HAMLET

CHARACTER DEVELOPMENT IN HAMLET

OBJECTIVES

• Critically analyze the development of key

characters throughout Hamlet.
• Examine how characters' motivations and
relationships evolve and contribute to the narrative.
• Engage with complex texts and articulate nuanced
interpretations in both discussion and writing
SUCCESS CRITERIA

• Students can articulate how character

development reflects overarching themes such
as revenge, madness, and moral corruption.
• Students can support their analyses with textual
evidence, demonstrating a deep understanding
of the text.
STARTER

• In what ways do characters reflect the

human condition in literature?”
• Characters in literature reflect the
human condition by portraying
universal experiences, emotions, and
existential challenges that resonate
across time and cultures
HERE ARE SOME BROAD WAYS CHARACTERS
EMBODY THE HUMAN CONDITION:
• Struggle and Survival
• Search for Meaning
• Emotional Depth and Relationships
• Moral and Ethical Dilemmas
• Identity and Self-Discovery
• Mortality and Transience
• How does personal experiences
connect to character motivations in
Hamlet?
• In Hamlet, personal experiences like grief, betrayal, ambition, and loss
are deeply intertwined with character motivations.
 HAMLET

• Hamlet's Intellectual and Philosophical Nature

• Key Points:
• Hamlet is introspective and constantly questions existence,
life, and death.
• Concerned with morality and the afterlife.
• Famous Soliloquy: "To be or not to be."
• Quote:
"O, that this too too solid flesh would melt…" (Act 1, Scene 2)
HAMLET’S GRIEF AND EMOTIONAL TURMOIL

• Key Points:
• Devastated by his father’s death and his mother’s quick
remarriage to Claudius.
• His deep melancholy and disillusionment lead to
emotional conflict.
• Feelings of betrayal from Gertrude.
• Quote:
"Frailty, thy name is woman!" (Act 1, Scene 2)
HAMLET’S INDECISION AND PROCRASTINATION

• Key Points:
• Struggles to act on his father’s command for revenge.
• His intellectual nature delays action; he contemplates
morality and consequences.
• Concerned about sending Claudius to heaven if killed
while praying.
• Quote:
"Now might I do it pat, now he is praying…" (Act 3,
Scene 3)
 HAMLET’S MADNESS—REAL OR FEIGNED?

• Key Points:
• Feigns madness to gather information and act without
suspicion.
• Displays erratic behavior, particularly towards Ophelia.
• Debate: Is his madness entirely feigned or partially
real?
• Quote:
"Get thee to a nunnery…" (Act 3, Scene 1)
 HAMLET’S COMPLEXITY AND DUALITY

• Key Points:
• Duality between thought and action, morality and revenge.
• Capable of deep reflection and sudden impulsiveness.
• His internal contradictions reflect human nature.
• Quote:
"There is a special providence in the fall of a sparrow…" (Act 5,
Scene 2)
 HIS MOTIVATION

• Hamlet’s Grief and Desire for Revenge:

• Grief: Hamlet is devastated by King Hamlet’s death and
expresses profound sorrow over the perceived disloyalty
of his mother, Gertrude. His emotional state shifts to
anger and a need for vengeance after encountering the
ghost of his father.
• Betrayal: Hamlet feels betrayed not only by Claudius but
by his mother, whose quick remarriage causes him to
question her loyalty. This experience sharpens Hamlet’s
• Group 1: Act 1Scene(s): The Ghost’s appearance, Hamlet’s first
soliloquy ("O that this too too solid flesh would melt"), and
interactions with Horatio.
• Group 2: Act 2Scene(s): Hamlet’s interactions with Polonius, the
play-within-a-play setup, and "What a piece of work is a man"
speech.
• Group 3: Act 3Scene(s): "To be or not to be" soliloquy, Hamlet’s
confrontation with Ophelia, and his confrontation with Gertrude.
• Group 4: Act 4Scene(s): Hamlet’s conversation with the Captain,
Ophelia’s madness, and Claudius’ reaction to Polonius’ death.
CLAUDIUS

• Ambition and Political Cunning

• Overview:
• Claudius is a shrewd, calculating politician. He murders his
brother, King Hamlet, to seize the throne, demonstrating his
ruthlessness and ambition.
• His rise to power showcases his ability to manipulate others,
including his swift marriage to Gertrude, solidifying his claim
to the throne.
• Key Scene:
Act 1, Scene 2 – Claudius gives a diplomatic speech to the court,
smoothly balancing sorrow for his brother’s death with joy for his
marriage, a masterful display of political tact.
• Quote:
“Though yet of Hamlet our dear brother's death / The memory be
green, and that it us befitted / To bear our hearts in grief, and our
whole kingdom / To be contracted in one brow of woe…
GUILT AND CONSCIENCE

• Overview:
• Though Claudius is a remorseless manipulator, he reveals a complex moral
struggle. His guilt over killing his brother haunts him, especially when he
prays in Act 3.
• He feels unable to truly repent because he is unwilling to give up the
rewards of his crime (the crown and Gertrude).
• Key Scene:
Act 3, Scene 3 – Claudius attempts to pray for forgiveness but
admits that his prayers are hollow since he still reaps the benefits of
his sin. This scene exposes his inner conflict and inability to repent.
• Quote:
“O, my offense is rank, it smells to heaven; / It hath the primal eldest
curse upon't, / A brother's murder. Pray can I not, / Though inclination
be as sharp as will.”
CLAUDIUS AS A MACHIAVELLIAN VILLAIN

• Overview:
• Claudius embodies a classic Machiavellian villain,
employing deception, manipulation, and political prowess
to maintain power.
• His plan to spy on Hamlet, use Rosencrantz and
Guildenstern to manipulate him, and later plot Hamlet’s
murder all reflect his relentless quest to preserve his rule.
• Key Scene:
Act 4, Scene 7 – Claudius conspires with Laertes
to murder Hamlet using a rigged fencing match.
He is willing to use deceit, poison, and
manipulation to eliminate any threats to his reign.
• Quote:
"Laertes, was your father dear to you? / Or are you
like the painting of a sorrow, / A face without a
heart?"
• Relationship with Gertrude
• Overview:
• Claudius’ marriage to Gertrude is politically motivated, helping
to legitimize his claim to the throne. However, there is ambiguity
in how much of his relationship with her is driven by affection
versus ambition.
• He seems genuinely concerned for her well-being, as seen when
he reacts emotionally to her accidental poisoning in the final act.
• Key Scene:
Act 5, Scene 2 – Claudius’ reaction to Gertrude’s
death by poison is conflicted. While he is
concerned, he prioritizes protecting himself and
continuing his deceptions.
• Quote:
"It is the poison'd cup: it is too late."
GUIDED PRACTICE

Each group analyzes their scenes for character development and

prepares a short presentation that connects character evolution to the
play's themes.
 INDEPENDENT PRACTICE

• Students write a comparative analysis

of two characters (e.g., Hamlet and
Claudius), focusing on their motivations
and how these reflect the central
themes of the play.
 GERTRUDE AND OPHELIA
• Gertrude’s Role and Relationships

• Queen of Denmark: Widow of King Hamlet, mother to Prince Hamlet, and wife of
Claudius.
• Marriage to Claudius:
• Swift remarriage after King Hamlet’s death, viewed as incestuous and
dishonorable by Hamlet.
• Motivation for marriage unclear—could be for security, affection, or stability.
• Relationship with Hamlet:
• Hamlet’s disillusionment stems from her perceived betrayal of his father’s
memory.
• Her attempts to show concern for Hamlet are met with anger and disgust.
• The "closet scene" (Act 3, Scene 4): confrontation reveals Hamlet’s fury over her
 Gertrude’s Morality and Complicity

• Innocence vs. Guilt:

• No direct evidence that Gertrude was involved in King Hamlet’s murder.
• Her innocence remains ambiguous; Hamlet never accuses her of the crime
directly.
• Moral Blindness:
• Fails to question Claudius’ role in King Hamlet’s death.
• Potentially chooses to remain ignorant of the deeper political intrigues.
• Conflicted Character:
• Expresses genuine maternal affection but struggles with her passivity.
• “O Hamlet, thou hast cleft my heart in twain” (Act 3, Scene 4).
 GERTRUDE’S SYMBOLISM AND THEMES

• Corruption:
• Her marriage symbolizes the moral decay within Denmark.
• She contributes to the theme of rot and corruption in the royal family.
• Gender and Power:
• Defined by her relationships with men—King Hamlet, Claudius, and Prince
Hamlet.
• Exerts little political power, reflecting limited roles for women in the Elizabethan
era.
• Reflection of Weakness:
• Hamlet sees her as a symbol of female frailty—“Frailty, thy name is woman!”
• Death by Poison:
• Accidentally drinks the poisoned cup intended for Hamlet in Act 5, Scene 2.
• Claudius hesitates to save her, revealing her lack of importance in his plans.
• Symbolism of the Poison:
• Her death by poison symbolizes the spreading corruption in Denmark.
• Tragic Figure:
• Caught between the schemes of Claudius and Hamlet, Gertrude’s lack of agency leads
to her tragic end.
• Legacy:
• Though she remains largely passive, her character highlights the destructive
consequences of moral blindness and powerlessness.
 OPHELIA

• Ophelia’s Relationships and Innocence

• Relationship with Hamlet:
• Initially affectionate, but Hamlet’s rejection and cruelty confuse her (e.g., "Get thee to a
nunnery").
• Torn between love for Hamlet and her duty to her father, Polonius.
• Relationship with Polonius and Laertes:
• Obedient to Polonius, used as a tool to spy on Hamlet.
• Laertes advises her to guard her virtue, reflecting the societal pressure placed on her as a
woman.
• Symbol of Innocence and Purity:
• Naïve and passive, Ophelia’s obedience shows her conformity to societal expectations.
 OPHELIA’S MADNESS AND DEATH

• Descent into Madness:

• Triggered by Hamlet’s rejection and Polonius’ death.
• Madness is genuine, marked by disjointed speech and symbolic songs
about love, betrayal, and death.
• Flower imagery in her madness represents emotions like grief and lost
innocence.
• Death by Drowning:
• Described ambiguously—accident or suicide?
• Water symbolizes purification and escape from a world filled with
corruption and emotional turmoil.
 OPHELIA’S ROLE AND THEMES

• Theme of Female Subjugation:

• Ophelia’s character highlights the lack of autonomy for women in Shakespeare’s time.
• She is a victim of the male-dominated society that controls her actions and decisions.

• Theme of Madness:
• Her madness contrasts with Hamlet’s—genuine vs. feigned.
• Linked to emotional trauma and gender, reflecting the fragile state of women in a world of
corruption.

• Legacy:
• Ophelia represents the destruction of innocence due to political manipulation and patriarchal
pressures.
• Modern feminist interpretations view her as a tragic figure illustrating the limitations placed
on women.
 CHARACTER DEVELOPMENT IN HAMLET
( HAMLET’S EVOLUTION)

• Analyze the internal and external conflicts

that shape Hamlet’s actions.
• • Compare character arcs and recognize the
use of foils in character development.
• • Engage in textual analysis of soliloquies
and present interpretations.
 SUCCESS CRITERIA

• Students can interpret Hamlet’s soliloquies,

articulating his psychological evolution.
• Students can explain how characters like
Laertes and Ophelia function as foils.
• Students can support their analyses with
specific textual evidence from the play.
• Why do playwrights use soliloquies, and how
do they help the audience understand a
character’s mind?”
 ACT 1, SCENE 2

• In this soliloquy, Hamlet reveals his deep

emotional turmoil. He is grieving, angry, and
disillusioned, and his desire for death is restrained
only by the fear of divine punishment. His disgust
at his mother’s remarriage and the moral decay of
Denmark intensifies his feelings of helplessness.
ACT 1 SCENE 2

• The soliloquy introduces major themes that persist

throughout the play—mortality, the corruptibility of
human nature, and Hamlet’s inability to act decisively.
It also sets up the existential questions that Hamlet
will continue to explore in his subsequent soliloquies,
particularly his famous “To be, or not to be”
monologue.
 HAMLET’S DESPAIR AND DESIRE FOR DEATH

• Opening Line:
• “O that this too too solid flesh would melt, / Thaw, and resolve itself into
a dew!”
• Hamlet expresses a deep wish for his body to dissolve, symbolizing his
desire to escape life’s pain.
• Religious Conflict:
• “Or that the Everlasting had not fixed / His canon ’gainst self-slaughter!”
• Hamlet longs for death but feels trapped by religious prohibitions against
suicide, illustrating his internal struggle between despair and morality.
 CORRUPTION AND ROT IMAGERY

• Decay of the World:

• “How weary, stale, flat, and unprofitable / Seem to me
all the uses of this world!”
• Hamlet views life as empty and meaningless, reflecting
his despair.
• Unweeded Garden Metaphor:
• “’tis an unweeded garden, / That grows to seed; things
rank and gross in nature / Possess it merely.”
 HAMLET’S VIEW ON GERTRUDE’S MARRIAGE

• Disgust with Gertrude:

• “Frailty, thy name is woman!”
• Hamlet generalizes his mother’s weakness to all
women, showing his deep resentment and sense of
betrayal.
• Contrast Between King Hamlet and Claudius:
• “Hyperion to a satyr”
• Hamlet compares his noble father to the lustful, bestial
ACT 3 IN FOCUS (EXPLORING THEMES AND
LITERARY TECHNIQUES IN ACT 3 OF HAMLET)
• OBJECTIVES
• Identify and interpret the use of soliloquies, dramatic irony, and theme in Act 3.
• Analyze how Shakespeare’s use of these literary techniques conveys the play’s
central conflicts and philosophical questions.
• Engage in textual analysis, presenting interpretations supported by evidence
from the text.
• Act 3 is a turning point in "Hamlet," as it deepens the exploration of key
themes like existentialism, madness, morality, and revenge. The
actions and decisions made in this act propel the narrative towards its
tragic conclusion, setting the stage for the unfolding drama.
 KEY PARTS IN ACT 3

•
Scene 1: "To be or not to be" Soliloquy
• Key Moment: Hamlet’s famous soliloquy where he contemplates life
and death, expressing his existential crisis and indecision about
action.
• Importance: This moment encapsulates Hamlet’s internal struggle
and sets the stage for his subsequent actions.
• 2. Scene 1: The Encounter with Ophelia
• Key Moment: Hamlet's interaction with Ophelia, where he behaves
erratically, leading her to question his love and sanity.
• Importance: This scene highlights Hamlet’s conflicting feelings
• Scene 2: The Play within a Play
• Key Moment: Hamlet stages "The Murder of Gonzago" to gauge King Claudius's
reaction and confirm his guilt in the murder of Hamlet's father.
• Importance: This moment is crucial for advancing the plot as it serves as a
catalyst for Hamlet's quest for revenge and reveals Claudius’s guilt.
• 4. Scene 2: The King's Reaction
• Key Moment: Claudius’s reaction to the play confirms his guilt, as he becomes
visibly disturbed.
• Importance: This reaction propels Hamlet’s resolve to take action against
Claudius but also intensifies the tension between them.
• Scene 3: Claudius's Soliloquy
• Key Moment: Claudius attempts to pray for forgiveness but
struggles with his guilt and the impossibility of repentance.
• Importance: This soliloquy provides insight into Claudius's
character and the theme of guilt, highlighting the moral
complexities of his actions.
• 6. Scene 3: The Confrontation with Gertrude
• Key Moment: Hamlet confronts his mother, Gertrude, in her
chamber, expressing his anger over her marriage to Claudius.
• Importance: This confrontation reveals Hamlet's deep-seated
• Scene 4: The Killing of Polonius
• Key Moment: In a fit of rage, Hamlet kills Polonius, thinking
he is Claudius.
• Importance: This act of violence escalates the conflict and
has significant repercussions for the characters,
particularly Ophelia and Laertes.
• What does it mean to be truly
alive or truly dead?”
TO BE OR NOT TO BE

ACT 3 SCENE 1

To be, or not to be, that is the question:

Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles
And by opposing end them. To die—to sleep,
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to: 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep, perchance to dream—ay, there's the rub:
For in that sleep of death what dreams may come,
When we have shuffled off this mortal coil,
Must give us pause—there's the respect
That makes calamity of so long life.
For who would bear the whips and scorns of time,
Th'oppressor's wrong, the proud man's contumely,
The pangs of dispriz'd love, the law's delay,
The insolence of office, and the spurns
That patient merit of th'unworthy takes,
When he himself might his quietus make
With a bare bodkin? Who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscovere'd country, from whose bourn
No traveller returns, puzzles the will,
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience doth make cowards of us all,
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry
And lose the name of action.
• “Whether 'tis nobler in the mind to suffer”
• Analysis: This phrase introduces the central conflict of the
soliloquy. Hamlet debates the nobility of enduring life's
hardships versus fighting against them.
• Themes: It reflects the theme of mortality as he weighs the
value of life amid suffering. It also highlights fear of the
unknown, as enduring suffering is preferable to the
uncertainty of death.
• To die: to sleep; no more”
• Analysis: Here, Hamlet equates death with sleep,
suggesting a peaceful release from the struggles of life.
However, he acknowledges that it is not merely sleep but a
profound cessation of existence.
• Themes: This phrase emphasizes the desire for escape from
pain while also hinting at indecision—the comfort of sleep is
overshadowed by the fear of what comes after death.
• The undiscovered country”
• Analysis: Hamlet refers to death as "the undiscovered country,"
implying that it is an unknown realm that no one has returned
from to share their experience. This metaphor captures the
mystery and fear associated with death.
• Themes: This phrase underscores the fear of the unknown, as it
represents the uncertainty of what lies beyond life. It also
contributes to Hamlet's indecision—the fear of what happens
after death makes him hesitant to choose death as a solution.
• For in that sleep of death what dreams may come”
• Analysis: Hamlet contemplates the possibility of dreams
in death, further emphasizing the uncertainty and potential
horrors that could await him.
• Themes: This reflects the theme of mortality and the
anxieties that accompany contemplating one's end. The
notion of dreaming suggests that even in death, there may
be lingering thoughts or fears, complicating the idea of
peaceful release.
• Thus conscience does make cowards of us all”
• Analysis: Hamlet concludes that overthinking and self-
awareness lead to paralysis in decision-making. His
conscience weighs heavily on him, causing him to
hesitate.
• Themes: This phrase encapsulates Hamlet's indecision,
illustrating how awareness of moral dilemmas and the
consequences of action lead to inaction. It emphasizes the
struggle between the desire for life and the fear of death
• Dramatic Irony in Hamlet, Act 3; Hamlet and
Ophelia’s Dialogue
OBJECTIVES

• Define and identify examples of dramatic irony

in Hamlet.
• Analyze the dialogue between Hamlet and
Ophelia to determine how dramatic irony reveals
Hamlet's internal struggle and Ophelia’s
vulnerability.
• Discuss the impact of dramatic irony on the
audience, specifically how it elicits sympathy or
tension and builds on the play’s themes of betrayal
• What is dramatic irony, and why do
authors use it?”
• Dramatic irony is a literary device where the
audience knows more about a situation, event, or
character than the characters within the narrative.
This discrepancy between the audience's knowledge
and the characters' understanding creates a layer of
meaning that can enhance the emotional impact of
the story.
 KEY FEATURES OF DRAMATIC IRONY:

1.Audience Knowledge: The audience is aware of key

information that the characters are unaware of, which can lead
to tension, humor, or a sense of foreboding.
2.Character Misinterpretation: Characters may make
decisions or comments based on their limited understanding,
which the audience recognizes as misguided or naïve.
• Emotional Engagement: The audience’s awareness often
evokes emotions such as pity, frustration, or anticipation as they
watch characters make choices that will lead to unfavorable
outcomes.
 REASONS AUTHORS USE DRAMATIC IRONY:

1.Tension and Suspense: Dramatic irony creates suspense as the

audience anticipates how the characters will respond to the knowledge
that the audience possesses. This can make the narrative more
engaging.
2.Emotional Depth: It enhances emotional resonance by allowing the
audience to feel a deeper connection to the characters, especially when
they see characters heading towards a tragic or disastrous fate.
3.Theme Exploration: Authors can use dramatic irony to highlight
themes such as fate versus free will, the limitations of human
• Humor: In some cases, dramatic irony can introduce
humor, as characters may unwittingly say or do something
amusing that the audience understands to be ironic.
• Character Development: It provides insight into characters'
personalities, motivations, and relationships, as their
actions often reflect their ignorance or misunderstanding of
the situation.
• Hamlet likely suspects that he is being watched during his
encounter with Ophelia, which heavily influences his behavior
toward her and adds tension to their interaction. Immediately
after delivering the “To be or not to be” soliloquy—a deeply
personal contemplation of life and death—he is abruptly
approached by Ophelia, whom he has not seen in some time. The
sudden appearance of Ophelia, in this particular moment and
setting, may arouse Hamlet’s suspicion that this meeting has
been orchestrated.
 SUMMARY OF THE ENCOUNTER

• When Hamlet encounters Ophelia, their conversation takes

on a tense, erratic quality. Hamlet denies his love for her
and speaks harshly, telling her to "get thee to a nunnery"
and rejecting her in ways that seem contradictory and
puzzling. This exchange suggests that Hamlet is using
Ophelia as a vehicle for his anger, distrust, and
disillusionment with women and relationships, perhaps
spurred by his mother Gertrude’s recent marriage to
Claudius.
 ANALYZING THE PLAY WITHIN A PLAY IN
HAMLET, ACT 3, SCENE 2

• Objectives
• Analyze the structure and significance of the play-
within-a-play scene
• Explain how this scene enhances the themes of
appearance versus reality, guilt, and deception in
Hamlet
SUCCESS CRITERIA

• Students will be successful if they can:

• Identify the purpose and impact of the play within-a-play

using textual evidence
• Discuss Hamlet’s motives and strategies in staging the play
and how they advance the plot.
 STARTER

• Begin with a recap of Act 3’s context, reminding students of Hamlet’s

motive to confirm Claudius’s guilt. Briefly introduce the concept of
“metatheatre” and its role in Hamlet. Pose the question: “What do
you think Hamlet hopes to achieve with this play?”

• What do you think Hamlet hopes to achieve with this play?”

 WHAT IS METATHEATRE

• Metatheatre draws attention to the fact that

the audience is watching theatre, and the
nature that entails.
• Metatheatre draws attention to the fact that
the audience is watching theatre, and the
nature that entails.
• When a play knows it’s a play
• It involves self-referential elements, such as
characters acknowledging their roles as actors
or commenting on the nature of theatre itself.
In Hamlet, metatheatre plays a crucial role in
exploring themes of deception, reality, and
• One of the most prominent instances of metatheatre in
Hamlet occurs during the play-within-a-play scene, where
Hamlet stages The Murder of Gonzago to expose King
Claudius’ guilt. This play within the play serves not only as
a dramatic device but also as a commentary on the nature
of performance, illusion, and the complexities of truth.
Hamlet uses the play to manipulate his audience—both the
characters in the play and the audience within the theatre.
 HAMLET’S SPEECH TO THE PLAYERS (LINES 1-
40), EXAMINING HIS VIEWS ON ACTING AND
TRUTH.
• Key Points from Hamlet’s Speech:

• Acting as a Reflection of Reality:

• Hamlet tells the players to act with restraint, avoiding overdone
expressions, which he describes as “tearing a passion to tatters.” He
advises them to “suit the action to the word” so the performance
resembles real life.
• By urging the players to act naturally, Hamlet underscores his view that
theater should hold up a mirror to nature, capturing the subtleties of
human behavior rather than exaggerating them.
• The Role of Theater in Society:
• Hamlet expresses his belief that the purpose of acting is to
reveal truth, describing the stage as a medium that shows “the
very age and body of the time his form and pressure.”
• Here, Hamlet sees theater as a means of portraying societal
truths, not just as entertainment, implying that a well-crafted
performance can illuminate truths that might otherwise go
unspoken.
• Hamlet’s Distrust of Insincerity:
• His emphasis on avoiding overacting and bombastic
displays reflects his disdain for falseness and pretense.
Given his situation in the court, where deceit is rampant,
Hamlet values sincerity and believes that genuine acting
can expose lies.
• This approach reflects Hamlet’s internal struggle to
distinguish truth from appearances, as he himself grapples
with the need to “act” while seeking real revenge.
• “Whatdo Hamlet’s instructions to the players reveal about
his own character?”
 HAMLET OBSERVES CLAUDIUS’S REACTIONS
(LINES 229-255).
• Hamlet’s Intense Focus: Hamlet is entirely focused on Claudius's
reaction, hoping the play will provoke a visible display of guilt. As the
play unfolds, Hamlet eagerly awaits signs that Claudius is affected,
asking Horatio to help him closely observe Claudius’s facial
expressions and body language.
• Claudius’s Reaction – Guilt Revealed: When the actor pours poison
into the sleeping king's ear, Claudius reacts strongly, unable to hide
his agitation. He abruptly stands up, calls for light, and storms out of
the room. This reaction confirms Hamlet’s suspicions, as Claudius’s
response reveals his inner guilt and horror, mirroring the crime he
• “The Mousetrap” is Successful: Hamlet triumphantly declares, “I’ll take the
ghost’s word for a thousand pound,” affirming his faith in the ghost’s
account of his father’s murder. Claudius’s visible distress serves as the
confirmation Hamlet needs, providing the proof he has sought to validate his
suspicions.
• Reinforcing the Theme of Appearance vs. Reality:This scene epitomizes the
theme of appearance versus reality, as Claudius’s seemingly composed
exterior crumbles in the face of his guilty conscience. Hamlet’s use of
theater to uncover the truth highlights the power of art to reveal hidden
motives and manipulate appearances.
 3 SCENE 4 THE KILLING OF POLONIUS

• What do you think happens when someone acts impulsively without

understanding the full situation

• When someone acts impulsively without understanding the full

situation, they often make decisions that have unintended and
sometimes disastrous consequences. This concept is evident in
Shakespeare's Hamlet, as the protagonist frequently grapples with
decisions driven by emotion and incomplete knowledge, which lead to
significant repercussions.
 HOW NOW? A RAT? DEAD FOR A DUCAT,
DEAD!"

• Meaning: Here, Hamlet calls out to the unseen figure behind

the curtain (Polonius) and impulsively stabs him. Referring to
him as "a rat" dehumanizes the hidden figure, indicating
Hamlet's disdain for eavesdroppers and spies. The phrase
"Dead for a ducat, dead" conveys the swift certainty of
Hamlet's action, suggesting he views the killing as trivial or
transactional, like placing a bet.
 SIGNIFICANCE:

• This line reflects Hamlet's reckless behavior in this

moment. His impulsive decision to kill without verifying
the identity of his target marks a turning point in the play.
It highlights the dangers of acting without fully
understanding the situation, a theme that permeates
Hamlet. This moment demonstrates Hamlet’s growing
willingness to take decisive, though misguided, action in
his pursuit of revenge.
 "THOU WRETCHED, RASH, INTRUDING FOOL, FAREWELL."

• Meaning: After discovering that he has killed Polonius

rather than Claudius, Hamlet addresses the corpse with
a mix of condemnation and finality. He criticizes
Polonius for his "rash" decision to spy on their
conversation and intrude into private matters. However,
this criticism is ironic, as it also reflects Hamlet’s own
rashness in killing without certainty.
 SIGNIFICANCE

• This line showcases Hamlet’s contempt for Polonius, whom he

views as meddlesome and sycophantic.
• It also underscores Hamlet's increasing detachment from the
moral consequences of his actions, as he quickly moves past
Polonius’ death to focus on his confrontation with Gertrude.
• The irony of Hamlet calling Polonius "rash" reinforces one of the
play's central themes: the tension between thought and action.
Hamlet criticizes others for qualities he himself exhibits, which
further illustrates his internal conflict.
 WHAT DOES HAMLET’S REACTION REVEAL ABOUT HIS STATE OF
MIND?

• Impulsiveness: Hamlet’s quick decision to kill Polonius

without confirming his identity shows his rashness and
emotional volatility. He is driven more by frustration and
anger than rational thought.
• Disdain for Spying: By calling Polonius a "rat," Hamlet
conveys his contempt for those who engage in surveillance
and deceit, reflecting his growing frustration with the
court’s dishonesty.
 Moral Conflict:

• Though Hamlet criticizes Polonius for being "rash," his own

rashness mirrors the same fault he condemns. This highlights
his inner turmoil and inability to reconcile his thoughts and
actions.
• Detachment: Hamlet’s dismissive tone after realizing he has
killed Polonius ("Thou wretched, rash, intruding fool, farewell")
suggests a growing detachment from the moral weight of his
actions, as his focus remains on avenging his father rather
than reflecting on his mistake.
 HOW DOES POLONIUS’S DEATH CONNECT TO THE THEME OF
SURVEILLANCE?

• Polonius as a Spy: Polonius dies while eavesdropping on

Hamlet's private conversation with Gertrude, directly linking his
death to the theme of surveillance. His role throughout the play
as a schemer and spy makes him a victim of the court’s
pervasive mistrust and deceit.
• The Dangers of Intrusion: Shakespeare underscores the perils
of constant surveillance and intrusion. Polonius' death becomes
a cautionary moment, demonstrating how spying can lead to
unintended and tragic consequences.
• Broader Court Dynamics:

• Polonius’ actions mirror the larger culture of

espionage in Elsinore, where characters like
Rosencrantz, Guildenstern, and even Claudius
engage in covert observation. Polonius’s death
serves as a turning point, exposing the risks of this
culture.
 WHY IS THIS EVENT SIGNIFICANT FOR THE
PLOT?

• Catalyst for Further Tragedy: Polonius’ death sets off a chain

reaction.
• Ophelia’s Downfall: His death drives Ophelia into madness and
eventual suicide.
• Laertes’ Revenge: It prompts Laertes to return and seek
vengeance, setting up the fatal duel with Hamlet.
• Hamlet’s Isolation: This act intensifies Hamlet’s alienation.
Gertrude’s fear grows, and Claudius becomes more determined to
neutralize Hamlet, plotting to send him to England.
• Momentum for the Climax: This event shifts the narrative into its final
phase. Polonius’ death escalates the tension between characters,
bringing the themes of revenge, surveillance, and morality to the
forefront.
• Moral Ambiguity: Polonius’ death complicates Hamlet’s character, as
his rashness and lack of remorse contrast with his earlier philosophical
introspection, further deepening the tragic dimensions of his arc