This offering is a package of 15 puzzles (38 pages including solutions) on 7 of the plays that Shakespeare wrote . . . which are still taught in many, many of our schools today, from 7th grade to 12th grade. Hence, this package contains 15 puzzles that can be used by English teachers from seventh grade to 12th grade in almost all of our school systems. The price of the package is a big savings over the price that the individual “mini-packages” are sold for on another one of our Value Added Publishing sites on Teachers Pay Teachers.
This collection of 15 puzzles is centered about Shakespeare, himself, and seven of Shakespeare's plays. ALL are intended to be "foot off the accelerator but still learn something" puzzles. The one puzzle on Shakespeare, the author, blends a little mental math (Your students WILL be able to handle the math . . . it's adding numbers together mentally and an explanation IS given.) with learning some facts about Shakespeare the man. The character searches are nice puzzles to be give BEFORE starting to read/discuss the play. They can be done individually by both middle school and high school students and could easily be given as an assignment after a test or before a break. The crosswords are a little more challenging (They can be done by individuals in upper grades or as teams in the lower high school levels) and might be implemented as a form of review after having studied the play. About a dozen, or so, clues in each puzzle deal with a specific Shakespeare play, and these have clues that are italicized or in bold face. The puzzles involve seven of Shakespeare's more popular plays (2 puzzles per play): Macbeth, Hamlet, Othello, King Lear, The Merchant of Venice, Romeo and Juliet, and The Taming of the Shrew.
Remember! The point of a crossword is to have a little fun/challenge while you are learning something. You are not supposed to know each answer right away upon glancing at the clue. It would be no fun if you did. You’d have LEARNED nothing. (This is a message that might be imparted to your students.) I try to phrase enough of the clues so that a student/person will know many of the answers immediately . . . the rest of the clues I want to challenge the doer a little bit. When they’ve learned something through being challenged they’ll appreciate their accomplishment, and the experience, a lot more.