“Why Shakespeare?” Indeed!

The curriculum systematically builds background knowledge about the Renaissance period, theater history, and literary context before approaching Shakespeare's works.

First chapter provides 'backdrop for the study with information about the origins of the Renaissance, humanism, play-going in Renaissance England, the Globe Theatre' and includes study of Aristotle's Poetics and dramatic structure.

The curriculum includes explicit vocabulary instruction through Shakespeare's language innovations and linguistic analysis.

Students learn about 'lists of words created by Shakespeare and famous phrases that are commonly used today' and practice 'reading Shakespearean lines, trying to understand the clues left by Shakespeare.'

The curriculum explicitly does not require students to read complete plays, focusing instead on excerpts and recommending video viewing.

Review states 'It does not require students to read any complete plays, although they will read excerpts. Murray also recommends that students watch videos of one or more of Shakespeare's plays.'

The curriculum exposes students to Shakespearean language complexity through excerpts and linguistic analysis rather than sustained engagement with complete works.

Students work with 'Shakespearean lines' and learn about 'iambic pentameter' and language clues, but only through excerpts rather than complete plays.

The curriculum includes instructor preparation materials and support resources, though teachers without Shakespeare background will need additional preparation.

Each chapter begins with 'a page to the instructor with preparation requirements and suggestions' and includes website resources, but 'parents and teachers without a background in Shakespeare should be able to teach the study easily enough, but they will need to do more preparation.'

The curriculum provides structured information delivery but relies heavily on optional activities and parent/teacher selection of components.

Course has clear chapter structure with 'preparation requirements and suggestions' for instructors, but 'parent or teacher can select from among many of the learning activities' indicating flexibility over systematic instruction.

Writing instruction appears limited to composition work within discussion and assessment sections rather than systematic writing development.

Each chapter ends with 'discussions, research, and writing' but the review describes these as options parents can 'choose which of these to have students complete' rather than structured instruction.

The curriculum includes games and activities that may reinforce learning, but systematic retrieval practice is not evident.

Each chapter includes 'games, activities, discussions, research, and writing' but the review does not describe systematic review or recall exercises for retention.

As a high school Shakespeare study, systematic phonics instruction is not applicable to this curriculum.

Review indicates this is 'ideal for high school students' and focuses on Renaissance literature rather than foundational reading skills.