lesson 1

Whenever He Teaches Hamlet

by Faisal Mohyuddin

• Start class by reading the following quote:
  

• "Hamlet is really not crazy...his paralysis is all about the pain of a broken heart, of a grief that endures."
  

• Discuss the quote. Do your students agree? Disagree? Have them provide specific instances from the play that highlight his array of emotions and how they manifest themselves in his behavior.
  
• Read "Whenever He Teaches Hamlet" by Faisal Mohyuddin. As you are reading, ask your students to pay attention to the types of things the speaker forgets and how they bring attention to larger concepts, not just "forgetfulness."
• After you've read through the poem, briefly discuss the piece. What kinds of things did the speaker forget? And how does the speaker's forgetfulness toward these things reflect deeper emotions?
• Ask your students to open the following document and go over the instructions with them. In this assignment, your students are going to analyze the speaker's complex emotions and draw parallels to Hamlet's. When you've gone over the directions, give your students time to work.
• When your students are done, have them discuss their "quote pairings." Why did they choose those quotes? And what byproduct of grief do they reflect?
  

• Start class by asking your students about the hardships Hamlet faced throughout the play. In what ways did he suffer?
• Ask your students to envision a more just fate for Hamlet. What kind of things in the play would they have changed to create a more fulfilling, dignified, and fair life for Hamlet?
• Read ”Speaking of the future, Hamlet” by Mary Jo Bang. As you’re reading, ask your students to pay particular attention to the attitude of the speaker toward Hamlet.
• When you’ve finished reading the poem, discuss the general tone of the piece. What is the attitude the speaker holds toward Hamlet? Why? What specific lines contribute to this attitude?
• Ask your students to open the following document and go over the instructions with them. In this assignment, your students are going to identify the allusions throughout the piece and discuss how the poet granted Hamlet a respite from the hardships he had to endure throughout the play. Once you’ve gone over the instructions, give your students time to work.
• When your students are done, walk through the piece with them, reading through it aloud. As you’re working through the poem, have your students raise their hands when you’ve touched on one of the allusions they discussed. When your students raise their hands, ask them “What did that specific piece of text or line allude to? And how did the poet attempt to “rectify” that particular issue/hardship for Hamlet in the poem?“
  

lesson 3

Speaking of the future, Hamlet

by Mary Jo Bang