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Claudius

It has only been a short time since the death of my brother, King Hamlet, and it is fitting that the kingdom come together in mourning. However, my judgment needs to overrule my personal grief, as I must also consider the welfare of the whole kingdom.

Therefore, I have married my former sister-in-law, the Queen, who has been jointly ruling the kingdom with my brother during this tense period of war preparation. This has been a time of mixed emotions: the sadness of my brother's death and the joy of our wedding. I want to thank you, assembled nobility of Denmark, for your approval of this royal marriage.

You all know that Prince Fortinbras of Norway, thinking he's more powerful than I am and that Denmark is in a state of disarray following our king's death, has demanded the return of the lands his father lost.

The purpose of this meeting is to inform you of my response. I have written to the King of Norway who, frail and bed-ridden, doesn't know about his nephew's conduct. I have demanded that he order a complete halt to his nephew's actions. After all, the army being assembled consists of the king's subjects.

I'm sending you, Cornelius and Voltemand, to deliver this message. You have no power to negotiate anything more than the terms I have detailed in this letter. Farewell, and perform your duty well by delivering this as quickly as possible.

Voltemand and Cornelius

In delivering this message, as in everything we do, we show our duty to you.

Claudius

I know you do. I give you my earnest farewell. And now, Laertes, what's new with you? You mentioned some kind of request. What is it? Any reasonable request of yours will be granted; in fact I should grant whatever you want even before you ask for it. The head is not more closely linked to the heart, nor the hand more important to the mouth, than is the throne of Denmark to your father. What is it you request, Laertes?

Laertes

My powerful lord, I'd like your permission to return to France, from where I gladly came to attend your coronation. I must confess, now that those duties have been performed, my desire is to be back in France, and I humbly request your permission to return.

Claudius

Do you have your father's permission? What do you say, Polonius?

Polonius

He has, my lord, tirelessly worn me down, and I have finally given him my consent. I urge you to give him permission to go.

Claudius

Enjoy your youth, Laertes. It belongs to you; make the most of it. [To Hamlet] But now, my nephew Hamlet, and also now my son -

Hamlet

I'm more than just your nephew, but I'm definitely less than your son.

Claudius

Why is it that you're in such a cloudy mood?

Hamlet

Cloudy? No, just the opposite. I don't care to be in the good graces of your royal "sunshine," and I definitely don't want to be your son.

Gertrude

Dear Hamlet, quit being so moody and be friendly to the king. You can't go on forever with your eyes downcast, thinking about your father. You know everyone must die someday. We all have a finite life here on earth before spending eternity in the afterlife.

Hamlet

Yes, mother, that is common knowledge.

Gertrude

If that's so, why does your father's death seem so difficult for you?

Hamlet

I'm not "seeming" to be anything! Black funeral clothes, big sighs, rivers of tears, sad expressions - these gestures do not begin to reflect my emotions. They are just the outward signs of sadness anyone could put on. Inside, I'm experiencing real pain.

Claudius

It's a sweet and praiseworthy part of your nature, Hamlet, to mourn your father's death. But you must realize that your father lost his father, your grandfather lost his, and that they both observed the proper conventions of mourning.

But insisting on this prolonged grieving is just improper stubbornness; it's not how a real man behaves. You are disobeying church teachings; you lack toughness; you're immature; and you don't know how to behave properly.

Why should we be irritable and oppose something we can't change, and is as common as can be? That would be acting against the laws of heaven, nature, and reason - all of which teach us that death has been a fact of life since Adam and Eve. Please, let go of this useless sadness and think of me as your father.

I want all of you to know that I proclaim Prince Hamlet as my successor to the throne of Denmark. Hamlet, I love you as intensely as any father does his son. As for your desire to return to school in Wittenberg, that's not what I want; so I ask you to remain here where you will please me by being a leading member of the court, my kinsman, and my son.

Gertrude

Hamlet, please answer your mother's prayers by staying here and not going to Wittenberg.

Hamlet

Only because you're asking, mother, I will stay.

Claudius

Why, Hamlet, what a caring and pleasant response. Dear wife, this courteous and voluntary agreement of Hamlet warms my heart. In celebration, every time I make a toast today I'll order a cannon fired, and by the time my glass is drained we'll hear the echo return as if the heavens were repeating the cannons' roar. Come, let's go.

Hamlet

Oh, if only I could just melt away and disappear like the morning dew. Or if God had not made suicide a sin! Oh God! Oh God! How boring, stupid and meaningless everything that we do in this world seems to me. Damn it all. The world is like an unweeded garden that has gone to seed. Things rotten and gross have taken over completely. That it should come to this!

He's only been dead two months - no, not even that long. He was such a great king, like a Greek god compared to Claudius - that dirty goat. And so loving to my mother, he wouldn't even let the winds from heaven blow in her face too hard. Heaven and earth! Must I remember? How she clung to him - it seemed that the more her desire was fulfilled, the stronger it grew.

And yet, within one month (I can't stand it - women are so morally weak!), within a month, even before she had broken in the shoes that she wore to the funeral - that funeral where she cried the whole time - why, she (Oh, God, even a dumb animal would have mourned longer) why, she married my uncle, my father's brother, who's no more like my father than I'm like Hercules.

Within a month, while her eyes were still red from the shameful tears she had shed for my father, she married! Oh, with such horrible speed she jumped into that incestuous bed! It's awful and it won't turn out well. It's going to break my heart, but I can't tell anybody.

Horatio

Hello, my lord.

Hamlet

Nice to see you. Oh! Horatio, if I'm not mistaken.

Horatio

That's correct, my lord, your humble servant as ever.

Hamlet

Not my servant, but my good friend, I'll switch that name for you. And why have you come from Wittenberg, Horatio? Oh, hello Marcellus.

Marcellus

Hello, my lord.

Hamlet

[To Marcellus] I am very glad to see you. [To Bernardo] Good evening, sir. [To Horatio] But what, pray tell, brings you here from Wittenberg?

Horatio

A habit of skipping school, my lord.

Hamlet

I know you are no truant. I wouldn't tolerate your enemy calling you a truant, much less you calling yourself one. So, what brings you here? You'll learn to drink heartily here in Elsinore, my lord.

Horatio

My Lord, I came to attend your father's funeral.

Hamlet

Don't joke with me; I think it was to go to my mother's wedding.

Horatio

Indeed, my lord, it followed shortly afterwards.

Hamlet

Oh, that was just to save money, Horatio! They took the leftover meat from the funeral service and served it as cold cuts at the wedding reception. I would have preferred to have met my worst enemy in heaven rather than to have seen that day, Horatio! My father! I think I see my father.

Horatio

Where, my lord?

Hamlet

In my mind's eye, Horatio.

Horatio

I saw him once; he was a great king.

Hamlet

He was a complete man, the best in everything. I'll never meet anyone like him again.

Horatio

My Lord, I think I saw him last night.

Hamlet

Saw? Who?

Horatio

My Lord, the king your father.

Hamlet

The king my father!

Horatio

Don't be shocked, but I have something incredible to tell you, which these two gentlemen will confirm.

Hamlet

For heaven's sake, let me hear it.

Horatio

​Twice, in the middle of the night when these two gentlemen were on watch, they were encountered by a figure who resembled your deceased father and appeared to be wearing your father's armor from head to toe. Three times it walked past them in a slow stately manner just three feet away. They stood there dumbstruck and did not speak to it.

In strictest secrecy, they told me what had occurred. The third night I stood watch with them and this thing appeared, just as they had described. I knew your father; this figure resembled him as much as my hands resemble each other.

Hamlet

But where was this?

Marcellus

My Lord, at the guard post where we stood watch.

Hamlet

You didn't speak to it?

Horatio

I did, my lord, but it didn't answer. Once, it looked as if it were going to speak, but at that moment a rooster crowed and it quickly fled and vanished from our sight.

Hamlet

This is very strange.

Horatio

I swear on my life it's true, my lord, and we thought it our duty to inform you.

Hamlet

Indeed, indeed, sirs, but this troubles me. Do you stand watch again tonight?

Marcellus and Bernardo

We do, my lord.

Hamlet

It was armed, you say?

Marcellus and Bernardo

Armed, my lord.

Hamlet

From head to toe?

Marcellus and Bernardo

My Lord, from head to foot.

Hamlet

Then you didn't see his face?

Horatio

Oh, yes, my lord; his helmet visor was up.

Hamlet

How did he look? Was he frowning?

Horatio

A look more in sorrow than in anger.

Hamlet

Pale or red?

Horatio

Very pale.

Hamlet

And he looked directly at you?

Horatio

He stared constantly at us.

Hamlet

I wish I had been there.

Horatio

It would have amazed you very much.

Hamlet

Very likely. Did it stay long?

Horatio

About the time it takes to count to a hundred.

Marcellus and Bernardo

Longer, longer.

Horatio

Not when I saw it.

Hamlet

His beard was grizzled - no?

Horatio

It was, as I have seen it in his life, black with some gray.

Hamlet

I will stand watch with you tonight; perhaps it will come again.

Horatio

I bet you it will.

Hamlet

If this thing appears and resembles my noble father, I'll speak to it even if hell itself opens up and threatens me to be quiet. If you've kept this a secret so far, then continue doing so. No matter what happens tonight, tell no one. I'll reward you well for doing this for me. Goodbye. I'll meet you at the guard post between eleven and twelve.

All

We'll carry out our duty to you, my lord.

Hamlet

Don't do this out of duty, but out of friendship. Goodbye.

My father's spirit in his armor! Something must be wrong; I fear some foul play. I wish the night were already here! Until then, I must be patient. Evil deeds will reveal themselves no matter how much they are covered up.

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Act 1, Scene 2: Full Scene Modern English

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Newly minted King Claudius is holding court at Elsinore. He’s got all kinds of announcements: he thanks all of his supporters in this trying time; he sends ambassadors to Norway to avert an attack by their prince, Fortinbras; he sends Laertes, a young courtier, back to France; and he denies Hamlet p…

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The king and queen were holding court. The first item of business was with two young men, companions of Hamlet's childhood, whom Claudius had secretly summoned. He had a proposition to put to them and they were immensely impressed that they had been singled out by the King of Denmark for a special mission.

Claudius greeted them with his famous, warm smile, applying the considerable skills he had in dealing with people. As he shook their hands his face showed delight and pleasure at the privilege.

'Welcome, dear Rosencrantz and Guildenstern!' he exclaimed. 'Apart from wanting so much to see you, the need we have to employ you made us send for you with insufficient notice.' He smiled his apology. 'I suppose you've heard about the transformation that's taken place in Hamlet, as we would term it, since he's changed so much in every way that he's unrecognizable. I can't imagine, apart from his father's death, what's making him behave so differently. What I would like you to do, as you grew up with him and have known him since his infancy, is to reside here in our court for a while and entertain him with your friendship, and find out whether anything that we don't know about is troubling him so that, bringing it to the surface, we can see whether there's anything we can do about it.'

Gertrude took their hands too. 'Good gentlemen,' she said, 'he's talked about you a great deal and I'm sure there are no two men alive that he likes as much. If you would be willing to oblige us and stay and help us for a while your services will receive the thanks that only a king can give.'

Rosencrantz bowed deeply. 'Both your majesties need do no more than ask,' he said.

Guildenstern nodded. 'We will,' he said. 'And we dedicate ourselves and offer ourselves to be commanded.'

'Thank you Rosencrantz and gentle Guildenstern,' said Claudius.

'Thanks Guildenstern and gentle Rosencrantz,' said Gertrude. 'And I ask you to visit my too much changed son immediately.' She gestured to some attendants. 'Go, and take these gentlemen to Hamlet.'

'I pray to heaven that our presence and our skills will be pleasant and helpful to him,' said Guildenstern.

'Yes, so do I,' said Gertrude.

Polonius came hurrying in.

'The ambassadors from Norway, my lord,' he said. 'With good news.'

'You're always the father of good news,' said Claudius, smiling.

'Am I?' Polonius stood before the king and rubbed his hands. 'I assure my good liege that my duty comes before my life, which is dedicated to my God and my gracious king. And I think, unless I'm losing my faculties, that I've discovered the very cause of Hamlet's lunacy.'

'Oh, tell me then,' said Claudius.' That's what I long to hear.'

'Listen to the ambassadors first. My news will be the dessert to that great feast.'

'Bring them in.'
While Polonius was fetching the ambassadors Claudius paced, frowning. 'He tells me, dear Gertrude,' he said, that he's found the root cause of your son's bad mood.'

She sighed. 'I don't think it's anything other than what we already know: his father's death and our over hasty marriage.'

'Well anyway, we'll listen to him.' His accustomed smile returned as Polonius entered with the ambassadors.

'Welcome my good friends,' he said. 'So tell me Voltimand, what news from our brother Norway?'

Voltimand's face showed that his mission had succeeded. 'Very good,' he said. 'He immediately moved to suppress his nephew's levies, which he had thought were preparations against the Poles, but when he looked more closely he found that they were really preparations against you. He was so annoyed that he ignored his sickness, age and weakness: sends an instruction to Fortinbras to stop, which, in short, the young man obeys. He receives rebuke from Norway, and finally makes a vow to his uncle that he will never again threaten your majesty. At that, old Norway, overjoyed, gives him a grant of three thousand crowns a year and a commission to use those soldiers against the Poles, with a request to you, contained here ....' Voltimand handed the king a letter '.........that it might please you to allow him to pass through your territory for that purpose, subject to the conditions that are set down in there.'

'We're happy with that,' said Claudius, 'and at our leisure we'll read, answer and think about it. Meanwhile, we thank you for your splendid effort. Get some rest and tonight we'll feast together. Welcome home!'
Polonius escorted the ambassadors to the door then came back and bowed unctuously. 'A satisfactory end to this business,' he said. He rubbed his hands, stood up straight and closed his eyes. 'To argue things like the nature of majesty: why day is day, night night, and time is time would serve only to waste night, day and time.......' He noticed Gertrude's impatient gesture to him to get to the point and stopped. '..... Therefore, since brevity is the soul of wit, and tediousness the limbs and outward signs of wit, I will be brief. Your noble son is mad. I say 'mad' because, to define true madness, what is it other than being mad?' He was about to attempt another definition but he caught Gertrude's eye and thought better of it. 'But let that go,' he said.

'More substance with less rhetoric,' said Gertrude.

'Madam,' he protested. 'I swear I'm not employing rhetoric. It's true that he is mad, and in being true, it's a pity, and that it's a pity is true. Rhetoric is a foolish art so goodbye to rhetoric for I will not use it. Let us grant that he is mad, and it remains, therefore, to find out the cause of this effect, or, should I say, rather, this defect, since this effect becomes defective by its nature. So it remains only, and the remainder is this: take note. I have a daughter - at least have as long as she's mine - who in her duty and obedience, look, has given me this.' He withdrew a letter from inside his doublet with a flourish. 'Now listen, and draw your own conclusions. "To the divine, and my soul's idol, the most beautified ....." That's an awful phrase, an appalling phrase: beautified is an appalling phrase. But you will hear. So. "....... In her excellent white bosom, these, etcetera ......."'

'This came to her from Hamlet?' said Gertrude.

'Good madam, be patient awhile. I'll read it.

"Doubt that the stars are fire:
Doubt that the sun does move:
Doubt truth to be a liar:
But never doubt my love.
Oh, dear Ophelia, I'm bad at this poetry: I don't have the skill to word my groans, but believe that I love you ardently. Oh, beloved, believe it. Adieu. Yours forever, dearest lady, as long as I live, HAMLET"

In her obedience my daughter has shown me this. And, moreover, all his solicitings - the times, the means, the places - have been reported to me.'

'But how has she received his love?' said Claudius.

Polonius was thrilled with his triumph. He cocked his head. 'What do you think of me?' he said.

Claudius and Gertrude glanced at each other. Gertrude was about to articulate the impatience that she was trying to conceal when Claudius placed a hand on her arm and smiled at Polonius. 'That you're a loyal and honourable man,' he said.

'I should hope so,' said Polonius. 'But what would you have thought if, when I had seen this hot love on the wing, as I perceived it to be - I must tell you that, before my daughter told me - what might you, or, my dear majesty, your queen here, have thought if I had imitated a table and stayed dumb, or turned a blind eye on this love? What would you have thought? No, I went straight to work, and said the following to my young mistress: "Lord Hamlet is a prince beyond your sphere. This must not be." And then I gave her instructions to keep herself away from his usual places, admit no messengers and accept no gifts. Which done, she accepted the wisdom of my advice, and being rejected - to cut a long story short - he fell into a sadness, then into a depression, and from that into a distraction, and by this decline, into the madness that now makes him rave. And that we all mourn for.' He rubbed his hands.

Claudius was dubious. He turned to Gertrude. 'Do you think it's that?''

She thought for a moment. 'It may be. It's very likely.'

Polonius looked offended. 'Has there ever been a time - I'd love to know that - when I have positively said it's so and it has been proved otherwise?'

'Not that I know of,' said Claudius.

Polonius pointed to his head. 'Take this from this,' he said, 'if it is proved otherwise. If I can I will always find the truth of things, even if it's hidden very deep.'

'How can we put it to the test?' said Claudius.

'You know that he sometimes paces for up to four hours at a time, out there in the lobby.'

'Yes he does,' said Gertrude.

'Well, when he does that again I'll get my daughter to go to him. You and I will hide behind the curtain, watch the encounter: if he doesn't love her and has fallen into madness because of that, then I'm not fit to be an assistant to the state but only a farmer.'

'We'll try it,' said Claudius.

Gertrude looked up beyond the door, to the lobby. 'But look,' she said. 'the poor wretch is out there, reading.'

'Go,' said Polonius. 'Both of you. I'll confront him right now.'

Polonius went out into the lobby. Hamlet was pacing, reading a book. 'Oh, I beg your pardon,' said Polonius.

'How is my good Lord Hamlet?'

'Well, thank God,' said Hamlet, looking up from his book.

'Do you know me, my lord?' said Polonius.

'Very well. You are a fishmonger.'

'No I'm not, my lord.'

'Then I wish you were an honest man.'

'Honest, my lord?'

'Yes, sir,' said Hamlet. 'To be honest nowadays is to be one man out of a thousand.'

'That's very true, my lord.'

'Because if the sun breeds maggots in a dead dog, being a corpse ripe for kissing ..... Have you got a daughter?'

'I have, my lord.'

'Then don't let her walk in the sun. Conception is a blessing, but not as your daughter may conceive.' Hamlet laughed. 'So watch out, friend.'

Polonius frowned. What did he mean by that? Still harping on his daughter. But he didn't know him at first, he called him a fishmonger. He's far gone, far gone. Polonius remembered how in his youth he had suffered this kind of extremity when he was in love - very similar.

'What are you reading, my lord?'

'Words, words, words,' said Hamlet.

'What is the matter, my lord?'

'Between who?'

'I mean the matter that you're reading?'

'Slanders,' said Hamlet. 'For the satirical rogue who wrote this says here that old men have grey beards: that their faces are wrinkled, their eyes watery and sticky and that they are stupid, as well as having weak muscles. I completely agree with all that, sir, although I think he was wrong to write it down because you would be as old as I am, sir, if you could walk backwards like a crab.'

It was madness alright, but there seemed to be some sense in it somewhere. 'Would you like to take a walk outside, my lord?'

'Into my grave,' said Hamlet.

'Yes, indeed, that is outside.'

How full of substance some of his replies were. A coincidence that madness sometimes strikes, sometimes in ways that reason and sanity couldn't achieve. He would leave him now and 'accidentally' find a way of encountering him and his daughter. 'My lord, I will most humbly take my leave of you,' he said.

Hamlet grinned. 'You cannot, sir, take anything from me that I would more willingly part with.' His face became sad suddenly. 'Except my life,' he said dreamily. 'Except my life.'

'Goodbye, my lord.'

Hamlet watched him walk off. 'These tedious old fools!' he exclaimed and returned to his reading.

Polonius got to the end of the long lobby just as Rosenctantz and Guildenstern were coming in.

'You're looking for the Lord Hamlet,' he said. He turned and pointed. 'There he is.'

'God save you, sir,' said Rosencrantz.

They walked swiftly to the other end of the lobby.

'My honoured lord!' said Guildenstern.

'My most dear lord,' said Rosencrantz.

Hamlet looked pleased to see them. 'My excellent good friends!' he exclaimed. 'How are you?'

'Not too bad,' said Rosencrantz.

'Content in that we're not overjoyed,' said Guildenstern. 'We're not exactly the top-button on fortune's hat.'

'But not the soles of her shoes either, I hope?' said Hamlet.

'Neither, my lord,' said Rosencrantz.

'Then you live around her waist - in the middle of her favours?' said Hamlet.

'In fact, around her private parts,' said Guildenstern.

They all laughed.

'In the secret places of Fortune?' said Hamlet. 'Yes indeed, she's a whore.'

They all laughed again. Hamlet slapped Guildenstern on the back. 'What's your news then?'

'None, my lord,' said Rosencrtantz. 'Except that the world's grown honest.'

'Then doomsday's near,' said Hamlet. 'But your news isn't true. Let me ask you more particularly, then. What have you deserved at the hands of fortune, my good friends, that she's sent you to prison here?'

'Prison, my lord?' said Guildenstern.

'Denmark's a prison,' said Hamlet.

'Then the whole world's one,' said Rosencrantz.

'A real one, in which there are many cells and dungeons,' said Hamlet. 'Denmark is one of the worst.'

'We don't think so,' said Rosencrantz.

'Well then, it isn't to you, as nothing is either good or bad unless one perceives it as such. It's a prison to me.'

'That's because your aspirations are so high,' said Rosencrantz. 'Denmark is too small for your mind.'

'Oh God!' exclaimed Hamlet. 'I could be confined in a nutshell and consider that infinite space were it not that I have bad dreams.'
Guildenstern nodded. 'Which are aspirations, as I said. Because aspirations are only reflections of dreams.'

'A dream is itself a reflection,' said Hamlet.

'Absolutely,' said Rosencrantz. 'And I believe that aspirations are so unsubstantial that they're only reflections of reflections.'

'Then our beggars' bodies, and our monarchs and our great heroes are all only the beggars' reflections.' Hamlet scratched his head. 'Shall we go to the court? Because I have to say that I can't think this one through.'

'We're at your service,' said Rosencrantz.

'Never,' said Hamlet. 'I won't rank you with my servants.' He beckoned them close, looked around him and whispered: 'To tell you the truth I'm most closely looked after.' He led the way to the audience hall and invited them to sit. He signaled a servant to bring some refreshments.

'But, as one friend to another,' he said when they were settled, 'tell me why have you come to Elsinore?'

'To visit you, my lord,' said Rosencrantz. 'Nothing else.'

'I'm a complete beggar,' said Hamlet. 'I'm even poor in my thanks. But I thank you, my dear friends, even though my thanks are worthless. Weren't you sent for?'

They looked at each other sharply.

'Is it your own idea? Is it a completely free visit? Come, tell me the truth.'

They protested with gestures of denial.

'No, tell me,' said Hamlet.

'There's nothing to tell,' said Guildenstern. 'What can we say?'

'Anything but the truth, of course,' said Hamlet. He pointed slyly at Guildenstern and smiled. 'You were sent for.' He wagged his finger playfully at Rosencrantz. 'I know, because there's a kind of confession in your looks which you're not skillful enough to modify.' He nodded decisively. 'I know the good king and queen have sent for you.'

'Why would they, my lord?' said Rosencrantz.

'You tell me,' said Hamlet. 'Let me urge you, for the sake of our history, the similarity of our ages, the obligation of our enduring regard for each other, and by whatever else such a close friend could mention, to be honest and direct with me. Were you sent for or not?'

Rosencrantz caught Guildenstern's eye. Guildenstern nodded almost imperceptibly.

'If you have any respect for me don't hold back,' said Hamlet.

Guildenstern turned his palms up and shrugged. 'My lord, we were sent for.'

'And I'll tell you why,' said Hamlet. 'And in doing that you won't have to spy on me and your secret dealings with the king and queen needn't bother your conscience. I don't know why it is, but I've lost all my sense of fun and ignored my physical exercise lately. I've become so depressed that this wonderful structure, the world, seems like a sterile promontory. This beautiful canopy, the sky - listen - this glorious heaven above us, this majestical roof decorated with golden fire ......... Do you know, it strikes me as nothing more than a foul and diseased swirl of evil smelling vapours?'

The two young men stared at their feet. This wasn't what they had expected.

'What a piece of work a man is!' continued Hamlet. 'How superior in reason! How infinite in intelligence! How well proportioned and admirable in his form! How like an angel in his actions, how like a god in his understanding! The masterpiece of the world, the perfect embodiment of animals! And yet, I ask myself what this quintessence of dust is. I get no pleasure out of man.'

Guildenstern looked up at that and winked. Rosencrantz nudged him.

'No, nor woman neither, though judging by your silliness, you seem to be suggesting something.'

Rozencrantz looked hurt. 'My lord, that was far from my thoughts.'

'Why did you laugh then when I said I get no pleasure from man?'

'I was thinking, my lord, that if you find no pleasure in man, what a poor reception the actors will get from you. We overtook them on the way here. They're coming to offer you their service.'

'The actor who plays the king will be welcome. I will salute his majesty. The adventurous knight will use his foil and shield. The lover won't sigh for nothing. The trouble maker will end his part peacefully, the clown will make those laugh who laugh at nothing, and the lady will say her lines as inaccurately as she likes, or the blank verse will suffer for it. What players are they?'

'Your favourite,' said Rosencrantz. 'The tragedians of the city.'

'Why are they touring?' said Hamlet. 'Their permanent home was better from the point of view both of reputation and profit.'

'I think they've gone out of fashion.'

'Aren't they as popular as they were when I was in the city?'

'No, indeed, they aren't.' said Rosencrantz.

'Why is that? Have they gone rusty?'

'No,' said Rosencrantz. 'They're just as good as ever, but there is, sir, an aerie of children - little nestlings, that declaim louder than the subject warrants, in their shrill treble voices, and are most vehemently clapped for it. These are now the fashion and they are abusing all the stages so much that the gallants with their rapiers are afraid of attending for fear of being wounded by the writers' goose quill pens!'

'What? Are they children? Who looks after them? How much are they paid? Are they going to continue as players when they can't sing anymore? If they themselves grow up to be common players, as is most likely, won't they say, if their income doesn't improve, that their writers have done them no favours in making them cry out against the enemy that they are themselves going to become?'

Rosencrantz laughed loudly. 'In fact, there has been a big to-do on both sides. And the public loves to incite them to controversy. For a while no-one would buy a script unless it depicted the fighting between the two groups.'

'Really?'

'Oh there has even been violence.'

'Do the boys carry it off?'

'In more ways than one, my lord. They also carried off the statue of Hercules that stood in front of the Globe theatre!'

'It's not so strange, because my uncle is king of Denmark, and those who pulled faces at him when my father was alive, are now paying twenty, forty, fifty, a hundred ducats a-piece for his portrait in miniature. There's something more than natural in this if we could work it out.'

The castle trumpeters were announcing an arrival.

'The players,' said Guildenstern.

Hamlet stood up. 'Gentlemen, you are welcome to Elsinore. Your hands.' Rosencrantz and Guildenstern got up and he made a show of shaking their hands. 'Come then. Let me welcome you formally, as is expected of me when receiving representatives of the king. I'll greet you in this way in case you think that the welcome I give the players, which I will do warmly, seems more heartfelt. You are welcome, but my uncle-father and aunt-mother are wrong.'

'In what, my dear lord?' said Guildenstern.

Hamlet looked from the one to the other and shook his head. 'I'm only mad when it suits me - when the wind is north-north-west. When the wind is southerly I know a hawk from a heron.'
Polonius, followed by several attendants, was hurrying towards them. He waved and called to them. 'Nice to see you, gentlemen!'

'Listen to me, Guildenstern,' said Hamlet, 'and you too.' He put an arm around the shoulders of each one and drew them close. 'An ear from both. That great baby you see there isn't out of his swaddling clothes yet.'
'Perhaps this is the second time he's wearing them,' said Rosencrantz. 'They say that an old man has a second childhood.'

I prophesy that he's going to tell me about the players. Watch.' He pretended that they were having a different conversation as Polonius came up to them. 'You're right, sir,' he said, winking at Guildenstern.

'On Monday morning that was the case.'

'My lord, I have news to tell you,' said Polonius.

'My lord, I have news to tell you,' mimicked Hamlet. 'When Roscius was an actor in Rome ....'

'The actors have arrived,' said Polonius.

'Yawn, yawn,' said Hamlet.

'Believe me.......' said Polonius.

'Then each actor came riding on his ass...' sang Hamlet.

Polonius interrupted him. 'The best actors in the world, either for tragedy, comedy, history, pastoral, pastoral-comical, historical-pastoral, tragical-historical, tragical-comical-historical-pastoral, unified scene, or scene divided. Seneca isn't too heavy for them not Plautus too light. For plays of the strict classical type and plays of the free romantic type, these are the only men.'

'Oh Jephthah, judge of Israel, what a treasure you had!' exclaimed Hamlet.

'What treasure did he have, my lord?' said Polonius.

'Don't you know? "One fair daughter and no more, The which he loved passing well." ' The prince was still on about his daughter!

'Aren't I right, old Jephthah?'

'If you want to call me Jephthah, my lord, yes, I do have a daughter that I love very much.'

'No, that doesn't follow.'

'What does follow then, my lord?'

'Don't you know? "As by lot, Got wot," and then, you know, "it came to pass, as most like it was." The first verse of the pious song will show you more. But look, I'm cut short by these arrivals.'

Hamlet sprang towards the players as they approached, showing a real and genuine warmth, and pleasure at seeing them. He shook hands with them all. 'You are welcome, masters, all welcome. I'm so glad to see that you're well. Welcome good friends.' He laughed and addressed one of them. 'Oh, my old friend! You've grown a beard since I last saw you. Have you come to beard me in my Denmark?' The boy actor stood shyly behind one of the others. Hamlet beckoned him forward. 'What, my young lady and mistress! My goodness, you've grown tall: your ladyship is nearer to heaven than when I saw you last, by the height of a high-heeled shoe. I hope to God that your voice, like a gold coin, isn't cracked at the rim. Masters, you are all welcome. We'll get straight down to it like French falconers, and fly at anything we see. We'll have a speech right now. Come, give us a taste of your acting. Come, a passionate speech.'

The players' leader nodded. 'Which speech, my lord?'

'You did a speech for me once, but it was never performed,' said Hamlet. 'Or if it was, it couldn't have been more than once because the play, as I remember, didn't please the million - it was caviar to the general but it was, as I and some others, whose judgment was better than mine, regarded as an excellent play, well constructed and written with subtlety. I remember that one of them said that there was no bawdiness in the lines to make the play salacious, and no language that might have laid the author open to the charge of affectation. He called it an honest method, wholesome and sweet and very much more handsome than fashionable. The speech that I liked the most was Aeneas' tale of the fall of Troy, and especially where he talks about the death of Priam. If you still remember it start at this line: let me see, let me see...' Hamlet screwed up his face, trying to remember the line. 'The rugged Pyrrus, like the Hyrcanian beast... No, that's not it - it begins with Pyrrus -

"The rugged Pyrrhus, he whose sable arms,
Black as his purpose, did the night resemble
When he lay couched in the ominous horse,
Hath now this dread and black complexion smear'd
With heraldry more dismal; head to foot
Now is he total gules; horridly trick'd.
With blood of fathers, mothers, daughters, sons,
Baked and impasted with the parching streets,
That lend a tyrannous and damned light
To their lord's murder: roasted in wrath and fire,
And thus o'er-sized with coagulate gore,
With eyes like carbuncles,
the hellish Pyrrhus Old grandsire Priam seeks."
Like that. You carry on.'

Polonius clapped. 'Before God, my lord, well done - such good accent and expression.'

The players' leader took up the theme:
'Anon he finds him S
triking too short at Greeks; his antique sword,
Rebellious to his arm, lies where it falls,
Repugnant to command: unequal match'd,
Pyrrhus at Priam drives; in rage strikes wide;
But with the whiff and wind of his fell sword
The unnerved father falls. Then senseless Ilium,
Seeming to feel this blow, with flaming top
Stoops to his base, and with a hideous crash
Takes prisoner Pyrrhus' ear: for, lo! his sword,
Which was declining on the milky head
Of reverend Priam, seem'd i' the air to stick:
So, as a painted tyrant, Pyrrhus stood,
And like a neutral to his will and matter,
Did nothing. But, as we often see, against some storm,
A silence in the heavens, the rack stand still,
The bold winds speechless and the orb below
As hush as death, anon the dreadful thunder
Doth rend the region, so, after Pyrrhus' pause,
Aroused vengeance sets him new a-work;
And never did the Cyclops' hammers fall
On Mars's armour forged for proof eterne
With less remorse than Pyrrhus' bleeding sword
Now falls on Priam.
Out, out, thou strumpet, Fortune! All you gods,
In general synod 'take away her power;
Break all the spokes and fellies from her wheel,
And bowl the round nave down the hill of heaven,
As low as to the fiends!'
Polonius tutted. 'This is too long.'

'It will be sent to the barber with your beard,' snapped Hamlet. 'Carry on. He's interested only in a jig or a smutty story, or he goes to sleep. Carry on. Come to Hecuba.'

'But who, oh, who had seen the mobled queen...'

'The mobled queen?' said Hamlet.

Polonius nodded thoughtfully. 'That's good; mobled queen is good.'

Hamlet gestured impatiently to the actor, who continued:
'Run barefoot up and down, threatening the flames
With bisson rheum; a clout upon that head
Where late the diadem stood, and for a robe,
About her lank and all o'er-teemed loins,
A blanket, in the alarm of fear caught up;
Who this had seen, with tongue in venom steep'd,
'Gainst Fortune's state would treason have pronounced:
But if the gods themselves did see her then
When she saw Pyrrhus make malicious sport
In mincing with his sword her husband's limbs,
The instant burst of clamour that she made,
Unless things mortal move them not at all,
Would have made milch the burning eyes of heaven,
And passion in the gods.'

'Look,' said Polonius. 'He's changed colour and he's got tears in his eyes. Please, no more.'

The actor looked at Hamlet for guidance.

'It's fine,' said Hamlet. 'I'll ask you to say the rest soon.' He gestured to Polonius. 'My good lord, will you take the players to their accommodation? Listen, look after them well because they are the chroniclers of our time. You would be better off having a bad epitaph after your death than an unfavourable report from them while you're alive.'

'My lord, I'll treat them according to what they deserve.'

'For God's sake, man, much better. If you treat every man according to his desert who would escape whipping. Treat them according to your own honour and dignity. The less they deserve the more merit there is in your generosity. Take them.'

'Come, sirs.' Polonius turned.

'Follow him, friends. We'll hear a play tonight.' Hamlet stopped the lead player as the others went off with Polonius. 'Listen to me, old friend,' he said. 'Can you do The Murder of Gonzago?'

'Yes, my lord.'

'We'll have it. You could learn a speech of about twelve or sixteen lines, which I would write and insert if you had to, couldn't you?'

'Yes, my lord.'

'Good. Follow that lord.' Hamlet called after him. 'And make sure you don't mock him.'

Rosencrantz and Guildenstern laughed loudly. Hamlet shook their hands again.

'My good friends,' he said. 'I'll leave you till tonight. You are welcome to Elsinore.'

They bowed and left him.

He was alone at last. He slid slowly down on to a bench. He gazed at the chairs of state at the far end of the room. All the laughter and pretence of this last hour made him feel even more miserable than before. What a deceitful fellow - a rogue, a peasant slave - he was! It was monstrous that this actor had only to imagine grief for his face to go pale and his eyes to stream. In a fiction! A made-up script of passion! He was able to effect a broken voice, a desperation in his body language, and everything he felt necessary to the situation he was imagining. And it was all for nothing! For Hecuba, dead for a thousand years! What was Hecuba to him, or he to Hecuba, that he should weep for her? What would that actor do if he had the motive and the reason for grief that he had? He would flood the stage with tears and split the ears of the audience with the language he would find, terrifying the innocent and making the guilty mad. He would bewilder the ignorant and amaze the eyes and ears of all.

He stood up and paced. He was the opposite of the actor: he was a rascal, the mettle of whose character had become tarnished and dull. He was shrinking away from his duty like a John-o-dreams, slow to translate his purpose into action, unable to say a word, no, not even on behalf of a king who had been robbed of his property and most precious life. Was he a coward? The victim of bullies? Would he let them call him names, strike him on his head, pull his beard out and throw it in his face, assassinate his character? Ha! God, yes, he would just take it because it was impossible that he could be anything but pigeon-livered , lacking the gall to summon up enough bitterness to do anything about his father's murder. Otherwise he would have fed this slave's intestines to the local kites. The villain! Bloody, filthy villain! Remorseless, treacherous, lecherous, cruel villain! Oh vengeance! His heart was beating fast and he was almost breathless from the thoughts that were plaguing him. He sat down again. What an ass he was! What a brave man! That he, the son of a beloved father who had been murdered, with every reason between heaven and hell to act, should unburden his heart with words and descend to cursing, like a whore - a servant. Curse it!

He sat for a moment and an idea that had occurred to him while talking to the actors began to take shape. He had to concentrate on it now. Hmmm. He had heard about guilty people who, while watching a play, had been so affected by the contents of the scene, that they had confessed to their crimes, because murder will always find a way to proclaim itself, even though it has no voice of its own.

The idea crystallized. He would get the players to perform something like the murder of his father in front of his uncle. He would watch his uncle's reactions. He would probe his very thoughts. If his uncle so much as flinched he would know what to do. The ghost may have been the devil for all he knew, and the devil had the power to take on a pleasing shape. Yes, and perhaps the devil was taking advantage of his weakness and his grief to damn him. He was therefore going to get proof. The play was the thing in which he would catch the conscience of the king.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Read more scenes from Hamlet:

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Read Hamlet In Modern English: Act 2, Scene 2

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Hamlet in Modern English: Act 2, Scene 2: The king and queen were holding court. The first item of business was with two young men, companions of Hamlet's childhood, whom Claudius had secretly summoned...

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Translate English into Shakespearean! Type English in the box on the left to morph it into Shakespearean on the right.

Shakespearean to English

Looking for a Shakespeare translator? Shakespeare may have been a genius, but one thing's for sure: he wasn't speaking our language. At least not exactly. With Shmoop's Shakespearean translator, you'll get the full text of Shakespeare's plays side-by-side with a summary to help you pick up what he was putting down. That's all the glory of the Bard's written word without the constant confusion. Click the button below to pick a play and get your English to Shakespeare translation.

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"To be, or not to be?" We can't tell you, but we can Shakespeare-ify any sentence you can come up with! Check out our translator for hours (or minutes) of fun!

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Looking for a Shakespeare translator? Shakespeare may have been a genius, but one thing's for sure: he wasn't speaking our language. At least not exactly. With Shmoop's Shakespearean translator, you'll get the full text of Shakespeare's plays side-by-side with a summary to help you pick up what he was putting down. That's all the glory of the Bard's written word without the constant confusion. Click the button below to pick a play and get your English to Shakespeare translation.

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This is my second post on processing speed. Last week, I addressed the definition, causes, assessment options, and revealed 5 ways that a slow processing speed can impact learning. This week, I discuss 7 power strategies for student success as well as reasonable accommodations in the classroom.

Help students to learn memory strategies so that they can secure learning and access information from their memory banks at a faster pace.

Play games that require players to work quickly in a time limit. Here are a few of my personal favorites.

Use online test preparation sites like Quizlet that can help students practice the content so that the brain develops the myelin sheath needed to transmit information along the nerves. Quizlet even offers a few game-like activities (Gravity and Match) where students can try to improve their speed of processing with the information they are learning.

Use a metronome or play upbeat music or a timer. A metronome is a device that produces a beat, a click, or other sound at regular and consistent intervals. Slow beats can be calming, and a fast beat can increase processing speed and energy level. The trick is to use a metronome that allows a student to pick their own speed and sound preferences. If you are trying to increase processing speed, then the metronome can be increased slowly over time. To learn more about this as well as online metronome options CLICK HERE. In addition, a timer can be used to motivate some learners to stay on task and increase speed of processing. What's more, if a student enjoys competing against themselves, then tasks can be broken into chunks and students can try to improve their speed of completion for each chunk.

Develop the weak cognitive processing areas that slow down learning. When we make sense of the information that we see and hear, many people with slow processing struggle with weak visual and/or auditory processing. To address any deficit areas of processing, one can do activities to exercise these skills. We offer cognitive based products that address:

Teach students efficient ways of completing tasks. Switching back and forth between assignments, for example, is a very inefficient way to complete homework. Instead, one can teach students the benefits of maintaining their attention on a single task until it is finished.

Help learners manage distractions that pull their attention away from their work. For example, pings from social media, bleeps from a mobile phone or background noise from a TV or computer device can distract attention and slow processing speed. Therefore, helping students to create distraction-free environments can help them to focus their attention and improve processing speed so that they can get through assignments at a faster pace while improving their learning capacity.

Help student overcome anxiety that is associated with learning or taking tests. Anxiety gets in the way of and slows processing of information. To learn some strategies, CLICK HERE.

Click on the Image Below to View All Our Products that Can Strengthen Processing Speed

When processing speed is documented to be a significant deficit and it impacts a student's academic achievement, students can get reasonable accommodations as defined in an IEP or 504 plan. The following are a list of possibilities:

Provide extended time for tests and assignments.

Offer instruction at a slower pace and check for understanding.

Provide a copy of the teacher's notes.

Give fewer homework problems.

Allow extended time on standardized tests such as the ACTs and SATs.

Help the student to use assistive technology such as voice to text, text to voice, and organizational apps such as Google Keep and Inspiration.

Monitor the students planning, time management and organizational skills.

If you would like to learn about other reasonable accomodations, CLICK HERE.

I hope you found this helpful.

Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.

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7 Powerful Strategies To Improve Processing Speed

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Dear Friends: This is my second post on processing speed. Last week, I addressed the definition, causes, assessment options, and revealed 5 ways that a slow processing speed can impact learning. This week, I discuss 7 power strategies for student success as well as reasonable accommodations in the classroom.

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10 Tips for helping students with slow processing

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What is processing speed and which strategies can children, parents and teachers implement to help cope with slow processing speed?

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BBE’s Virtual Calming Room - Guided Relaxation

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GUIDED MEDITATION & MINDFULNESS ACTIVITIES

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By Med Kharbach, PhD |

Students with special needs can sometimes face challenging problems that disrupt their learning process which is why, as teachers and parents, we need to make sure we are equipped with the right pedagogical tools and strategies to help this group of learners thrive and shine.

In today's post I am sharing with you this collection of helpful resources that you can use to this very purpose: help kids and students with special needs overcome learning challenges and remove obstacles that might stand in their learning path.

This collection is a work in progress and I will be adding more resources and updating it regularly (last update was in July 6, 2022).

The initial version of this post contained a chart but I removed it because of the complaints I received from readers complaining that the chart does not render well on their mobile devices.

Currently, the list contains three main categories: Dyslexia apps, Autism apps, and apps for students who are blind or with low vision. If you have other suggestions to add to this list, share with us on social media.

1. Apps to help with dyslexia

These dyslexia apps offers different services including scanning tests to identify reading challenges for kids, interactive reading materials designed specifically for students with dyslexia and struggling readers, activities and games to help children with dyslexia develop key literacy skills, fun quizzes and exercises, and many more.

2. Apps to help with autism

These apps can help kids with autism spectrum disorder (ASD) and other developmental challenges (e.g., Apraxia, Down Syndrome, Cerebral Palsy, etc) develop a number of key skills that cover areas related to communication, decision making, problem solving, emotional management, social interaction, language learning, logical and abstract thinking, creativity, hand-eye coordination, self-confidence, color and shape recognition, attentiveness and alertness, and many more.

3. Apps for The Visually Impaired

Here are some of the popular apps to use with kids and students (and anyone else for that matter) who are blind or with low vision.

The apps will not only enable them to navigate the world in a much more accessible way but will also provide them with extra pair of eyes to use to improve their learning.

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Best iPad Apps for Students with Special Needs - Educators Technology

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Students with special needs can sometimes face challenging problems that disrupt their learning process which is why, as teachers and parents, we need to make sure we are equipped with the right pedagogical tools and strategies to help this group of learners thrive and shine.

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https://www.edtech.ie/

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Comprehension: The Goal of Reading

Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.

In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).

​ Strategies for reading comprehension in Read Naturally programs

​General Strategies for Reading Comprehension

The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.

In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.

Using Prior Knowledge/Previewing

When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.

Predicting

When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.

Identifying the Main Idea and Summarization

Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author's purpose in writing the text.

Questioning

Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.

Making Inferences

In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.

Visualizing

Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.

Strategies for Reading Comprehension: Narrative Text

Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.

Story Maps

Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story. Story grammar includes:

Setting: When and where the story takes place (which can change over the course of the story).

Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.

Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.

Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop's Fables or inferred by the reader (more common).

​ Printable story map (blank)

Retelling

Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.

Prediction

Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions.

Answering Comprehension Questions

Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.

Strategies for Reading Comprehension: Expository Text

Expository text explains facts and concepts in order to inform, persuade, or explain.

The Structure of Expository Text

Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.

Expository text also often uses one of five common text structures as an organizing principle:

Cause and effect

Problem and solution

Compare and contrast

Description

Time order (sequence of events, actions, or steps)

Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.

Main Idea/Summarization

A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.

​K-W-L

There are three steps in the K-W-L process (Ogle, 1986):

What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the "K" column of their K-W-L forms.

What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the "W" column of their K-W-L forms. For example, students may wonder if some of the "facts" offered in the "K" column are true.

What I Learned: As they read the text, students should look for answers to the questions listed in the "W" column and write their answers in the "L" column along with anything else they learn.

After all of the students have read the text, the teacher leads a discussion of the questions and answers.

Printable K-W-L chart (blank)

Graphic Organizers

Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies Tables that compare and contrast data Time-driven diagrams that represent the order of events Flowcharts that represent the steps of a process​
​

Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.

Strategies for Reading Comprehension in Read Naturally Programs

Several Read Naturally programs include strategies that support comprehension:

Read Naturally Intervention Program

Strategies for Reading Comprehension

Prediction Step

Retelling Step

Quiz / Comprehension Questions

Graphic Organizers

One Minute Reader Live:
A component of web-based Read Live for supplemental, independent reading that develops fluency with support for vocabulary and comprehension.

Take Aim at Vocabulary: A print-based program with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in teacher-led small groups of up to six students.

Main idea

Literal

Vocabulary

Inference

Vocabulary: Clarify target words

Vocabulary: Study word parts and review target words

Vocabulary: Apply the target words

Bibliography

Honig, B., L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564-570.

Pressley, M. (1977). Imagery and children's learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586-622.

Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299-305.

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To improve comprehension, students must have some reading proficiency and receive explicit instruction in skills and strategies for reading comprehension.

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https://ie.ixl.com/english/year-3

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Welcome to IXL's 3rd year English page. Practise English online with unlimited questions in 136 third-year English skills.

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ClozePro is a program that allows teachers to use and create cloze procedure texts to enhance their teaching and students' learning. It comes with a selection of Literacy and Numeracy activities suitable for children throughout the Key Stages. The activities can be used by the teacher as part of whole-class teaching or accessed at the computer by the children individually. Students who are unable to use a mouse alternative, keyboard or touch screen, can operate the program with switches.

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ClozePro is a program that allows teachers to use and create cloze procedure texts to enhance their teaching and students' learning. It comes with a selection of Literacy and Numeracy activities suitable for children throughout the Key Stages. The activities can be used by the teacher as part of whole-class teaching or accessed at the computer by the children individually.

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Follow the steps below to access the online library.

Login to My Registration.

Select 'Online Library' from the dashboard.

Select or deselect each search box and select 'Continue'.

Enter the topic for eBook, journal or article and select 'Search'.

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Guide to the Online Library | Research | Professional Learning | The Teaching Council

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The Teaching Council provides all registered teachers with free access to an online library of research journals and articles and to a collection of eBooks. →

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Differentiation in the classroom refers to tailoring lessons to meet the individual needs of students. It involves adapting the content, delivery, and learning methods to ensure that every child can learn in a way that suits them. Students have diverse needs based on factors such as disability and academic performance, which require specialised teaching methods known as differentiated teaching strategies.

Differentiated teaching does not mean providing one-on-one instruction to each student, or giving them complete freedom to do as they please. Instead, it involves using differentiated learning strategies that challenge every student at the appropriate level, allowing them to grow and succeed in a way that is fair and personalised to their needs.

Differentiation teaching strategies and differentiated learning strategies are important because a one-size-fits-all approach doesn't work. Students have different backgrounds, language abilities, disabilities, and academic levels. Hall (2009) compares a classroom to a bus station, where students arrive with diverse needs. It is the teacher's role to put each student on the right "bus" or learning path, ensuring they all reach their destination successfully.
"Student passengers arrive from a montage of backgrounds with very different needs."
Without differentiation, academic performance may suffer as students become frustrated or bored, leading to disengagement. By tailoring instruction to individual needs, students are challenged at the appropriate level, fostering their success. As the popular quote (often attributed to Albert Einstein) suggests, ' if we judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid'. Differentiated teaching recognises and respects the unique abilities and strengths of each student.

Types of Differentiation Learning Strategies

Now, let's explore some practical differentiation strategies for implementing differentiation in the classroom.

Learning Stations: The first in our list of types of differentiation is the wonderful method of applying learning stations. Create different learning stations that cater to various learning styles, such as visual, auditory, or kinaesthetic. Students can choose the station that best suits their preferred learning style.

One way to facilitate this is with a flexible seating plan. Use this seating plan resource to help.

Student Interviews: Get to know your students by interviewing them about their favourite learning styles, confidence levels in specific tasks, and hobbies. This information helps you tailor tasks and lessons to their preferences.

Parent Interviews: Speak with parents to gain insights into their child's strengths, weaknesses, and any areas where they might be struggling. This collaboration helps create a supportive learning environment.

Explore the Five Senses: Recognise that children learn in different ways and respond to different stimuli. Incorporate a range of teaching methods that engage the five senses to accommodate diverse learning styles.

Task Cards: Create task cards of varying difficulty levels to meet the needs of students with different abilities. These can be shared in mixed groups or tailored to each table.

Two Stars and a Wish: Use the "two stars and a wish" feedback method to personalise lessons. Ask students to provide positive feedback (stars) and suggestions for improvement (wishes) regarding activities and teaching methods.

Think Pair Share: Encourage independent thinking by asking students to reflect individually, discuss their thoughts in pairs, and then share with the whole class. This promotes collaboration and allows students to benefit from each other's strengths.

Goal Setting: Incorporate goal setting regularly to help students reflect on their learning and identify tasks that interest them. Adjust your teaching style based on their feedback to meet their individual needs.

Free Study: Give students the freedom to explore their preferred methods of study during dedicated periods. This fosters engagement and encourages curiosity in learning.

Grouping by Learning Style: Group students based on their learning styles to create personalised learning environments. Practical learners can work together, while those who excel in writing can collaborate in another group.

Mixed Ability Groups: Create groups that include students with different abilities, allowing high-achieving students to assist those who may be struggling. This promotes teamwork and ensures that no student is left behind.

Open-Ended Tasks: Give students control over their learning by allowing them to determine the endpoint of a task. Some ways of doing this are by tasking them with creating a story, video, or performance.

Tiered Resources: Provide tailored resources for students with different needs and abilities, using pre-made differentiated materials to save time.

Differentiated EdTech: Use educational technology apps, games, and websites that adapt to individual student needs, offering progressive challenges or varied delivery methods.

Varying Marking and Assessment Styles: Explore different modes of assessment, such as verbal feedback, quizzes, or games, to cater to students' preferences and understanding.

Differentiation Teaching Strategies for English

In primary school, there are various ways to differentiate English activities. You can utilise ready-made resources that are already differentiated. For instance, you can try a differentiated reading worksheet, Little Red Riding Hood story sequences, or an 'ou' word search.

Differentiation Teaching Strategies for Maths

Maths activities can also be differentiated effectively by using videos, visual aids, and games to cater to different students' understanding. For example, this ratio worksheet is differentiated in three ways based on ability, saving you time in resource creation. Similarly, this activity focusing on telling time can be adapted for children of different ability levels.

Inclusive Differentiated Learning Strategies

When it comes to supporting students with additional needs, it's crucial to ensure they receive proper assistance.

Understanding the challenges faced by these students, such as difficulties with reading, comprehension, vocabulary, memory, organisation, and motor skills, is important. By limiting the amount of work required and planning strategies tailored to their needs, all students can progress. Verbal instructions can be supplemented with written or visual prompts, and instructions can be given one at a time or in the form of a checklist.

How Can Twinkl Help With Differentiated Learning Strategies?

Differentiation in the classroom offers several benefits, including improved academic performance, increased student engagement, reduced stress, increased participation, fostering understanding of diversity, and putting students' needs first.

Differentiation strategies in the classroom can be achieved through various methods, such as offering open-ended tasks for unique responses, providing different tasks based on abilities, adjusting the level of dialogue and content, promoting independence, accommodating different paces, and providing necessary support.

Implementing differentiation strategies in the classroom may pose challenges due to increasing class sizes, resource constraints, and the need for effective parent-teacher communication. However, Twinkl offers a vast collection of differentiated resources, apps, videos, and games that cater to different abilities, year groups, and students with additional needs or English as an Additional Language (EAL) needs.

With these resources, you can personalise your lessons and ensure that no student gets left behind.

Sign up today to access these helpful tools and start implementing differentiation in your classroom!

Just remember, there are many types of differentiation, and not all will work for your class. However, with some trial and error, we're certain you'll do great!

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Differentiation Strategies in the Classroom - Twinkl

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Differentiation is an essential part of teaching, but it can be difficult to cater to everyone in your class. Here are some strategies to help.

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Form Time Ideas - Tutor group activities

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Ideas and activities to keep your tutor group engaged during form time. A fresh set of activities is generated each time you visit.

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Over 10,000 pages of activities in PDF format linked to curricular subjects and examinations ... and growing

Learning support
Language support
Subject classroom

This website has been designed for use in post-primary schools by learning support, language support and mainstream subject teachers, and their students. The resources and activities have been designed to help all students access post-primary curriculum subjects, both junior and senior cycles. There are also resources to help teachers prepare their students for public examination.
All resources and classroom activities may be downloaded and printed. Activities are suitable for classroom use, homework and self-study.

Though primarily designed for newcomer learners of English, the Language Support Activity Units and other activities on this site are equally suited to the needs of all students as they encourage both subject and language learning. The Activity Units are designed to help students achieve by building new knowledge on that which is already clear, comprehensible, and familiar to them (more...)

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English Language Support Programme (Trinity Immigration Initiative)

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This website has been designed for post-primary English Language Support and mainstream subject teachers and their students. On this site you will find a comprehensive range of activities which will help you to access all subject areas of the Junior Certificate curriculum. These activities can be downloaded and printed and are suitable for both classroom activity and self-study.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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MindMeister: Online Mind Mapping and Brainstorming

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Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.

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Structure writing

Use notes and attachments to quickly create a structure for an article or a writing assignment, then create a document outline and continue editing in your favourite writing tool

Create storyboards

Use a frictionless planning canvas to capture and organise your thoughts, and then put them into a powerful storyboard to turn a hierarchy of ideas into a sequence of slides.

Post to social media

MindMup Atlas automatically adds images and contextual information to ensure that your maps show up nicely on Twitter, Facebook, Google+, LinkedIn and Pinterest.

Plan and manage projects

Add measurements to map nodes to automatically calculate cost, completion and other important factors. Manage project progress easily with icons and priorities.

Collaborate easily

Maps saved to MindMup Cloud support concurrent editing for teams and classrooms, enabling you to instantly see updates made to your map by other users.

Attach documents

Add longer text, videos and spreadsheets to your maps. MindMup for Google Drive also allows you to link to other project documents on Google Drive easily.

Add images

Quickly add images and icons to your maps to provide context and illustrations.

Administer easily

Administrators can easily control sharing settings for the entire organisation. MindMup also integrates with Office365 and Google authentication for easy account management.

MindMup Cloud

Free users can create public maps up to 100 KB and save them up to six months. No account or registration needed.

Gold users can create private maps, share and edit concurrently.
Create a new map Open an existing map

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Free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export. Easy mindmapping software.

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Help your students classify ideas and communicate more effectively with these free graphic organizer templates, available for download. They can be used to structure writing projects and help in problem solving, decision making, studying, planning research, and brainstorming.

Printable Graphic Organizers

Select a blank graphic organizer from the following categories depending on your curriculum needs.

Sequence of Events

Main Topic and Key Details

Compare/Contrast

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Free Downloadable Graphic Organizer Templates

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Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

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Excellent ESL describing games to help students describe and define words and practice adjectives of appearance, personality and character.