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Posts Tagged ‘David Fulco’

By David Fulco

 

Students performing the Dumb Show from Hamlet . (Image: David Fulco)

Students performing the Dumb Show from Hamlet . (Image: David Fulco)

At the end of TSI 2014, I made a pledge that I would not read the syllabus to my class on the first day of school.

 

After a summer collaborating with some of the most innovative teachers in the country, it did seem a shame that I would return to my classroom and fall back into the trap, albeit a safe trap, of

going over rules and regulations, expectations and procedures on that first day.

 

Couldn’t the first 45 minutes of the year be used for a better purpose? Shouldn’t the first 45 minutes of the year be used for a better purpose?

 

(What does it say about me that I hear Peggy O’Brien’s voice in my head when I ask myself those questions before the start of each school year?)

 

For the past two years I have asked my 10th grade students at The Laboratory School of Finance and Technology in the South Bronx, New York City to perform Tableaux Vivants on the first day of school. As a reference for our still life poses, I use the original text of the Dumb Show from Hamlet (3.2.144-156). That the students aren’t familiar with Hamlet or won’t read Hamlet as sophomores, is not a problem. The Dumb Show stands alone, allowing you to discuss as much, or as little, about Hamlet as you would like.

 

What I do:

(more…)

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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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Shakesbear the mascot

Shakesbear, the club mascot.

By David Fulco

After-school programs find a way to weave themselves into the fabric of a school. At my school, all sixth and seventh grade students participate in after-school activities from 2:15-4:30pm, five days a week.

It has been more than evident during the school day that students are not only enjoying their after-school activities, but also building an appreciation for them.

Students in “Fit Club” ask for apples instead of candy at lunch. Students in “Computer Technology” build radio-controlled robots and walk them from class to class. There is a buzz and an energy in the air after school that is palpable.

And what of the Shakespeareans working through A Midsummer Night’s Dream?

The work my seventh grade Shakespeare troupe is doing after school is also starting to permeate the rest of their school day. In ELA, students are writing crossover pieces in a dystopian unit in which they choose 2-3 characters from different tales to create mash-ups of plots and themes. Titania has made an appearance in a story with Maleficent – the connection between the Indian boy and Aurora perhaps supplying the crux of the story arc.

“Helena from the Bronx” is now a popular drawing for the students to doodle in their notebooks. Helena wears her hair in a tight bun with a midriff shirt and a belly button ring, with a speech bubble saying, “The more I love, the more he hateth me”. (1.1.204)

But perhaps the most influential… (more…)

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door knob david fulcoBy David A. Fulco

“When are we getting our costumes?”

It was the third day of my after-school program—Drama (what the kids called it)/Theater (what the school called it)/Shakespeare Troupe (what I called it)—and the kids were getting antsy.

Relying heavily on my class with Caleen Jennings during the 2014 Teaching Shakespeare Institute, I had directed my group of fourteen 7th grade girls through a host of “physicalizing” exercises over the first two days, having them work in groups to show what “Wednesday” looked like, what “Math” looked like, and what “Dismissal at 2:10” looked like.

And we were getting there—at least, when the students weren’t playing in the curtains, or hiding offstage.

But here they were on the Friday that marked the end of the first full week of school. They were in three lines of various lengths and dimensions. Much like I was this past summer at TSI 2014, they were standing in front of an easel with the words to “Oh grim-looked night” from A Midsummer Night’s Dream written in purple Sharpie. They had physicalized every word. We had practiced as a whole troupe and in small groups. And now was the big reveal. (more…)

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By David Fulco

Puck

Puck: “Why must they fear me?”

   

As the cold weather sets in, the auditorium in a small school gets used more frequently than before. Where in the fall my Shakespeare Troupe had the run of the auditorium after school, now we split the space with cheerleaders, holiday concerts and even the basketball team, which uses the space as a way station before games.

My students need the space for all the things that a troupe normally uses a stage for – blocking, memorization, voice projection – but as seventh graders, they especially need it for confidence. The stage is powerful and it is not something that I can easily replicate in my classroom on our “off” days from the space.

It is impossible though to be completely focused on work during the days that we have the auditorium, especially as we continue our work with A Midsummer Night’s Dream. In the midst of rehearsing scenes from the first three acts, I was inspired by a group working on Act 3, Scene 2. (more…)

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