I can tell you are confused.

The scenario I got in high school was "Here, one or more high school students, is a copy of Hamlet as Shakespeare wrote it preserved down to the punctuation and page layout. Read it just like you read To Kill A Mockingbird." I assert that this is a poorly designed exercise in reading comprehension for modern 21st century English. This exercise will not substantially improve anyone's ability to understand, say, the Pilot's Operating Handbook for a Cessna 172.

I would say exactly the same thing of Geoffrey Chaucer's Canterbury Tales, if it was presented to teenagers in its original Middle English. It isn't though; textbooks are printed with the Canterbury Tales translated into modern-ish English. At the very least

And broghte hire hoom with hym in his contree

becomes

And brought her home with him into his country

We don't do that with Shakespeare though; it has to be enjoyed in the original nonsense. Which I take as evidence it's an aesthetic choice rather than a practical one.

I would assert that - if you're trying to increase proficiency in reading normal 21st century English as a general life skill - you wouldn't design the lesson like my English teacher did. If that was your goal you'd probably use a modern translation, maybe you'd study Ten Things I Hate About You rather than The Taming Of The Shrew.

Which is why I'll also assert that Literature classes as taught in later high school and into college aren't really designed to be communication proficiency classes but art appreciation classes. Which should be electives like band, orchestra, painting or photography, not required classes like math and science.

The English literature classes I took from my teenage years on all assumed you were proficient at reading.