Teaching Shakespeare
Greetings. The following materials are intended to provide an introduction to Teaching Shakespeare. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Shakespeare For Teachers and Students
Folger Library Teaching Shakespeare
Tools for Teaching Shakespeare
Teaching Shakespeare, Practical Analysis in the Classroom
Shakespeare-Internet Lesson Plan
The World Shakespeare Bibliography Electronic Edition
The Shakespeare Web
Shakespeare Illustrated
William Shakespeare resources and complete works
Shakespeare in Education
Shakespeare Theme Page
Citations from the ERIC Database
AN: EJ627823
AU: Miller,-Bruce
TI: Turn Words into Drama: Reading Shakespeare Aloud, Part Two.
PY: 2001
SO: Teaching-Theatre; v12 n3 p3-9 Spr 2001.
DEM: *Discourse-Analysis; *Drama-; *Instructional-Improvement; *Reading-Aloud-to-Others
DER: Secondary-Education
AB: Notes that to successfully emphasize the action of a Shakespeare play, students must learn how to analyze and then to effectively read aloud the words. Considers reading for the story. Presents ideas and tools for analyzing the language and reading aloud. (SG)
AN: EJ622879
AU: Miller,-Bruce
TI: Speak the Speech: How To Teach Reading Shakespeare Aloud.
PY: 2001
SO: Teaching-Theatre; v12 n2 p3-7 Win 2001.
DEM: *English-Instruction; *Language-Arts; *Literature-Appreciation; *Reading-Aloud-to-Others
DER: Class-Activities; English-Teacher-Education; High-Schools; Theater-Arts
AB: Shows how teaching students the basic principles for reading Shakespeare aloud (and approaching Shakespeare from a dramatic production perspective) is a valid and valuable approach for the high school classroom. Shows that the key is to examine the dialogue within the dramatic context of the play and use dialogue and actions to tell the story. (SR)
AN: EJ611697
AU: Reeves,-Barbara
TI: Mr. William Shakespeare and the Internet.
PY: 2000 SO: School-Library-Media-Activities-Monthly; v16 n9 p20-22,27 May 2000
DE: *Educational-Resources; *Humanities-Instruction; *Information-Sources
DE: Humanities-; Instructional-Materials; Internet-; Student-Projects; World-Wide-Web
AB: Describes resources and links on a Web site entitled "Mr. William Shakespeare and the Internet," with suggestions for using them with students. Highlights inclu
DE: historical context; impact of events/situations on works; motivational/preparatory lessons; reading and understanding Shakespeare; analysis of works; language; assessing other student projects; staging a play; comparing Shakespeare to his contemporaries; and other areas of the humanities. (AEF)
AN: ED442135
TI: "You Kiss by the Book": Shakespeare's "Romeo and Juliet." [Lesson Plan].
PY: 2000
AV: For full text: http://edsitement.neh.gov/lessonplans.html.
NT: Also sponsored by the National Trust for the Humanities.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442135
DE: *Characterization-; *Drama-; *Language-Usage
DE: Class-Activities; English-Instruction; High-Schools; Language-Arts; Lesson-Plans; Literary-Criticism
AB: This lesson plan complements study of plot and characterization in "Romeo and Juliet" by focusing on Shakespeare's use of lyric forms and conventions to spotlight moments in the drama and thereby heightens the impact of the action on the stage. Students look first at the sonnet in which Romeo and Juliet meet, analyzing the imagery to gain insight into the way Shakespeare's use of love sonnet conventions characterizes the moment and the relationship between the lovers. Then students act the passage to notice how Shakespeare stage manages this moment and consider what perspective his making the lovers almost literally "kiss by the book" lends to readers' perception of their characters. Finally, students enact the scene in which this moment occurs in order to notice how Shakespeare combines poetic forms, ranging from the almost-prose of Capulet and the Nurse to the melodramatic style of Tybalt, to achieve something akin to the cuts and framing that are possible in film. To conclude, students work in groups to find similar moments in the play (e.g., the balcony scene, the tomb scene, etc.) where Shakespeare spotlights the action through lyric form and at the same time invites the audience to see through the idealization of lyric conventions by having the characters act out these conceits on stage. The lesson plan also contains the subject areas covered in the lesson, time required to complete the lesson, the skills used in the lesson, the grade level (9-12), and lists of the standards developed by professional or government associations that are related to the lesson, as well as activities to extend the lesson. (RS)
AN: EJ604632
AU: Pidduck,-Peter
TI: Shakespeare in the Classroom: An Elitist Pursuit?
PY: 2000 SO: English-in-Australia; n126 p6-9 Dec-Jan 1999-2000
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067. E-mail: aatemail@nexus.edu.au.
DE: *Classics-Literature; *English-Instruction; *Literature-Appreciation; *Reader-Text-Relationship; *Reading-Attitudes
DE: High-Schools
AB: Reminds readers what a deeply problematical exercise teaching Shakespeare can be. Describes teaching "Romeo and Juliet" to a mixed ability year 10 class. Argues that Shakespeare should not be obligatory in the secondary classroom; that there is no excuse for the elitist attitudes around Shakespeare; and that Shakespeare should be treated as a text like any other. (SR)
AN: EJ603999
AU: Starnes,-Bobby-Ann
TI: From Ottello Avenue to Shakespeare and Back Again.
PY: 2000 SO: Active-Learner:-A-Foxfire-Journal-for-Teachers; v5 n1 p44,43 Win 2000
NT: Theme issue
Title: "Community Connections."
DE: *Active-Learning; *Relevance-Education; *School-Community-Relationship; *Theory-Practice-Relationship
DE: Elementary-Secondary-Education; Learner-Controlled-Instruction; Reminiscence-
AB: Recollections of a small childhood neighborhood suggest that the theory and research on integrating curriculum and community can be implemented by sharing curriculum mandates or standards with students. Once they know what they need to learn, students can draw on shared experience to identify places and people in the community where they might learn. (TD)
AN: ED439443
AU: Christel,-Mary-T.
TI: Shakespeare in Cinema.
PY: 2000
NT: Paper presented at the International Teaching Shakespeare Conference (3rd, Bethesda, MD, March 2-4, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439443
DE: *Drama-; *English-Instruction; *Films-; *Videotape-Recordings
DE: Class-Activities; Secondary-Education
AB: This filmography lists information on 41 films or videotapes related to Shakespeare in cinema to help teachers integrate cinematic texts, or series of texts, into the teaching of Shakespeare's plays. It lists titles, length, and the name of the producer or distributor and includes brief descriptions of the content of the film or videotape. The filmography includes biographical programs, material on Shakespeare's world, condensed versions, critical approaches, avant-garde adaptations, and companion films to 11 of Shakespeare's plays. It also lists contact information for 4 video distributors, and 2 journals and 4 books dealing with teaching Shakespeare. It concludes with sample study guide questions for the film "Forbidden Planet," a companion film to "The Tempest." (RS)
AN: ED439419
AU: Linklater,-Kristin
TI: If Words Be Made of Breath and Breath of Life: Shakespeare as CPR.
PY: 2000
NT: Paper presented at the Teaching Shakespeare Conference of the National Council of Teachers of English (Bethesda, MD, March 2-4, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439419
DE: *Acting-; *Individual-Needs; *Language-Role; *Mental-Health
DE: Emotional-Response; High-Schools
AB: Young people need a gymnasium for the expression of their passions: Shakespeare provides it. People who do not exercise their feelings cannot develop the strength to exercise their passions, and unexercised passions can seem to atrophy. It is even more likely that unexercised and unexpressed passions leak into pathways of the body chemistry where they turn to poison and make individuals ill. The physical and psycho-physical act of speaking Shakespeare can have a therapeutic effect on the emotional health of the speaker. In "Richard III," Richard's mother, the Duchess of York, and Queen Elizabeth need lessons from the old Queen Margaret before they can suitably confront the evil personified in Richard. Margaret delivers a magnificent enumeration of her son's disastrous life. Shakespeare can be the tutor in emotional eloquence for those who exercise with the barbells of his language. A first class with students who had nothing but contempt and loathing for Shakespeare was devoted to insults. The so-called "positive" emotions--happiness, love, tenderness--tend to be given precedence in society's judgment, but if equality is not observed within the emotional realm, the so-called "negative" emotions may well stage a coup and overthrow the government. Shakespeare and Company's work with young people has shown time and again that troubled and depressed students can find themselves in Shakespeare. In the last 20 years Shakespeare and Company's education program has grown into a formidable force in the surrounding community, reaching more than 40,000 students and teachers in the northeast United States every year with performances. (NKA)
AN: EJ601062
AU: Mellor,-Bronwyn; Patterson,-Annette
TI: Critical Practice: Teaching "Shakespeare."
PY: 2000 SO: Journal-of-Adolescent-and-Adult-Literacy; v43 n6 p508-17 Mar 2000
DE: *Characterization-; *Classics-Literature; *Literature-Appreciation
DE: Class-Activities; Drama-; Higher-Education; Secondary-Education
AB: Describes how the authors taught their students to read "Hamlet" from a critical literacy perspective, analyzing how particular readings of texts and characters are constructed or produced; how they are determined by historical and cultural conventions; analyzing values that various readings support or challenge--rather than trying to get closer to the "true character" of Gertrude, Ophelia, or Hamlet. (SR)
AN: ED438550
AU: Nelson,-Pauline; Daubert,-Todd
TI: Starting with Shakespeare: Successfully Introducing Shakespeare to Children.
PY: 2000
AV: Teacher Ideas Press, P.O. Box 6633, Englewood, CO 80155-6633 ($23.50, $28 outside North America). Tel: 800-237-6124 (Toll Free); Web site: http://www.lu.com/tips.
PR: Document Not Available from EDRS.
DE: *Classics-Literature; *Drama-; *Dramatics-
DE: Characterization-; Class-Activities; Elementary-Education; English-Instruction; Student-Motivation
AB: By immersing young learners in the life and times of Shakespeare and his characters, this book motivates students and helps them learn. It contains everything teachers need to introduce elementary students to four plays: "A Midsummer Night's Dream," "Macbeth," "Hamlet," and "Romeo and Juliet." For each play, there is a complete historical background, an introduction to the characters, a simple retelling of the story, a variety of activities that span the curriculum, verses for memorization, a complete script for class performance, and a list of resources. Geared to elementary grades, it can easily be adapted to the needs of older students. It begins with an introductory section that sets the stage, and it concludes with responses from parents and students about the activities in the book. (RS)
AN: EJ594787
AU: McClenaghan,-Doug
TI: Shakespeare Teaching Resources.
PY: 1999 SO: English-in-Australia; n125 p110-13 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Drama-; *English-Instruction; *Teaching-Methods
DE: Annotated-Bibliographies; Literary-Criticism; Literature-Appreciation; Secondary-Education
AB: Presents annotations of nine books (or sets of books) published between 1990 and 1997 that look at ways in which Shakespeare can be presented and explored in English or Drama classes. (NH)
AN: EJ594783
AU: Robinson,-Sophie
TI: Exploring Shakespeare: Dynamic Drama Conventions in Teaching "Romeo and Juliet."
PY: 1999 SO: English-in-Australia; n125 p88-91 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Drama-; *Language-Styles; *Literature-Appreciation; *Role-Playing
DE: Secondary-Education; Teaching-Methods; Units-of-Study
AB: Outlines a Year 10 unit on teaching "Romeo and Juliet" based on standard experiential conventions which include the following: (1) Teacher in Role, (2) Soundscaping, (3) Freeze Frames, (4) Alter Egos, (5) Hot Seating, and (6) Role Playing. Suggests that these conventions can be applied to the study of any Shakespearean play. (NH)
AN: EJ594782
AU: Dowd,-Wendy
TI: "Between the Dragon and His Wrath": A Classroom Approach to "King Lear."
PY: 1999 SO: English-in-Australia; n125 p76-87 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Characterization-; *Drama-; *Improvisation-; *Reader-Response
DE: Secondary-Education; Teaching-Methods; Writing-Assignments
AB: Presents guidelines for introducing secondary students to "King Lear" before and during engagement with the text. Includes providing opportunities to (1) improvise, (2) examine specific speeches in depth, and (3) speed write about a character's thoughts. Presents questions used during auditions and explanations of characterization in "King Lear." (NH)
AN: EJ594781
AU: Crozier,-Scott
TI: Performing Shakespeare.
PY: 1999 SO: English-in-Australia; n125 p62-74 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Audience-Response; *Drama-; *Reader-Response
DE: Poetry-; Production-Techniques; Secondary-Education; Teaching-Methods
AB: Aims to help teachers find a way to help students enjoy Shakespeare through the process of performance. Provides guidelines gained from personal experience for teachers presenting the plays with secondary students that include the following: (1) audience consideration, (2) actor-ownership of the performance, (3) staging limitations, and (4) language difficulties. (NH)
AN: EJ594778
AU: Elsden,-Kay
TI: One Hundred and One Uses of a Dead Shakespeare.
PY: 1999 SO: English-in-Australia; n125 p26-41 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Drama-; *Literature-Appreciation
DE: Literature-; Role-Playing; Secondary-Education; Student-Attitudes; Teaching-Methods
AB: Provides a self-help questionnaire to enable teachers to find a position for teaching Shakespeare. Explores the concept of "uses" of Shakespeare as they vary from the conventional to the curious. Reports a 75% positive result to a survey of 35 students following their study of "Hamlet" that combined the introduction of explicit theoretical approaches and "doing a play." (NH)
AN: EJ594777
AU: Davis,-Lloyd
TI: Shakespeares: Critical/Cultural/Multiple.
PY: 1999 SO: English-in-Australia; n125 p14-25 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Literary-Criticism; *Literature-Appreciation; *Reader-Response; *Semantics-
DE: Discourse-Analysis; Secondary-Education; Teaching-Methods
AB: Offers an overview of contrasts and similarities in various approaches to Shakespeare studies. Discusses how a shift in perspectives from grappling with tragic moral themes to examining aesthetic and semantic complexity represents a productive way to respond to Shakespeare. (NH)
AN: EJ579186
AU: Dynak,-Dave
TI: The Hamlet Project.
PY: 1998 SO: Stage-of-the-Art; v9 n8 p17-22 Sum 1998
DE: *Acting-; *Playwriting-; *Theater-Arts
DE: Class-Activities; Learning-Strategies; Middle-Schools; Secondary-Education; Student-Reaction; Summer-Programs; Teaching-Methods
AB: Describes a three-week summer theater program for middle and high school students. Discusses the reconstructing of Shakespeare's play "Hamlet" by students in the class from prior viewings of movie versions of the play and from students' past experiences with the play. Includes the play script as rewritten by the students. (CR)
AN: EJ576685
AU: Stibbs,-Andrew
TI: Between Desk, Stage and Screen: 50 Years of Shakespeare Teaching.
PY: 1998 SO: Educational-Review; v50 n3 p241-48 Nov 1998
DE: *Dramatics-; *English-Instruction; *Teaching-Methods
DE: Imagination-; Videotape-Recordings
AB: Approaches to teaching Shakespeare (desk work, dramatization, videos, Direct Activities Related to Texts) were examined. Results showed that desk-based approaches did not necessary preclude imaginative and physical activities. (SK)
AN: ED428721
AU: Schwartz,-Helen-J.
TI: Teaching Shakespeare: Materials and Outcomes for Web-Based Instruction and Class Adjunct.
PY: 1998
NT: In: ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998); see IR 019 307. Figure may not reproduce clearly.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED428721
DE: *Computer-Assisted-Instruction; *Courseware-; *Drama-; *Hypermedia-; *Material-Development; *Multimedia-Materials
DE: Case-Studies; Distance-Education; Educational-Technology; English-Instruction; English-Literature; Higher-Education; Instructional-Design; Instructional-Effectiveness; Instructional-Material-Evaluation; Multimedia-Instruction; World-Wide-Web
AB: Multimedia hypertext materials have instructional advantages when used as adjuncts in traditional classes and as the primary means of instruction, as illustrated in this case study of college-level Shakespeare classes. Plays become more accessible through use of audio and video resources, including video clips from play productions. Student work can be included as models, and updating or expansion of texts is as easy as changing HTML files. With over 40 hours of instruction per play module, assignments can be individualized to student needs and used repeatedly--for instruction, clarification, make-up on missed classes, or review for exams. Materials for each play include three lectures and seven topics for exploration (issues, character, plotting, genre, critics, staging, and background); instructional aids on cast, story line, literary terms, and references, as well as access to a searchable text of Shakespeare's works, are included. Results over 5 years of development and revision are reported. Topics discussed inclu
DE: structure of the Shakespeare Hypertext Guides (SHGs); pedagogical advantages of hypertextual instructional materials; and the development process from theory to prototype to evaluation to revision. One figure illustrates a sample page of the SHG, and a table presents data on the logistics and evaluation of Shakespeare courses using SHGs. (Author/DLS)
AN: EJ575271
AU: Gibson,-Rex
TI: Owning Shakespeare: Teaching His Plays By Performance.
PY: 1998 SO: International-Schools-Journal; v18 n1 p9-21 Nov 1998
DE: *Cultural-Differences; *Drama-; *Performance-
DE: English-Instruction; Literary-Criticism; Secondary-Education
AB: The series editor of the "Cambridge School Shakespeare" describes how recent Shakespearean theatre productions, involving astonishing cultural transpositions of space and time, have influenced his views about teaching the bard in schools. To reach students, teachers in multicultural settings should replace the pedagogy of explication and literary analysis with a pedagogy of performance. (MLH)
AN: EJ573301
AU: O'Connor,-John-S.
TI: Playing with Subtext: Using Groucho to Teach Shakespeare.
PY: 1998 SO: English-Journal; v88 n1 p97-100 Sep 1998
NT: Theme: Cross-Pollination: Working together and Making it Work.
DE: *Characterization-; *English-Literature; *Literature-Appreciation
DE: High-Schools
AB: Describes how a high school English teacher uses a Groucho Marx scene to help his students learn to read the subtext in Shakespeare plays of social context, characters' goals and desires, and obstacles standing in their way. Offers examples of skits students perform which make these subtexts explicit. Notes these skits spark debate and close readings of the texts. (SR)
AN: EJ568491
AU: Johnson,-Kathryn-King
TI: Teaching Shakespeare to Learning Disabled Students.
PY: 1998 SO: English-Journal; v87 n3 p45-49 Mar 1998
NT: Theme: Teaching the Classi
CS: Old Wine, New Bottles.
DE: *Classics-Literature; *Drama-; *English-Literature; *Learning-Disabilities; *Literature-Appreciation
DE: Class-Activities; Cooperation-; Experiential-Learning; Interdisciplinary-Approach; Secondary-Education
AB: Describes how, at a school in Texas, Shakespeare becomes a teaching vehicle for learning-disabled students as they engage in a year-long class that studies Shakespeare and his times, as well as produce an entire play. Argues that the experience works so successfully because it is student-centered, collaborative, and experiential. (SR)
AN: EJ568237
AU: Batho,-Rob
TI: Shakespeare in Secondary Schools.
PY: 1998 SO: Educational-Review; v50 n2 p163-72 Jun 1998
NT: Special Issue: Literacy and Schooling.
DE: *British-National-Curriculum; *English-Curriculum
DE: Foreign-Countries; National-Competency-Tests; Secondary-Education; Student-Reaction; Teaching-Methods
AB: A study of schools in two English local education authorities found that time spent teaching Shakespeare increases in Year 9 now that the National Curriculum mandates testing on Shakespeare. However, restrictions on the choice of plays is limiting teaching methods and diminishing student learning and enjoyment of the subject. (SK)
AN: ED422570
AU: Hurley,-John
TI: Shakespeare as Teacher.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED422570
DE: *Figurative-Language; *Sonnets-; *Writing-Instruction
DE: Classics-Literature; Writing-Skills
AB: When readers encounter Shakespeare's "Sonnet 73," they often fail to realize that it is an excellent model of what a good composition ought to be. The closing couplet functions the same way a thesis would in a prose work. The repetition of wording within the analogies in the three quatrains helps to make the work coherent. In addition, the diminishing time frame adds to the coherence because it would be impossible to reposition the quatrains without destroying coherence. The quatrains gain their unity by virtue of being so clearly connected to the same theme--the imminence of death as it relates to the endstage of all four cycles: the dying year, the dying day, the dying fire, the dying human. The poet achieves emphasis by repeating the same theme with varied images and varied analogies focused on the lover's complaint. It can be seen that "Sonnet 73" contains the bare essentials of good composition: coherence, unity, and emphasis. It teaches a respect for organization, a respect for flow, and a respect for focus. More than anything else, "Sonnet 73" reveals that the art of writing is essentially the art of thinking. (CR)
AN: ED420894
AU: Hett,-Dorothy; Haring,-Dana
TI: Shake Up Your Shakespeare: Creative Drama Activities for "Romeo and Juliet."
PY: 1998
NT: Paper presented at the Annual Spring Conference of the National Council of Teachers of English (Albuquerque, NM, March 19-21, 1998).
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420894
DE: *Creative-Dramatics; *English-Instruction
DE: Class-Activities; Grade-9; Improvisation-; Pantomime-; Production-Techniques; Readers-Theater; Secondary-Education
AB: This paper presents creative drama activities based on Shakespeare's "Romeo and Juliet" for use in ninth-grade English classrooms. The activities are divided into sections on improvisation, pantomime, image-making and creative drama, reader's theater, drama scenes, interior monologue, and producing plays. Each section of the paper presents instructional objectives and instructional plans; most sections present dramatic scene descriptions designed to be duplicated and passed out to students. (RS)
AN: ED420068
AU: Schuetz,-Carol-L.
TI: Shakespeare Goes Online: Web Resources for Teaching Shakespeare.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420068
DE: *Classics-Literature; *Drama-; *World-Wide-Web
DE: Annotated-Bibliographies; Classroom-Techniques; Computer-Uses-in-Education; Higher-Education; Literary-History; Online-Systems; Resource-Materials
AB: This annotated bibliography contains five sections and 62 items. The first section lists general resources including six Web site addresses; the second section, on Shakespeare's works, contains five Web site addresses; the third section, on Shakespeare and the Globe Theatre, provides five Web site addresses; the fourth section presents classroom resources, offering 12 Web site addresses; and the fifth section lists a Web site address for individual works and Web site addresses for 10 tragedies, 9 histories, and 14 comedies. (CR)
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Other Resources (available either for sale or via interlibrary loan)
Title: Approaches to teaching Shakespeare's Hamlet Author: Kliman, Bernice W. Year: 2001 Publisher: Modern Language Association of America
Title: Irresistible Shakespeare
Author: Miller, Carol Rawlings.
Year: 2001
Publisher: Scholastic Professional Books
Title: William Shakespeare comedies, histories, and tragedies
Author: Saccio, Peter.
Year: 2001
Publisher: Teaching Co.
Title: Bilingual Shakespeare : a practical approach for teachers
Author: Fellowes, Alex.
Year: 2001
Publisher: Trentham
Title: The language of Shakespeare : teacher's portfolio
Author: Gibson, Rex.
Year: 2001
Publisher: Cambridge University Press
Title: Shakespeare, to teach or not to teach : teaching Shakespeare made fun, from elementary to high school
Authors: Foster, Cass; Johnson, Lynn G.
Edition and Year: 5th ed.; 2000
Publisher: Five Star Publications
Title: Starting with Shakespeare successfully introducing Shakespeare to children
Authors: Nelson, Pauline. ; Daubert, Todd. ; Shwartz, Jason.
Year: 2000
Publisher: Teacher Ideas Press
Title: Romeo and Juliet an interaction unit introducing young learners to the world of William Shakespeare
Author: Clark, Renee J.
Year: 1999
Publisher: Interaction Publishers
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