High school learners examine primary source materials on history and the supernatural which relate to Julius Caesar. They then act out a scene based on different historical understandings and identify facts, theories, and similarities in...

Do your class members’ questions lack depth? “Sigh no more . . .sigh no more.” Use a questioning strategy based on Bloom’s taxonomy to encourage readers to create questions that probe the themes of any text. The model discussion...

How does Lady Macbeth's ambition help advance the plot of Shakespeare's Macbeth? Scholars explore the topic using discussion and a jigsaw activity. Next, they complete a quick write to analyze how Shakespeare develops Lady Macbeth's...

A tragic play includes imperfect heroes, pity and fear, and a fatal flaw. Scholars analyze Shakespeare's Macbeth as an example of the tragedy genre. Pupils demonstrate understanding by completing a Quick Write discussing how Shakespeare...

How do film adaptations differ from their literary counterparts? Scholars watch and analyze the 2011 Royal Shakespeare Company (RSC) production of Shakespeare's Macbeth. Pupils complete a Quick Write analyzing how the RSC production...

How do complex characters develop throughout a text? Pupils read Act 5.1 from Shakespeare's Macbeth, which depicts Lady Macbeth's descent into madness. Using discussion and writing exercises, scholars analyze how Shakespeare develops...

Using the resource, scholars read Act 3.3 of Shakespeare's Hamlet. They analyze two soliloquies and discuss how Shakespeare develops the characters.

Pretty ugly, jumbo shrimp. Oxymorons are awfully good! Scholars reread Act I, scene 2 from Shakespeare's A Midsummer Night's Dream while participating in a drama circle. Next, they begin working on anchor charts to dissect Shakespeare's...

Discussion doesn't always need to be spoken. Before you begin The Tempest by William Shakespeare, have kids connect their ideas and experiences to central questions of the play with a silent discussion activity. Once they have...

Readers learn together with a group discussion activity. As they read William Shakespeare's The Tempest, high schoolers prepare for a fishbowl discussion in which three or four learners sit in the middle of a large circle and...

Asking questions about a text is an effective way to improve reading comprehension. Apply the Question Answer Response strategy to your unit on William Shakespeare's The Tempest. As kids read each passage, they decide if the answer...

Readers of Twelfth Night use a KWHL chart to record information about what they know about Shakespeare's play, what they want to find out, how they plan on finding this information, and what they have learned or still want to learn about...

Something wickedly wonderful this way comes in a lesson that focuses on Macbeth. After a close reading of the play, class members craft a literary analysis essay in which they use evidence from the text to show how Shakespeare uses the...

How does Hamlet's state of mind change over the course of Shakespeare's most famous revenge tragedy? After a close reading of Hamlet's soliloquies in Act III, scene 1 and Act IV, scene iv, class members engage in a Paideia/Socratic...

How can a gender theoretical lens shape the way Ophelia is perceived in Hamlet? That is the question writers must answer in an explanatory essay to conclude their study of Shakespeare's revenge tragedy.

Words carry weight. And some words carry baggage. Scholars learn the difference in a study of connotation and denotation. Individuals sort the cards into three groupings using words from Shakespeare's play. After sharing within groups,...

The success of any lesson plan based on a complex text relies heavily on what instructors do before beginning the reading. Before reading Othello, scholars engage in a series of pre-reading activities, including completing an...

Class members begin their study of Romeo and Juliet by examining the words Shakespeare chooses in the Prologue to Act I to create the tragic tone of his famous play about star-crossed lovers.

Class members watch the clip of Baz Luhrmann’s Romeo + Juliet in which Benvolio persuades Romeo to go with him to the Capulet ball to see Rosaline. Pairs then examine Act 1, scene 3, lines 64–100, and consider how Shakespeare develops...

After viewing a clip from Baz Luhrmann’s Romeo + Juliet in which major characters are introduced, and the violence between the Montagues and the Capulets is depicted, the class reads Act 1, Scene 1, lines 158-202. Groups then analyze the...

Class members listen to a masterful reading of Act 1, Scene 1, lines 203-236 of Romeo and Juliet and then break into groups to examine how Shakespeare uses figurative language to develop Romeo's idealized concept of beauty.

Class members continue their study of Romeo and Juliet by watching scenes from Baz Luhrmann’s Romeo + Juliet and then examining the figurative language Shakespeare uses in Act 1, scene 5, lines 92–109 when Romeo and Juliet meet at the ball.

The balcony scene from Romeo and Juliet takes center stage as class members consider the structural choices Shakespeare makes, i.e., having Romeo appear first in the scene and having Juliet appear unaware that Romeo is listening to her...

As a mid-unit assessment, class members craft an in-class essay response to the prompt: "How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play?"