Disguises and role playing are the focus of a resource that uses Shakespeare’s As You Like It, Twelfth Night, and Henry IV, Part I, to demonstrate how we all play many parts in our lives; how we all are “merely players.” The many...

Ta DUM, ta DUM, ta DUM, ta DUM, ta DUM. The force will be strong in the hearts of your young Jedi as they use their lightsabers to strike the accentted syllables in lines from Ian Doescher's William Shakespeare's Star Wars: Verily, A New...

'Tis not easy to understand the language of the Bard! But, hark! Fret not! With the assistance of this joyous lesson, young players learn how to translate Shakespeare's English into modern language. Groups examine passages from Julius...

Shakespeare's Julius Caesar is, among other things, the study of a ruler's ambitions. Young scholars watch videos, read articles, and keep a Commonplace Book while studying the play. At the end of Act III, pupils stage the play that...

How does an author's choice of artistic medium influence an audience? What about how an author chooses to transform original source material? These are the questions class members grapple with as they compare scenes from episode IV...

"Now is the summer of our happiness/Made winter by this sudden, fierce attack!" Luke Skywalker meets Hamlet in a 10-lesson unit based on Ian Doescher's William Shakespeare's Star Wars: Verily, a New Hope. Using Star Wars® as source...

It's that time of year to consider how Shakespeare selects his images and structures his Sonnet 73 to develop the meaning of the poem. Class members examine the rhyme scheme, the indented lines, the conceit, and the images used in each...

Scholars continue to analyze Simon Schama's article "The Shakespeare Shakedown." They participate in a jigsaw discussion to identify the author's argument and supporting claims. Pupils also write objective summaries of the text.

Lines from Shakespeare and from hip-hop artists provide learners with an opportunity to examine the literary devices these artists use to express their ideas about love. Groups use the provided lines to craft found poems, and then the...

Lie low. Break the ice. He's a night owl. Idioms, in this case idioms created by Shakespeare, are the focus of resource that includes a PowerPoint presentation, an activity, and a brief instructional activity, all intended to give kids a...

Class members have an opportunity to compare how a film and a play handle the same source material by viewing the opening chapters of George Lucas's Star Wars: A New Hope and acts I and II of Ian Doescher's play, William...

How can a screenplay create meaning and drama in ways that other forms of writing cannot? That is the question class members must answer as they compare the cantina scene of the screenplay for George Lucas's Star Wars: A New Hope...

Class members take center stage as groups perform scenes from Ian Doescher's William Shakespeare's Star Wars: Verily, A New Hope. Actors are encouraged to add stage directions to the script, as well as create costumes and props to...

Class members compare the final 30 minutes of Lucas's Star Wars: A New Hope with Act V of Doescher's play, William Shakespeare's Star Wars: Verily, A New Hope and consider how the choice of media influences viewers' impression...

Pupils participate in a drama circle to read Shakespeare's A Midsummer Night's Dream aloud. They work with partners to discuss Shakespeare's use of language and analyze how specific lines of dialogue within the play help propel the...

Two sonnets, both alike in theme and story, break from ancient language to new glory. The prologue to Act I of Romeo and Juliet provides scholars with an opportunity to examine the language Shakespeare uses to create timeless stories....

Pupils conduct a close reading of "The Shakespeare Shakedown" by Simon Schama, and identify evidence the author uses to support his claims. Finally, they discuss and answer text-dependent questions before completing a Quick Write about...

Class members participate in a gallery walk, viewing images of Shakespeare and his plays. Additionally, pupils complete a T-chart to consider the advantages and disadvantages of learning about Shakespeare with images and text.

As scholars prepare to read Shakespeare's A Midsummer Night's Dream, they first read the article "Shakespeare's Universal Appeal Examined" and analyze its central idea. Next, pupils complete Frayer Model worksheets to understand better...

Simon Schama's article "The Shakespeare Shakedown" allows young writers to see how authors respond to conflicting viewpoints. Class members participate in discussion appointments with five peers to explore the author's point of view.

Pupils continue reading and discussing Simon Schama's article "The Shakespeare Shakedown." They work together to analyze the article's paragraph structure, completing a note-catcher worksheet.

After finishing Act I, scene 1 from Shakespeare's A Midsummer Night's Dream, class members study the theme of control as it relates to the play and start an Evidence of Control note-catcher worksheet.

Scholars read the story "Pyramus and Thisbe," analyzing word choice, tone, and meaning. They then try to find the gist of the story and discuss how Shakespeare used the myth in his play A Midsummer Night's Dream.

Scholars continue reading the Greek myth "Pyramus and Thisbe," analyzing why it was written into Shakespeare's A Midsummer Night's Dream. Next, they complete a Venn diagram to compare the two texts.