Hamlet Close Reading Analysis Worksheets Bundle

Item description

Support the development of close reading skills for high school with this complete bundle of worksheets composed of inference questions covering every individual scene in William Shakespeare’s Hamlet. These resources will encourage students to analyze how complex characters develop, explore character motivations, interpret figurative expressions, apply knowledge of literary devices, develop greater confidence in decoding Shakespearean language, and much more. Answer keys are included. All materials are delivered in a zip file containing printable Word Document and PDF versions. 

Use these resources for independent or small group engagement with the text; they may lead to thoughtful discussions that contribute meaningfully to a culture of active learning in high school English classrooms. Details on each individual worksheet follow.

Hamlet Close Reading Worksheet (Act 1, Scene 1). Students will be able to:

• Define complex words and phrases in context
• Verify interpretations of words and phrases using reference materials such as a dictionary and thesaurus
• Discern the tone of a given passage
• Isolate a falsehood about plot development among factual statements
• Analyze character actions and dialogue to discern character motivations
• Cite textual evidence in support of claims and ideas
• Discern the most adequate characterization of Horatio
• Analyze plot from a historical context
• Analyze character dialogue to discern and articulate what is implied
• Apply knowledge of dynamic character to the text
• Apply knowledge of foreshadowing to the text
• Identify context clues that suggest Horatio’s opinion on supernatural occurrences is correct
• Explain how Denmark gained authority over Norwegian lands
• Make an inference about author’s intent, analyzing plot to determine what is suggested about the universe and its relationship to humankind

Hamlet Close Reading Worksheet (Act 1, Scene 2). Questions pertain to the following:

• Citing textual evidence in support of a claim
• Analyzing character behaviors to draw logical inferences about character development and motivations
• Applying knowledge of figurative language and articulating rational interpretations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Analyzing an excerpt to discern tone in context

Hamlet Close Reading Worksheet (Act 1, Scene 3). Questions pertain to the following:

• Analyzing character statements and behaviors to draw logical inferences about character development and motivations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Applying knowledge of literary devices to the text with an emphasis on simile and metaphor
• Analyzing an excerpt to discern tone in context
• Analyzing textual details to discern and articulate their significance to the plot
• Articulating ideas with clarity and precision

Hamlet Close Reading Worksheet (Act 1, Scene 4). Students will do the following:

• Discern what the text states both explicitly and implicitly
• Determine the primary function of a given passage
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Analyze complex vocabulary and phrasing in context to determine meaning and intended effect
• Apply knowledge of literary devices to the text
• Compare and contrast two characters
• Articulate ideas with clarity and precision

Hamlet Close Reading Worksheet (Act 1, Scene 5). Students will do the following:

• Discern what the text states both explicitly and implicitly
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Analyze complex vocabulary and phrasing in context to determine meaning and intended effect
• Apply knowledge of literary devices to the text
• Conduct brief research to answer a question connecting Greek mythology to the drama
• Articulate ideas with clarity and precision

Hamlet Close Reading Worksheet (Act 2, Scene 1). More specifically, students will do the following:

• Discern what the text states both explicitly and implicitly
• Identify a variety of functions this scene serves
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Analyze complex vocabulary and phrasing in context to determine meaning and intended effect
• Apply knowledge of literary devices to the text with emphasis on situational irony
• Compare and contrast two characters
• Articulate ideas with clarity and precision
• Defend a claim with textual evidence

Hamlet Close Reading Passage & Questions (Act 2, Scene 2). Questions pertain to the following:

• Citing textual evidence in support of a claim
• Analyzing character behaviors to draw logical inferences about character development and motivations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Analyzing an excerpt to discern tone in context
• Analyzing the factors contributing to Hamlet’s internal conflict (the contradictory nature of religious values coupled with codes of honor)

Hamlet Close Reading Passage & Questions (Act 3, Scene 1). Questions pertain to the following:

• Analyzing character statements and behaviors to draw logical inferences about character development and motivations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Applying knowledge of literary devices to the text with an emphasis on metaphor
• Analyzing an excerpt to determine its primary function
• Understanding Hamlet’s mindset and inferring claims with which he would most likely agree
• Analyzing textual details to discern and articulate their significance to the plot
• Articulating ideas with clarity and precision

Hamlet Close Reading Passage & Questions (Act 3, Scene 2). Questions pertain to the following:

• Citing textual evidence in support of a claim
• Analyzing character behaviors to draw logical inferences about character development and motivations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Analyzing an excerpt to discern tone in context
• Analyzing dialogue to draw well informed inferences about Shakespeare’s philosophy on the purposes of dramatic performances

Hamlet Close Reading Passage & Questions (Act 3, Scene 3). Questions pertain to the following:

• Analyzing character behaviors to draw logical inferences about character development and motivations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Applying and articulating knowledge of literary devices to the text with emphasis on dramatic irony, simile, and metaphor
• Analyzing an excerpt to discern tone in context
• Analyzing textual details to discern and articulate their significance to the plot
• Citing textual evidence in support of a claim

Hamlet Close Reading (Act 3, Scene 4). Students will do the following:

• Discern what the text states both explicitly and implicitly
• Explore cause-and-effect relationships
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Apply knowledge of literary devices to the text with emphasis on metaphor and personification
• Make logical inferences about why the ghost reappears when it does
• Analyze complex vocabulary and phrasing in context to determine meaning and intended effect
• Articulate ideas with clarity and precision

Hamlet Close Reading (Act 4, Scene 1). Students will be able to:

• Define complex words and phrases in context
• Verify interpretations of words and phrases using reference materials such as a dictionary and thesaurus
• Discern the tone of a given passage
• Identify an example of figurative language and explain its effect
• Apply knowledge of verbal irony, sibilance, personification, consonance, and inversion to the text
• Isolate a factual statement about plot development from falsehoods
• Analyze character actions and dialogue to discern character motivations
• Analyze a character’s dialogue to discern what it suggests about their psychological state
• Identify and explain Claudius’s dominant internal conflict
• Cite textual evidence in support of claims and ideas

Hamlet Close Reading (Act 4, Scene 2). Students will be able to:

• Discern the tone of a given passage
• Identify the meaning of a particular line
• Identify an example of metaphor and explain its intended meaning
• Analyze Hamlet’s dialogue to discern and articulate how he portrays Rosencrantz and Guildenstern as less than human
• Cite textual evidence in support of the claim that Hamlet shows disrespect toward the king
• Analyze the author’s craft to discern what effect is created by presenting several consecutive brief scenes
• Isolate a factual statement about plot development from falsehoods

Hamlet Close Reading (Act 4, Scene 3). Students will be able to:

• Identify what Claudius compares Hamlet to
• Consider plot developments from Claudius’s point of view
• Identify why it is important for Claudius to give the illusion of careful consideration when banishing Hamlet
• Identify textual evidence that supports Claudius’s judgment that Hamlet is going insane
• Define words and phrases as they are used in the text
• Verify interpretations of words and phrases using reference materials such as a dictionary or thesaurus
• Identify Hamlet’s justification for calling Claudius his mother
• Make a logical inference about Hamlet’s thinking based on dialogue
• Discern the tone of a given passage
• Consider plot developments from Hamlet’s point of view
• Identify Hamlet’s intent based on his interactions with Claudius in this scene
• Identify and explain an example of dramatic irony in this scene
• Apply knowledge of literary devices including simile
• Write with clarity and precision

Hamlet Close Reading Passage & Questions (Act 4, Scene 4). Questions pertain to the following:

• Analyzing character statements and behaviors to draw logical inferences about character development and motivations
• Analyzing complex vocabulary and phrasing in context to determine meaning and intended effect
• Analyzing an excerpt to discern tone in context
• Analyzing textual details to discern and articulate their significance to the plot
• Citing textual evidence in support of a claim

Hamlet Close Reading Worksheet (Act 4, Scene 5).

More specifically, students will do the following:

• Discern what the text states both explicitly and implicitly
• Determine the function of a given passage
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Discern the tone of a given passage
• Apply knowledge of literary devices to the text
• Analyze complex vocabulary and phrasing in context to determine meaning and intended effect
• Locate textual evidence in support of claims
• Compare and contrast Hamlet and Ophelia
• Compare and contrast Hamlet and Laertes
• Articulate ideas with clarity and precision

Hamlet Close Reading Worksheet (Act 4, Scene 6).

More specifically, students will do the following:

• Discern what the text states both explicitly and implicitly
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Analyze how characters interact
• Determine the primary purpose of Hamlet’s letter to Horatio
• Apply knowledge of literary devices to the text
• Analyze complex vocabulary and phrasing in context to determine meaning and intended effect

Hamlet Close Reading Worksheet (Act 4, Scene 7).

More specifically, students will do the following:

• Discern what the text states both explicitly and implicitly
• Analyze character statements and behaviors to draw logical inferences about character development and motivations
• Determine the tone of a given passage
• Determine the functions of a given passage
• Isolate a true statement about plot from falsehoods
• Apply knowledge of a variety of literary devices including hubris, personification, metaphor, and irony
• Provide textual evidence in support of a claim about Claudius
• Articulate ideas with clarity and precision

Hamlet Close Reading (Act 5, Scene 1). Students will be able to:

• Articulate what the text says explicitly and implicitly
• Consider author’s intent and articulate why Shakespeare may have chosen to begin this scene in a graveyard
• Analyze characterization to discern the gravedigger’s primary function(s)
• Discern the tone of a given excerpt
• Consider how aristocratic class privileges influence plot development
• Describe Hamlet’s reaction to the gravedigger’s singing, as well as the reason for his reaction
• Apply knowledge of literary devices including metaphor, simile, hyperbole, allusion, alliteration, dramatic irony, situational irony, and more
• Characterize Hamlet’s relationship with Yorick
• Articulate how Hamlet’s lack of emotional or psychological control is manifested physically
• Make logical inferences from the point of view of Hamlet
• Demonstrate knowledge of Claudius’s mindset
• Write with clarity and precision