Revising the sequence of 'Hamlet' 1

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Here are three steps for revising Hamlet. Even when pupils know the play well close to the end of the Leaving Certificate course they may still struggle a little to have the sequence of events embedded in their minds. This also offers the opportunity to the teacher to prompt the class to think more deeply about the play. [Added October 2023: extending this to identifying key scenes for individual characters].

These exercises can be done individually, but they are best used in class, when pairs can discuss each box and come up with their answers. Then the teacher should use these answers to probe further, to make everyone in the class think as deeply as possible. It’s always low-stakes (no marking, no summative feedback): in Mary Myatt’s words, you’re pushing for high challenge, but low threat.

  • Photocopy to A3 size, to allow space for writing.

  • It’s not essential to do that: you could write the questions on a board/display on a screen. But better to have the visual overview. And better to have a copy that can be used over several classes.

  • Click the images to grab the Word original and modify as you see fit (acknowledgements welcome).

Step One

  • Colours indicate Acts.

  • In pairs, using the text, select key details and a small number of short quotations which will help identify the scene.

  • When complete, teacher asks pupils to explain and justify their selections. And probe further: ask other pupils how does that quotation have a significance in the play as a whole? Connect to other characters, themes, images.

Step Two

  • Harder thinking here a few classes later: retrieval practice. Don’t let them know this is coming. Allocate an appropriate amount of time for pairs to do this. Can also be used for individual self-testing.

  • The relevant parts here are the yellow boxes.

  • Pupils have to reconstruct what is missing. And do they have important quotations from the scene? Again, ask them to explain the significance/potential use of those.

Step Three

  • Again, some time later. Reverse-construct the events of each scene from the brief quotations.

  • Again, best in pairs but can still be used for individual self-testing (remind pupils that they need to be honest to themselves, and not use the text).

If pupils can complete step 3, they have a secure understanding of the sequence, and the flow of events.

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