Many English programs include the study of Shakespeare and his contribution to a classic body of literature. Often Romeo and Juliet is studied in the freshman year. Julius Caesar is included in the sophomore-year curriculum. A break is taken junior year for a study of American literature. Senior year often sees a return to Shakespeare with a study of Macbeth, especially for the college-bound student.

In the English class, discussion centers on actions and themes. Literary devices, imagery and the motifs are studied. Often language study is limited to writing an analytic essay or paraphrasing.

Can students say why Shakespeare is considered such a great writer? Perhaps. Through journalistic writing, students may become more sensitive to the art and impact of Shakespeare on language.

The following suggestions may add variety to the study of Shakespeare and provide insight into Shakespeare as a writer.

IDEA 1: Write a play or movie review.

Students will need to be introduced to the basic components of a review. If you include viewing of a movie adaptation of the play, you can require that students include a comparison and contrast of the movie to the original manuscript.

IDEA 2: Write a description

Have students keep a dialectic journal throughout the school term. The topic of this journal entry asks students to write a description of a sunrise in 30 words or fewer.
They may write several variations.
Students may be asked to share their descriptions with their classmates.
Then share one of Shakespeare's descriptions of a sunrise. In what ways does his differ from theirs? Concreteness? Number of words? Impact? Memorable?

IDEA 3: Get Behind the Scenes

Invite a costumer from a local theater to your classroom. Students will need some background in order to prepare questions for an interview. Ask the costumer to share his or her daily work schedule months and days before a production. Perhaps the individual could be asked to bring examples of his or her work. This will give students insight into a career as well as appreciation of the details which must be considered to produce a play.

• Write a personality profile.
• Write a column on the arts in your community.
• Write an editorial in appreciation of the unseen workers in our society.
• Send a school photographer to follow the costumer on the job. Use it to illustrate or as stimulus for a photo essay.

IDEA 4: Write a Personal Column

Have students study Much Ado About Nothing. Write a column focusing on one character. For example, some may wish to write "I Hate Claudio" or "Hero Was No Heroine."

IDEA 5: An Interview With William Shakespeare

Have students read sample Q and A interviews in Rolling Stone. What questions would students like to ask William Shakespeare? Perhaps you can have them try to write questions which may elicit a response which is the title of one of his plays or a quotation from the play being studied.

IDEA 6: Feature Feminism

Either study one play such as Much Ado About Nothing or King Lear, or study scenes from several plays by William Shakespeare in which fathers and daughters interact. Have students write a journal entry in which they express their personal views of the fathers and daughters and their relationship. After discussion of character, time period in which the plays were written and set, situation and action, have students write a column or editorial. Students will have to decide if one or two scenes summarized or a dialogue exchange quoted will help to exemplify their theme.
Possible approaches:

• Focus on a Father's Day theme
• Discuss the role of women, hindered or enhanced by fathers
• The relationship of fathers and daughters as opposed to fathers and sons

IDEA 7: Write a Column

Use a major or minor theme of the play which has been studied as the focus of a column. For example, the benefit of arranged marriages, the moral and ethical responsibility of individuals to inform others of evil they have observed (for example, Margaret in Much Ado About Nothing).

IDEA 8: Study Puns and Malapropisms

Have students in the class compile a list of their favorite puns and malapropisms. It is the teacher's decision if Shakespeare's bawdy is allowed. Have students write a column modeled after one which William Safire or Dave Barry might write on language or human use of language.

IDEA 9: A Yearbook: Senior Superlatives Included

Have students create a yearbook for the play they are studying. The easiest to create will be the People section. Include Senior Superlatives for major and minor characters in which quotations from the work are used under their pictures or in copy.
Oscar Wilde would also be a strong source for quotations.

IDEA 10: Create a Newspaper

Consider the events and characters in the play as real.
As the play unfolds students could be asked to write a news story. If the play is to be treated as actual events taking place, students may be taught to write the continuing news story in which they must relate a summary of previous action as well as the breaking news.

• Write an editorial.
• Illustrate the play or event as a cartoon strip.
• Draw an editorial cartoon.
• Write the social section news and feature articles.
• Produce advertising. What products would be sold during that time period?