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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 Folger Education

 

Here’s another great teaching video on Act 1 of Shakespeare’s Romeo and Juliet, this time from Teaching Shakespeare Institute 2014 alum and English teacher Alli Gubanich.

 

Here’s Alli’s message for you as you watch her iMovie tutorial on using technology and movement to teach language and imagery:

 

BEFORE YOU WATCH

 

This video provides a brief overview of a favorite classroom activity (tableaux vivants) and a favorite classroom tool (iMovie).  I use iMovie in many lessons and find it intuitive and user friendly.  If your students don’t have access to Apple products, Microsoft video production software would work, as would YouTube’s own video maker.  Tableaux vivants compel students to think deeply about the essence of a text, look for powerful imagery, and create meaningful “pictures” to demonstrate their understanding and take-away.

 

THE VIDEO: Tableaux Vivants with iMovie

 

AFTER YOU WATCH

 

Students have a lot of fun with this activity.  Sometimes I’ve found it helpful to run two separate tableaux vivant activities: first students create plot-driven tableaux, then they create “deep text” or theme-driven tableaux.  Differentiating the two is important, as students will often fall back on the former, missing out on the higher level thinking required of the latter.  I always start with a word study of the term “tableaux vivants” and do some quick practice with simple sentences.  I’ve also assigned single frame artwork as an extension to this activity, which has worked nicely.  Debriefing in discussion and/or in writing also enriches the lesson.

Feel free to let me know how this activity goes for you! I’m on Twitter: @alligub.

Read Teaching Romeo and Juliet with Technology: Part One

Alli Gubanich is an upper school English teacher at AIM Academy, a research-to-practice lab school in Conshohocken, PA that serves students with learning differences.  Her professional interests include technology infusion in the classroom and differentiated learning in the 21st century classroom.  Additionally, Alli is an accredited teacher trainer in the Socratic Seminar instructional method.

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By Folger Education

In July 2014, 25 teachers from all over the country gathered at the Folger for an intensive month-long study of Shakespeare sponsored by the National Endowment for the Humanities: the Teaching Shakespeare Institute. Working through the lenses of scholarship, performance, and pedagogy, participants completed three major projects: 1) a research paper using items in the Folger collection, 2) a collaborative performance presentation, and 3) two short video tutorials on technology-rich strategies for teaching Romeo and Juliet and Twelfth Night. This last one is directed especially at you, our teaching colleagues.

In the next few weeks, we’ll be sharing participants’ videos with you. These clips demonstrate how to use a particular tech tool to teach a specific literacy skill or aspect of a text. First up: Romeo and Juliet. (If you teach Twelfth Night, stay tuned—those videos will be next!)

Today we’re diving into Act 1 of Romeo and Juliet, and we’re lucky to have English teacher Stefanie Jochman as our guide. She’s going to walk you through what to watch for in her videos—and how she’s adapted the strategy this year in class.

BEFORE YOU WATCH

This video lesson explains how teachers can use Mozilla Popcorn Maker, a web-based video-editing program, to explore Act I, Scene 5 of Romeo and Juliet, specifically the “Holy Palmer” sonnet. My Popcorn Maker video seeks to solve a problem teachers sometimes encounter when conducting multimedia studies: lag-time between loading video clips or showing images. Using Popcorn Maker, I knit film clips, ballet excerpts, and digital images from the Folger Library’s Luna database into one fluid video that also displays focus questions for each medium. Compilations like the one I create in this demonstration help students to analyze the representation of a key scene in a variety of artistic media (Common Core Reading Literature Standard 7) or analyze how artists like Sondheim or Zeffirelli draw on source material from Shakespeare (Common Core Reading Literature Standard 9).

THE VIDEO: Popcorn Maker Tutorial

https://www.youtube.com/watch?v=-MqkIzLQ3Yg&feature=youtu.be

THE BONUS VIDEO: The Finished Product, a Popcorn Version of the “Holy Palmer” Sonnet

https://msjochman.makes.org/popcorn/261o

AFTER YOU WATCH

The Romeo and Juliet multimedia study remains one of my favorite lessons in my Romeo and Juliet unit because students’ responses to the discussion questions are so impressive. Some of my students have never watched ballet before this lesson, but their knowledge of Romeo and Juliet the play, one seemingly-difficult medium, helps them to make sense of another. During this lesson, students recognize and hone the analytical skills they already employ whenever they go to the movies, watch TV, or glance at a piece of art on the street, in their houses, or in a gallery. When asking freshmen to compare representations of Act 1, Scene 5, I try to focus on the scene’s essential elements: the language of the “Holy Palmer” sonnet, Romeo’s feeling of “love-at-first-sight,” Juliet’s youth, and the tension between the Montagues and Capulets (personified by Tybalt). I think students surprise themselves with how quickly they notice details in costuming and performance that communicate those elements.

My Romeo and Juliet multimedia study inspired a similar exploration with my IB junior class of Shylock’s “To bait fish withal” speech from The Merchant of Venice. I challenged those older, advanced students to determine the scene’s “essential elements,” and I let their observations (rather than my own pop-up questions) guide discussions of the clips. Actors’ interpretations of Shylock’s speech vary so wildly that the end result of our study was a greater appreciation for the nuance of Shakespeare’s language. I also shared Popcorn Maker and other video tools with some of my senior IB students, and they used the program to demonstrate how the Byronic hero survives in superhero movies.

In the future, I hope to develop a compilation and analysis assignment that requires students to independently assemble and analyze multiple representations of a scene, poem, chapter, or character.

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

Stefanie Jochman teaches 9th grade and International Baccalaureate English classes at Notre Dame de la Baie Academy in Green Bay, WI. She received her BA in English and Secondary Education from St. Norbert College and her MA in English from the University of Wisconsin Oshkosh. Stefanie is a proud alumna of the 2014 Teaching Shakespeare Institute. 

 

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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 Jill Burdick-Zupancic

 

Midterms.

This word always evokes a bit of panic in my mind. It feels like some kind of “super assessment” I’m expected to give to my students. Even in my seventh year as an educator, it’s a jarring word; however, the past three years, since my experience at the Teaching Shakespeare Institute at the Folger, I’ve started to look at this time of year a little differently.

Of course as English teachers, we want our students reading closely and analyzing text for something – characterization, big questions, effects of figurative language, etc… – and this is the time of year, through Shakespeare, that I assess how far we’ve come from those first days in September. If you’re familiar with the education department at the Folger, or you’re a regular reader of this blog, you’ve heard “close reading through performance” before. Every year, at midterm time, the power of this statement is solidified for me.

At the time I’m writing this blog, we’re through Act IV of Macbeth. I spend a lot of time with film versions of the play throughout our study, this year it’s Polanski, the Folger production, and Goold’s version for PBS, and while we never watch anything straight through, we’ll look at a specific scene (the opening witches scene, the “dagger” soliloquy, Lady Macbeth’s sleepwalking scene) in each version.

I remind the students that each of these directors has made conscious and analytical decisions regarding anything from movement, facial expressions, pacing and pauses when delivering the lines, costumes, body language, and so on. Now through Act IV, the students do a stellar job identifying choices that these director’s make and discussing why, in the context of the play as a whole, they’re made. (more…)

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By Mark Miazga

It’s January 6th and many people are celebrating epiphanies today. In keeping with this theme, I’m sharing with you a life-changing discovery I made in my own classroom: a teaching epiphany.

I teach at a large urban public high school in Baltimore City, and, like many large public high schools, we find ourselves placed under a microscope that examines our students’ scores on externally assessed tests and puts them all over the front page of the newspaper.

My district, my superintendent, and my principal all feel pressure to showcase strong test scores, and, of course, as a classroom instructor, I feel this pressure too. Indeed, my annual evaluation and salary are partially tied to how well my students perform on standardized tests.

Because of this, a few years ago, I began the process of pushing away some of my “fun” activities in class. No more, for example, putting Friar Lawrence on trial in my 9th grade classroom for the deaths of Romeo and Juliet, or acting out all of August Wilson’s Fences in class. There just wasn’t enough time for these “extra and fun” activities anymore; there was too much to do, too many assessments for which to prepare. (more…)

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Folger Shakespeare Library

Folger Shakespeare Library

By Mark Miazga

When I started my career, Shakespeare intimidated me. I became an English teacher in part to share my love of reading with students, but I never had loved reading Shakespeare.

I’m not exactly sure how it happened, but my entire 13 years of public and Catholic schooling in both southwest Michigan and suburban Detroit yielded just one Shakespeare play: a reading of Macbeth in the 10th grade.

And, even though I devoured books and mainly loved English classes, the experience with Shakespeare wasn’t a good one; I remember sitting in rows, reading the play aloud, my teacher explaining lines afterwards. Nothing else.

Flash forward a few years, and I’m a high school English teacher on my own in a large urban school in Baltimore City. I held my own, for the most part, but my teaching of Shakespeare felt like the weakness in my game.

Even though I used the Shakespeare Set Free series at times, I didn’t feel confident enough to take many of the risks that the series entailed. I spent way too much time trying to make kids understand the plot, and devoted much of my energy to explaining lines, just like that uninspiring teacher I had in the 10th grade.

By the end of the unit, I think my students could probably describe some foreshadowing or celestial imagery in Romeo and Juliet, but were they any more confident in reading Shakespeare the next time they picked up a play? Would they be going to a Shakespeare play on their own when it one was being performed around town? What would they remember about their experience with reading Shakespeare 10 years from now? It was definitely “not much”.

So I applied to the 2008 Teaching Shakespeare Institute, describing much of what I just told you: that Teaching Shakespeare was a bit scary to me and I wanted to be a better Shakespeare teacher.

And the four weeks here at the Folger changed my teaching life and continue to have an impact on my students and me every single unit that I teach.  (more…)

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