessary)
a. Cinematography (camera placement and movement; lighting; color; focus; frame; composition;
etc)
b. Sound (effects and music; realistic; expressive; simple vs. Multi-layered)
c. Editing (cutting between and within scenes; symbolism/effect)
d. Character/acting (choice of actor, believability, complexity, development, symbolism)
e. Narrative structure (straight-line vs. complex; flashbacks)
f. Settings (effect on plot, character, etc...)
3. Introduce ongoing assignments
a. Notes on discussions/lectures
b. Four dimensions of Hamlet
c. Theme/Character tracking
4. View opening scene (TO 9:56 – COURT)
a. Analysis of mood and what visual and sound effects contribute to it (stop when guards first
meet to discuss this)
b. Watch until ghost disappears (What purpose is served by Horatio, Marcellus, and Bernardo
seeing the ghost rather than Hamlet?)
c. View to end of scene (To what do Horatio and the guards attribute the appearance of the
ghost? What do they intend to do about it?
Day 3: Act 1, Scenes 2-3 (9:56-34:56)
1. Analysis of Claudius’s opening speech
a. What facts do we learn about the current context?
b. What do we learn about Claudius/the kind of person that he is based on his words?
c. What predictions do you have regarding the staging of this scene in the film – setting and
character development?
2. Watch the speech, pause, discuss predictions and add what more we have learned about Claudius’s
character according to Branagh’s interpretation (9:56-13:12)
3. Watch up to Hamlet’s soliloquy (13:12-19:05)
a. Describe your first impressions of Gertrude, Laertes, Polonius and Hamlet (fill in info on
character tracking chart).
b. Discuss relationship between Hamlet, Gertrude and Claudius (add to Hamlet’s four
dimensions).
c. Hamlet uses a lot of puns (equivocation) here. Find some examples and discuss their meaning
and purpose.
d. Discuss theme: appearance vs. reality
4. Hamlet’s soliloquy
a. Watch soliloquy, pause, discuss staging, make additions to notes, add info to 4 dimensions
(19:05-21:30)
b. *literary devices: simile, allusion
5. Watch the rest of scene 2. (21:30 – 27:10)
a. Discuss Horatio and Hamlet’s relationship (add to relationship’s square)
b. Examine Hamlet’s analysis of the ghost’s appearance. (add to spiritual)
c. Note music as news of ghost is given to Hamlet; also note the voice over of the first part of
Hamlet’s last lines of the scene. Why only some/not all?
6. Pause for a get to know each other activity
7. Discussion: family relationships
a. Typical father-daughter, father-son, and sister-brother dynamics?
8. Watch scene three.
a. Describe relationships and characters
b. Take notes on advice/warnings given
i. Pause after discussion between Laertes and Ophelia to discuss (27:10-30:00) so we can
compare/contrast Laertes’ advice with Polonius’
ii. Polonius’ advice to Laertes ends 31:43
iii. Polonius’ advice to Ophelia ends 34:56
c. How does Branagh interpret Hamlet and Ophelia’s relationship? (please take note that this is
biased – the text itself does not indicate such intimacies!)
i. *dual nature of Ophelia’s last lines – who is her lord? Her father or Hamlet?
Day 4: Act 1, Scenes 4-5
1. Scene 4: (34:56 - 38:12)
a. Add to notes on Hamlet’s character
i. Especially re; politics/traditions, spiritual elements
b. Examine Marcellus’ contravening of Hamlet’s wishes – why does this occur and why is it
significant? Note Horatio’s warning that the ghost may “draw (him) into madness” –
significance?
2. Scene 5 (38:12- 51:15)
a. Additional dialogue – comes from scene 4 – why did Branagh move it here as Hamlet chases his
father?
b. Examine the ghost scene – director’s choices effective or ineffective and why? (34:56- 47:00)
i. Cinematography, Setting, Effects, Sound, Character/characterization, Voice, Flashbacks
c. *adultery – why is this critical info?
d. Analyze speech about his death (lines 13-96) and Hamlet’s response (2nd soliloquy)
i. Revisit Claudius’ opening speech and re-evaluate it
ii. Analyze parallels between the poisoning of the king and the poisoning of the country
(corruption theme)
iii. Add to revenge theme
e. Watch to end of scene (47:00-51:15)
i. Sanity vs. Insanity begins here – how?
ii. Horatio and Marcellus’s reactions
Day 5: Act 2, Scene 1
1. Act 1 quiz
2. Scene 1: watch the interaction between Reynaldo and Polonius (51:15-55:00)
a. What do we learn about Polonius from his words and actions here?
i. View the opening of this scene as directed by Branagh very carefully. What has been
done to further develop Polonius’ character? What effect(s) does it have on our view
of him?
ii. What do you make of Polonius sending Reynaldo to spy on Laertes? What are his
motivations here?
3. Continue to end of Scene 1 (55:00-58:10)
a. How do you explain Hamlet’s behaviour, as described by Ophelia? Do you agree with Polonius
that Ophelia’s dismissal of him at Polonius’ command has driven him mad, or is it something
else?
b. What does Polonius decide to do about Hamlet? Why?
Day 6: Act 2, Scene 2
1. Watch the conversation between Claudius, Gertrude, Rosencrantz and Guildenstern. (58:10-1:00:00)
a. What evidence is there that the corruption is spreading?
b. Examine Claudius’s character here. Add information to your chart.
c. Examine Gertrude. Compare her behaviour/words to those of Claudius. Add information
about her to your chart.
d. This is our first introduction to Rosencrantz and Guildenstern. Add information about them to
your chart. What is it about them that allows them to be “used” by Claudius here?
2. Watch Polonius’ report and Claudius’ discussion with Gertrude (1:00:00 – 1:01:00)
a. What do we learn about Claudius and Gertrude’s relationship and understanding of Hamlet?
3. Watch Voltimand’s report to the king (1:01:00-1:02:45)
a. What do we learn about Fortinbras/Norway here?
4. Continue with Polonius’ discussion with the king and queen (1:02:45 – 1:07:00)
a. What is humorous about Polonius’ speech to the king and queen? What literary device is being
used here?
b. In the written text, Polonius reads the letter to Gertrude and Polonius. Branagh has chosen to
bring Ophelia into this scene to read the letter herself. Why do you think he has done this?
What effect does it have on the scene, our understanding of Ophelia and her relationship to
Hamlet, and of the veracity of the letter?
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c. He has also added a scene between Ophelia and Hamlet. How does this affect our
understanding/interpretation of their relationship?
Watch the exchange between Hamlet and Polonius (1:07:00 – 1:10:25)
a. How would you describe the nature of this exchange?
b. What is Hamlet attempting to do here? Support your answer.
c. What literary device is being employed extensively here? What effect does its use create?
d. How does Polonius interpret Hamlet’s actions?
e. What did you notice about how Branagh interpreted Hamlet’s character here – i.e. is Hamlet
presented as crazy or simply acting? How is this consistent with the other directorial decisions
that he has made?
Watch the interaction between Hamlet and Rosencrantz and Guildenstern. (1:10:25 – 1:26:40)
a. How does Hamlet interpret their presence? What is it about the behaviour of Rosencrantz and
Guildenstern that causes Hamlet to divine the truth of their visit?
b. There is a discussion of acting and actors here. What purpose does this serve in the context of
the play at this time?
c. Analyse the speech given by Hamlet and Player 1. What connection does this speech have to
the events of Hamlet as we know them to this point?
d. Examine Hamlet’s words to Polonius in lines 517-520. What wisdom can we learn from these?
Watch Hamlet’s soliloquy (1:26:40 – 1:30:20)
a. Hamlet compares himself to the first player. What is his purpose in doing so?
b. There is an obvious shift in content and mood in the middle of this soliloquy. How does the
film use sound and visuals to accentuate this shift?
c. How does Hamlet intend to utilize the players for his own ends?
d. What is symbolic about the action shown to be taken by Hamlet as he ends this speech?
Add information to your theme, character, and Hamlet’s four dimensions sheets
Day 7: Act 3, Scene 1 Pre-reading Assignment
1. Examining the image activity
a. View image, read scene, writing asst.
Day 8: Act 3, Scene 1
1. Watch the scene up to the arrival of Hamlet (1:30:20-1:33:05)
a. What does Claudius think of Hamlet’s state of mind?
b. What information from Rosencrantz and Guildenstern buoys Gertrude’s spirits regarding her
son?
c. What do Polonius and Claudius intend to do with regards to Ophelia and Hamlet? Why? How
do Ophelia and Gertrude seem to feel about this plan?
2. Analyze Hamlet’s fourth soliloquy – the famous “To be or not to be” speech - before watching it
a. Make predictions regarding the staging of this soliloquy.
3. Watch the soliloquy (1:33:05 – 1:36:20)
a. Compare predictions to the director’s choices. (add information to all themes, Hamlet’s four
dimensions)
4. Analyze the “Get the to a Nunnery” speech
a. *two meanings – warning or hatred?
5. Watch interaction between Hamlet and Ophelia (1:36:20-1:41:30)
a. Note: the kiss is added – Branagh’s interpretation of their relationship? Hamlet’s insanity?
b. When he says that he gave her no tokens, is that true or is he acting? If it is true, where did
they come from?
c. What makes Hamlet so angry here? (i.e. he says “I did love you once” and insults her honesty
and chastity)
d. What is a paradox, and why does Hamlet speak of it here?
e. Why does he take back his love and turn against her here?
f. What has Branagh done in this scene to indicate that Hamlet is aware of the presence of
Claudius and Polonius? Is this directorial freedom or is this made clear in the text itself?
6. Finish the scene (1:41:30-1:44:15)
a. How has this interaction affected Ophelia?
b. Compare and contrast Ophelia’s interpretation of Hamlet’s behaviour and words to that of
Claudius.
c. What plan does Polonius put forth? How does Claudius respond?
7. Add to charts
Days 9-10: Act 3, Scene 2
1. Act 2 Quiz
2. Analyze Hamlet’s long speech to Horatio (lines 52-84)
a. What do we learn about Horatio as a person and what Hamlet thinks about him? (add to
character chart and Hamlet’s relationship square)
b. What is Hamlet’s plan for the upcoming play? (add information to revenge and corruption
themes)
3. Watch up until the play begins (1:44:15-1:50:56)
a. Branagh has added a scene of Horatio reading a news story about Fortinbras’ command over
the Norwegian army and success against Poland. Why might this be? *note Horatio’s
expression when Hamlet enters
b. Examine Horatio’s demeanour. How does he seem to be feeling as Hamlet praises him? How
does it shift when Hamlet tells him of his plan? What is Horatio’s response to Hamlet’s plan?
4. Prior to watching the scene of the play, what predictions do you have regarding:
a. The behaviour of Hamlet? Ophelia? Gertrude? And Claudius?
5. Watch up to the “dumb show” (1:50:56-1:52:00)
a. Examine the behaviours and reactions of Hamlet, Ophelia, Gertrude, Polonius, and the
audience. Discuss.
6. Watch the play up until the player queen leaves the stage. (1:52:00 – 1:57:26)
a. What point(s) is Hamlet trying to make and to whom based upon his choice of performance?
b. What are the reactions of Claudius, Gertrude, the audience?
7. Watch the remainder of the play, until Claudius leaves. (1:57:26 – 1:59:26)
a. Discuss the words and actions of Hamlet, Claudius, Gertrude, Ophelia, Polonius, the audience...
b. Discuss the effects of the music and cinematography here
c. Are Hamlet’s actions here necessary? Discuss.
8. Watch up to the entrance of Claudius. (1:59:26 – 2:03:55)
a. How is Hamlet behaving here? Why is he behaving so?
b. The analogy of the flute playing is very pointed. What is Hamlet insinuating about Rosencrantz
and Guildenstern?
c. What is Hamlet’s concern regarding the call to speak with his mother in her bedchamber?
9. Add information to charts.
Day 11: Act 3, Scenes 3-4
1. Branagh has chosen to postpone Hamlet’s fifth soliloquy, so we will address this when it arises.
2. Read Claudius’ opening speech, then revisit his speech in Act 3, Scene 1, Lines 28-37. Are his intentions
regarding Hamlet still the same? If so, why? If not, why not, and what are they now?
3. Watch the scene up until the exit of Polonius (2:03:55 – 2:05:28)
a. Examine the sycophantic behaviour of R&G.
b. What plans have been laid out here?
c. What role are Rosencrantz, Guildenstern, Gertrude, and Polonius playing here? How does this
relate to the theme of corruption?
4. Now we see Hamlet’s fifth and sixth soliloquies interspersed with Claudius’s first one. (2:05:28 –
2:10:48
a. Read Claudius’ and Hamlet’s soliloquies.
i. What is each discussing?
ii. For each, add notes to character chart and themes chart. (especially random
fortune/destiny, corruption, revenge)
b. Watch scene and discuss why it has been displaced from the original text – what is the
impact/effect? Discuss effectiveness of flashbacks/juxtaposition
5. Watch all of Act 3, Scene 4 (2:10:48- 2:24:20)
a. How does Hamlet try to appeal to his mother during this scene?
b. Examine Gertrude’s response to Hamlet’s behaviour and appeals.
i. Is she guilty of adultery and/or murder?
ii. How does she respond to Hamlet’s arguments and appeals regarding her relationship
with Claudius?
iii. Do you believe her promise to keep Hamlet’s secrets? Why or why not?
iv. What is significant about the death of Polonius here?
1. Examine Hamlet’s response to it as well as how it relates to the themes of
random fortune and destiny; corruption; revenge; madness and melancholy
6. Add to you theme, character and Hamlet charts
Days 12-13: Act 4, Scenes 1-4
1. Act 3 Quiz
2. Watch Act 4, Scene 1 (2:24:20 - 2:27:10)
a. Examine Claudius’ reaction to Gertrude’s news of Polonius’ death. Note the importance of
appearances.
b. Characterize the relationship of Gertrude and Claudius in this scene specifically and in the play as a
whole to this point.
c. Has Gertrude kept her promise to Hamlet thus far?
d. Add to character charts for Gertrude and Claudius
3. Watch Act 4, Scene 2 (2:27:10 – 2:28:45)
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a. What is significant about Rosencrantz and Guildenstern finding Hamlet?
b. Examine the way Hamlet speaks to Rosencrantz and Guildenstern. What is his mood? What type
of language does he use? What purpose does this conversation serve?
c. Branagh has chosen to show guards search for Hamlet in Ophelia’s bedchamber and then to have
her participate in the chase. What purpose does this serve?
d. This scene ends with a rifle pointing at Hamlet. This is not in the text. Why do you think it is here?
e. Add to character charts for Hamlet & Rosencrantz and Guildenstern
f. Add to themes of corruption and madness
Read Claudius’ three speeches.
a. What important information do we learn here about how Claudius intends to deal with Hamlet’s
murderous act?
b. What is revealed about Claudius’ character here? Add to character chart.
Watch Act 4, Scene 3 (2:28:45 – 2:32:33)
a. Examine how Claudius and Hamlet interact. What is Hamlet doing here and how does Claudius
react?
b. Again, Branagh has added a scene with Ophelia that is not in the written text. What happens in
this scene and why might it be added? We will revisit this at the end of Act 4.
Watch Act 4, Scene 4 up until Hamlet’s seventh and final soliloquy. (2:32:33 – 2:34:58)
a. What do we learn about the war between Norway and Poland?
b. How does Hamlet react to this information?
Watch Hamlet’s soliloquy(2:34:58 – 2:37:45/end of disc 1)
a. What do you think about the setting and cinematography here? (music, camera, cut)
Compare and Contrast Hamlet and Fortinbras (character foils) – use a Venn Diagram.
Days 14-15: Act 4, Scenes 5-7
1. Analysis of the state of Denmark at this point:
a. Political state
b. Emotional and mental state of Gertrude, Claudius, Hamlet, Ophelia
2. Warning: this scene may be disturbing to some viewers.
3. Watch until Horatio follows Ophelia out (0:00 – 5:56)
a. Examine Branagh’s choice to start with part of Claudius’ speech from later in the scene and
flashbacks to events past. Purpose and effect?
b. Examine carefully the portrayal of Ophelia here.
i. Why has Branagh chosen to have a nurse on hand?
ii. Why is Ophelia wearing a straightjacket? What effect does this have?
iii. In the text it says she sings, here it is more of a chant. Any reason why this may be?
iv. What can we divine from this scene about the reasons behind her madness?
v. Like Hamlet, there is “some method” in Ophelia’s madness as well. What truths do we
learn here?
vi. Add to your character notes on Ophelia as well as the theme of melancholy and
madness.
4. Watch the arrival of Laertes and his interaction with Claudius (5:56-9:10)
a. What are Laertes intentions when he arrives? How does Claudius respond? What effect does
this have on Laertes?
5. Watch the rest of the scene (9:10-15:07)
a. How has Branagh created sympathy for Laertes and Ophelia here?
b. Add to themes of corruption, revenge, melancholy/madness
c. Add to character charts for Laertes, Ophelia, and Claudius
6. Watch Scene 6 (15:07 – 16:58)
a. What is significant about the news from Hamlet? What does it foreshadow?
7. Watch up until the arrival of the queen. (16:58-25:55)
a. Claudius’ skilful manipulation of Laertes dominates this scene.
i. What methods does Claudius use to corrupt Laertes?
ii. What effects do Claudius’ words have on Laertes?
iii. What is the plan that Claudius and Laertes devise?
b. Add to charts:
i. Theme: corruption, revenge, random fortune or destiny
ii. Character charts: Laertes and Claudius
8. Watch to the end of the scene (25:55 – 29:40)
a. Examine Gertrude’s demeanour as she relates the news to Laertes. Does this affect your
opinion of her?
b. What is Claudius’ concern at the end of the scene? How does Gertrude react? Why?
c. Why is the image of Ophelia so fleeting and only placed at the end of the scene?
d. Why does the text and the film repeatedly say Ophelia “drowned”?
9. Compare Laertes and Hamlet using a Venn Diagram.
Day 16: Act 5, Scene 1
1. Act 4 Quiz
2. Watch the scene between the gravedigger and his helper (29:40 – 33:00)
a. Why is this scene included?
b. What are some of the jokes here?
c. What is suggested here about the nature of Ophelia’s death?
3. Discussion: Christianity and suicide; puns/wordplay; Shakespeare’s use of humor
4. Watch the scene up to the arrival of the funeral procession (33:00 – 40:52)
a. What point is Hamlet trying to make as he criticizes the behaviour of the gravedigger?
b. Why the wordplay between Hamlet and the gravedigger?
c. How is it made clear that the gravedigger is unaware to whom he is speaking?
d. How old is Hamlet?
e. Who is Yorick? What point does this reminiscing serve here?
5. Watch to the end of the scene (40:52 – 46:27)
a. Laertes questions the priest as to the lack of ceremony over Ophelia. What is the priest’s
response?
b. What is significant about Gertrude’s words?
c. What draws Hamlet out from hiding? Why?
6. Do you think Hamlet’s claims of love for Ophelia are sincere? Why or why not?
7. Add to your charts:
a. Hamlet’s four dimensions – relationship - Horatio, Ophelia; individual; spiritual experiences
b. Themes: madness or melancholy, random fortune or destiny, revenge
Day 17: Act 5, Scene 2
1. Watch up until the entrance of Osric. (46:27 – 50:46)
a. Hamlet relates news of his adventures to Horatio. What does he reveal about the letters
being carried by Rosencrantz and Guildenstern to the king of England? What does he reveal
about the fates of Rosencrantz and Guildenstern?
b. How does Hamlet feel about the fate of Rosencrantz and Guildenstern? How does he feel
about Claudius? Laertes?
2. Watch the conversation between Hamlet and Osric (50:46 – 55:55)
a. What is humourous about this interaction?
b. What is the point of this interaction?
3. Watch up until the fencing match is about to begin. (55:55 – 58:26)
a. What do we learn here about Hamlet and Laertes’ skill at fencing?
b. How does Hamlet feel about the prospects of: winning? losing? Why?
4. Watch to the end of Hamlet’s speech to Laertes and Laertes’ response (58:26 – 1:00:00)
a. What is Hamlet saying here? Why is he saying it? Is it true/honest?
b. What is Laertes’ response?
c. What is happening in the parallel scene her and why do you think Branagh chose to
incorporate it at this point?
5. Watch up to the beginning of the fencing (1:02:10)
a. What does Claudius mean when says: ”I do not fear it, for I have seen you both; / But since he
is bettered, we have therefore odds.”?
b. Who is Claudius betting on?
c. What is the purpose of the wine and the jewel (presumably a pearl)?
6. Watch up to just after the first hit (1:02:54)
a. Who scores the first hit? What does Claudius do here? Why? What does Hamlet do? How
does Claudius react? Why?
b. Watch up to 1:05:25 -A lot happens in these few minutes.
i. Who scores the second hit? What does Gertrude do? What does Claudius do? What
does Hamlet do? What does Laertes do and how does he feel about it?
7. Watch up to 1:13:20
a. Discuss the deaths that occur here: how does each person die? Why does each person die
(note, in the play, Osric does not die)
b. Note the siginificance of the poison as it spreads through the room.
c. Would the ghost be satisfied?
d. What is Horatio’s role here? How does he feel about the events?
8. Finish the film
a. What news is brought from England?
b. Why does Fortinbras take power? Is he a worthy successor?
c. Why is Fortinbras the last to speak?
Days 18-20:
1. Review questions – as a class
2. Work on essays
Day 21: Hamlet Unit Exam
1. Character Review Chart, Theme Chart, Hamlet Four Dimensions Due