Teaching Shakespeare to undergraduates can be difficult under the best of circumstances. The densely figurative language can be very difficult to sift through for students unfamiliar with anything but naturalistic speech. When this is further compounded by the students' resistance to reading anything longer than several paragraphs, teachers find themselves wanting to throw their hands up in despair. In this instructional note, the author describes her creation of a classroom activity that provided students with a way to have a sustained and intimate encounter with the language of Shakespeare.