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Archive for the ‘Humanities Education’ Category

By Corinne Viglietta

Which poem is in your pocket ? (Source: F. Nivelon, The rudiments of genteel behavior, 1737. Folger Collection. )

Which poem is in your pocket ? (Source: F. Nivelon, The rudiments of genteel behavior, 1737. Folger Collection. )

Happy Poem in Your Pocket Day, everyone! We’re taking a little break from our Teaching Twelfth Night with Technology series to celebrate the power of verse with you.

If you’d like some ideas for engaging students and colleagues in this national poetry fest, or if your pocket is without a poem (gasp!), keep reading.

When I was teaching high school English, today was my favorite day of the year—and a big community day for our school. A few weeks before Poem in Your Pocket Day, the faculty and staff—STEM teachers, humanities teachers, support staff, administrators, librarians, you name it—would select which poem they’d be carrying on this day. (Awesome colleagues, right?)

Then, the English teachers would get together and use those poems to create school-wide Poem in Your Pocket scavenger hunts for all of our students. For instance, students might have to recite the first line of Ms. Jackson’s poem (“We Real Cool” by Gwendolyn Brooks) or reflect on the anaphora in Mr. Williams’ favorite poem (“If” by Rudyard Kipling).

Or they’d have to share their favorite words from one of the many wonderful Billy Collins picks among the adults.  And there were always two key rules for students: 1) you must ask the adult to read the poem out loud before you ask your scavenger hunt question, and 2) poetry should be buzzing in every corner of school during breaks, passing periods, and lunch—and even during class time, as long as your teacher allows!

By the end of Poem in Your Pocket Day, we grown-ups had gotten to read some of our favorite poems out loud, dozens of times. More importantly, though, students had gotten to hear their teachers and principals and coaches—most of whom were not English teachers—speak some verse and talk about what poetry means to them. I loved one 11th grader’s excuse for being woefully late to lunch: she was asking the Spanish teacher about the finer points of translating a Neruda sonnet.

Speaking of sonnets, you might think that they’re the only way to go if you want to carry Shakespeare in your pocket today. Not true. Shakespeare’s plays are full of poetry, and here are just two of the many examples. Feel free to carry one of these in your pocket today!

Poem #1:

From Romeo and Juliet, 1.5

 

ROMEO, [taking Juliet’s hand]
If I profane with my unworthiest hand
This holy shrine, the gentle sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.
JULIET
Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this;
For saints have hands that pilgrims’ hands do touch,
And palm to palm is holy palmers’ kiss.
ROMEO
Have not saints lips, and holy palmers too?
JULIET
Ay, pilgrim, lips that they must use in prayer.
ROMEO
O then, dear saint, let lips do what hands do.
They pray: grant thou, lest faith turn to despair.
JULIET
Saints do not move, though grant for prayers’ sake.
ROMEO
Then move not while my prayer’s effect I take.
[He kisses her.]

 

Poem #2:

From A Midsummer Night’s Dream, 5.1

ROBIN

If we shadows have offended,
Think but this and all is mended:
That you have but slumbered here
While these visions did appear.
And this weak and idle theme,
No more yielding but a dream,
Gentles, do not reprehend.
If you pardon, we will mend.
And, as I am an honest Puck,
If we have unearnèd luck
Now to ’scape the serpent’s tongue,
We will make amends ere long.
Else the Puck a liar call.
So good night unto you all.
Give me your hands, if we be friends,
And Robin shall restore amends.
[He exits.]

 

Corinne Viglietta is Assistant Director of Education at the Folger. She has taught English in DC, Maryland, and France.

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By Folger Education

Today we bring you an idea for a final project in a Romeo and Juliet unit. Watch how Teaching Shakespeare Institute 2014 alum and English teacher David Fulco blends performance, language study, and digital research in this student-centered assignment. We love how he uses web tools to promote exploratory, independent learning in his middle school classroom! 

Here’s David:

 

BEFORE YOU WATCH

I am constantly trying to find ways to talk less in class and to have students do more. Ultimately, this should lead to more student independence and free up time for me to focus in small groups and in one-on-one conferencing. A webquest is the perfect tool to encourage this type of independence. Students are able to move at their own pace and have an answer to the inevitable question, “What do I do next?” (hint: continue to explore!). But webquests are also fun and provide a way for students to engage in the text in an interactive, exploratory fashion.

 

THE VIDEO

A Webquest as a Culminating Assignment:

 

 

AFTER YOU WATCH

While I did not teach Romeo and Juliet this year, I did use a Webquest to build content knowledge before teaching The Odyssey. My students have a basic idea of Greek Mythology, but I wanted to deliver content on the Iliad that didn’t require me to drone on and on in the front of the classroom. I built the Webquest and filled it with pictures, links and Easter Eggs (secret hidden links that the students could click on for extra information). We also asked the students to create their own “slides” to include in the Webquest based on items that I had not already included. Many focused on current events or current discoveries tied to Homer’s time allowing the work to continue to feel relevant.

While students were engaged in exploring and creating, my co-teacher and I were able to meet individually and in small groups with many of our students who needed extra help. I realized that some of the links that I chose were dense, so it was important that I had this time to work one-on-one with students who needed it. This is important to keep in mind. The links that are included need to be challenging for the highest student, but still accessible to every student in the class. Keeping ALL of your students in mind when creating a Webquest (or multiple Webquests for differentiation) is an important step to ensure that you will have success.

Feel free to send me your questions or ideas on Twitter (@FulcoTeaches).

 

Read Teaching Romeo and Juliet with Technology: Part Three

 

David Fulco is a 10th grade English teacher at The Laboratory School of Finance and Technology (MS/HS223) in the South Bronx. He also runs an after school Shakespeare club for seventh grade students who will be putting on A Midsummer Night’s Dream later this spring. 

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By Danielle Drakes

 

“High School teachers, you are the keepers of the flame.” – Dr. Peggy O’Brien, Director of Education

Two Brains Running

 

 

Earlier this month, the Folger Shakespeare Library collaborated with WQED’s August Wilson Project on a event sponsored by PNC Bank focused on teaching August Wilson and William Shakespeare right alongside.

 

The day included:

Building the Instructor’s Library: Key References for Teaching August Wilson. Presentation by Dr. Sandra G. Shannon, Founder of the August Wilson Society and Professor, Department of English, Howard University.

 

Wilson and Shakespeare in Your Classroom. Presentation and Resource Packet by Teaching Shakespeare Institute alums Mark Miazga (2008) and Amber Phelps (2012), Teachers of English, Baltimore City College High School, Baltimore, MD.

 

Reflections and Perspectives on Wilson. Q & A with Riley Temple, Lawyer, Activist, and Co-Founder of True Colors Theatre Company.

 

Two Bards Ranting. An active language workshop using text from Wilson’s King Hedley II and Shakespeare’s Hamlet led by Caleen Sinnette Jennings, Playwright and Professor of Theatre, American University.

 

Documentary screening: August Wilson: The Ground on Which I Stand. Introduced by Deesha Philyaw, Manager, The August Wilson Education Project.

 

August Wilson quote

 

Are you teaching Wilson and Shakespeare, let us know!

 

Want to know more?  Check out Teaching Shakespeare Institute alum Mark Miazga’s wrap up, Epiphany in Baltimore.

 

Stay tuned for digital versions of our resources from this amazing day of professional learning!

 

Danielle Drakes is a theater practitioner in Washington, DC and manager of school programs at the Folger Shakespeare Library.

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By Folger Education

Folger.edu

The new Folger website landing page

Here at Folger, we’re pretty thrilled about the new, sleek www.folger.edu! The pages are easier to navigate, and they’re chock-full of incredible images, multimedia, and other resources perfect for the classroom.

At the same time, we understand that some of our teaching colleagues—especially those of you who have been using our stuff for years—might be wondering where your old favorites have gone. Well, we’ve revised and reposted our top teaching modules here, and we’ll continue to add teaching modules to that page—some updated “classics,” and some totally new. Stay tuned!

In the meantime, don’t miss out on all of the new and improved content on the Teach and Learn pages and the rest of the Folger website.

It’s so hard to pick just a few resources to highlight, but here’s a small sampling of stuff to use in your planning and teaching and in your students’ discovering and learning.  Most of these resources work with multiple concepts and skills, but we’ve tried to categorize them for easy viewing. Enjoy!

RESOURCES FOR A RANGE OF PURPOSES

IMAGES AND VERSIONS OF EACH PLAY

PRE-READING

CLOSE READING

SPEAKING AND LISTENING

USING PRIMARY SOURCES AND INFORMATIONAL TEXTS

WRITING AND MULTIMEDIA COMPOSITION

 

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By Dan Bruno

"To be or not to be"  (Folger's Luna)

“To be or not to be”, 2004 Folger Shakespeare Library

Often, when talking with colleagues, I find that a difficult part of teaching well-known plays like Hamlet is making the recognizable, highly quotable speeches seem fresh and alive with possibility. Here are some activities to help students discover the originality and complexity of familiar speeches from Shakespeare:

  1. Make It Personal: Have you seen this take on the familiar speech? This parody opens many possibilities for teaching the speech. Consider this: first, your students read Hamlet’s soliloquy aloud, working through the difficult spots where the meaning is shrouded by so many possible variations. Now, show them this or another parody, letting them see what is possible. Then, ask them to pick something about their life as a teenager and to consider it as Hamlet makes his considerations. They could ask: “To date or not to date,” or “To post or not to post.” Afterwards, compare their writings to Hamlet’s original language. Invite a discussion around the central problem and tone of each speech. (Young philosophers especially love this.)
  2. Make It Alien: That’s right, go Jabberwocky on it. Students are familiar with “To be or not to be,” but they have never seen “Iz fi o nit iz fi.” The benefit here is having students analyze the relationships between the words without the intimidation of the unfamiliar language.
  3. Make It Comparative: As master teacher and author Mike LoMonico would say, if you are going to teach Shakespeare, teach Shakespeare. But “modern translations” have their place, in very small doses and with very specific purposes. One of the great ways to use that watered-down approximation of Shakespeare is to reveal how much the language lacks in comparison to the original. For example: “or to fight against all those troubles” just doesn’t have the same epic quality as “take arms against a sea of troubles.” Have students examine the imagery, diction, and figurative language in each version. Let them see for themselves why there’s no substitute for the real thing.
  4. Make It Live: Find tidbits of action in these soliloquies and bring them to life as miniature stage plays. How might one act out the first five lines? Once the plays are over, connect each back to the language of the soliloquy. Now there is a concrete anchor for all of Hamlet’s abstractions.

Hamlet’s famous speech about indecision and existence is a great start, but feel free to try these ideas on any speech from Shakespeare—from Macbeth’s “Is this a dagger…” to Antony’s “Friends, Romans, countrymen…”

 

Dan Bruno has been a high school English teacher for nine years. He has a Master of Education in Social Foundations of Education from the Curry School of Education at the University of Virginia. He also has a National Board Certification in Adolescent/Young Adult English/Language Arts. In July 2014, Dan was a participant in the Folger’s Teaching Shakespeare Institute. He currently lives in Pennsylvania with his wife and two sons. 

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In this special series we’re calling “Inside the Classroom,” we’ll follow middle school teacher Gina Voskov and her students as they embark on a Twelfth Night unit. Today, it’s all about pre-reading—check back for notes from the group throughout the learning process.

By: Gina Voskov

Photo: Gina Voskov

Photo: Gina Voskov

I am so pleased to introduce Won Jae, Lois, and Alexandra, three of my 7th grade English students.

As you’ll see, these students have a wide range of experiences when it comes to engagement in English, comfort with public speaking/performance, familiarity with Shakespeare, and with the English language. My challenge is to make the story and language accessible (and hopefully enjoyable and meaningful) to everyone.

Shakespeare’s works were formally added to our 7th grade English curriculum three years ago and the Shakespeare unit has quickly become a favorite for both teachers and students because we use the Folger approach. In two weeks, we will begin our study of Twelfth Night, a play I really love but have never taught before. My colleague and I will be using the Shakespeare Set Free materials for the play as well as other performance techniques I learned at the 2012 Teaching Shakespeare Institute.

This first post is an introduction the students have written about themselves and a brief overview of their thoughts about learning Shakespeare and studying Twelfth Night. I suspect the concerns they share with you will mirror the concerns many of your students have about learning the language. A second post will follow, mid-unit, where the three will be able to share specific activities that challenged them the most to learn. The final post will be a reflective piece after their performance project has ended.

It is my hope that my students will be able to see growth in confidence, skills, and excitement as we use the Folger approach to studying this play. It is truly a joy to be able to share these students’ words with you, and I hope you’ll check back in on their journey through our unit.

 

Meet Won Jae: (more…)

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By Folger Education

Thanks, teaching colleagues, for sharing your responses to our last post! From technology to performance, here are some of YOUR suggestions for getting started with Shakespeare. Enjoy!

Last year the following worked beautifully to engage students with the Prologue to R&J.

Start off with pairs saying the same sentence but alternating which words they stress. For instance, I would say “I want to go to the movies” with my partner saying “I want to go the movies” and so on. After the demo, students are given some fun sentences and practice with partners.  Next, I have the prologue divided into its fourteen lines printed largely onto cards. The students practice at their tables saying the line with varying emphases. Then, fourteen students stand in front of the class in order of the prologue lines and each student recites her line.  Voila! The class has read the Prologue and can move on with familiarity to paraphrasing it. This activity can be used as a way to instruct students about the function and delivery of a chorus as well.

  • Sara Davis, Decatur, Illinois

 

Here’s how I introduce Shakespeare’s language. I give students Shakespeare quotations and they make memes using this website.

  • Chris Lavold, Mauston, Wisconsin

    (Photo Credit: Chris Lavold)

    (Photo Credit: Chris Lavold)

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