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Teaching Reading Shakespeare is warmly and clearly communicated, and gives
ownership of ideas and activities to teachers by open and explicit discussion.
John Haddon creates a strong sense of community with teachers, raising many
significant and difficult issues, and performing a vital and timely service in
- Simon Thomson, Globe Education, Shakespeare’s Globe
John Haddon offers creative, systematic and challenging approaches which don’t
bypass the text but engage children with it. He analyses difficulty rather than
ignoring it, marrying his own academic understanding with real sensitivity to
the pupils’ reactions, and providing practical solutions.
- Trevor Wright, Senior Lecturer in Secondary English, University of
Worcester, and author of 'How to be a Brilliant English Teacher', also by
Teaching Reading Shakespeare is for all training and practising secondary
teachers who want to help their classes overcome the very real difficulties
they experience when they have to ‘do’ Shakespeare.
Providing a practical and critical discussion of the ways in which
Shakespeare’s plays present problems to the young reader, the book considers
how these difficulties might be overcome. It provides guidance on: confronting
language difficulties, including ‘old words’, meaning, grammar, rhetoric and
allusion; reading the plays as scripts for performance at Key Stage 3 and
beyond; using conversation analysis in helping to read and teach Shakespeare;
reading the plays in contextual, interpretive and linguistic frameworks
required by examinations at GCSE and A Level.
At once practical and principled, analytical and anecdotal, drawing on a wide
range of critical reading and many examples of classroom encounters between
Shakespeare and young readers, Teaching Reading Shakespeare encourages teachers
to develop a more informed, reflective and exploratory approach to Shakespeare