How do you react if you're "hot-blooded?" What happens when you engage in a "wild  goose chase?" And what are "salad days?" Use this worksheet and the online Visual Thesaurus to answer these questions and more. Based on...

Students read and interpret a script. Then they use higher order thinking skills to transfer information to long term memory. They use the information and interpretations in order to have a model to create dramatic scripts.

Interpret Shakespearian scenes with your middle and high school classes. Groups select scenes from plays that they are familiar with to perform for their classmates. They should attempt to recreate the emotions they think the characters...

In this online interactive reading comprehension worksheet, students respond to 15 multiple choice questions based on Beckett's Waiting for Godot. Students may submit their answers to be scored.

Students compare Romeo and Juliet: Act II, Scene 2 from three different versions of the story.

React to Act III, scene 3 from Romeo and Juliet by exploring how Romeo acted in Act III, scene 3 when he sought counsel from the Friar?

With a partner, review Act IV from Romeo and Juliet. Use the text theme understanding tool to determine and analyze the meaning of the text.

Listen to Act III, scene 4 from Romeo and Juliet using Romeo and Juliet: The Fully Dramatized Audio Edition to establish our understanding.

Students react to Act II, scene 4 from Romeo and Juliet and explore what events develop the plot.

Reread lines 79 - 91 of Act III, scene 2 from Romeo and Juliet independently. During the reading, annotate the text for the pairs of images that Juliet uses in these lines.

Students read Act 4 and 5 of Romeo and Juliet and analyze how the author continues to develop themes within the play.

Read lines 1 - 175 of Act V, scene 3 from Romeo and Juliet together to determine how dramatic irony is used to develop the tragic tone of this play?