Woosh to give students an understanding of general plot

• you can end the woosh early enough to allow students to be surprised to guess the ending

• discuss predictions

slight scene work to get a major plot point anaysis going

students dont need to understand everything

• "I give you permission to just go and enjoy"

Example: Midsummer Night's Dream

• assign specific roles for groups

  • how they use the stage

  • set and costume design

  • mechanicals- physicality of the actors

  • lovers

  • faries

  • insults

  • notice a specific word (in this case, vision)

• give a specific question to answer

• ideally, students would experience/read a play as much as possible prior to seeing the play. 

• question bank- what questions are we, as a community, looking to answer?

We want to give them tools to notice something

Is it important that students read every word of Shakespeare, or is it important that they connect with every word they read?

Set standards from the start

• understanding the weight of language without accompanying it with shame

• ensuring that students understand the things they say and the impacts that words have on others

  • "I'm surprised to hear you say that.."

• Safe space, brave space

• "Oops and Ouch"

  • not confrontational, just informative

  • If I am offended, I can say ouch

    • this gives the facilitator and the offending person the opportunity to address

    • should be followed by an easy acceptance of correction, acknowledgement of hurt, and moving on

  • If I make a mistake, I can say oops 

    • this gives the members of the community the chance to acknowledge mistakes without the fear of attack

    • people can address their mistakes knowing that their community will accept their apology and move on

• entrance practices, timing, structure, expectations the students can have of you and your classroom

• "why" disengagement reflection

  • Why is this student in my class disengaged? How can I reengage them in my class?

  • Can I control it?

    • room? content too easy? content too difficult? issues at home? etc.

• All people, most people, some people, a few people

  • What will all students recieve from class/workshop?

  • What will most student receive from class/workshop?

  • There are also some people that will receive this from class/workshop?

  • Only a few people will get to this highest level and experience this from class/workshop?

• Break down into chunks to more easily differentiate lesson or activity 

• Make students feel heard

• How can you recreate the classic to make it fresh and engaging

  • how can we transform our presentation of the environment

  • news reports? law arguments? etc.

• Taking on the text

  • don't read the whole play!

  • use audio books

  • skip and then summarize parts you breeze past

  • clarify character names prior to starting

  • break up the text into more digestible pieces

    • streamline

    • only one scene

    • make it managable

  • start in the middle, wherever you feel like your students will most heavily engage

  • make them the experts

• Eye-rollers

  • don't allow them to suck the energy in the room

  • one-on-one

  • let them see the fun so they join the fun

  • model it yourself

  • "I'm not going to do something just so I can laugh at you. There is always something to gain."