Teaching Shakespeare!

A Folger Education Blog

Posts Tagged: teaching Shakespeare

Starting the Year with Shakespeare, Starting the Year off Right

By Quintin Burks   Well, it’s that time of the year again; the leaves are starting to change, the nights are getting cooler, and the school year has begun. As I start to see new and familiar young faces fill the hall of my school, some filled with excitement and some apprehension, I’m reminded of… Continue Reading »

Why We Shouldn’t Study Shakespeare

By Mari O’Meara   Like most teachers, when a Shakespearean unit is announced, I am greeted by many loud groans and a few students voicing the usual (whiny) complaints- “It’s so boring!” “I don’t understand it”; “Do we have to?”  Tuning out students’ complaints is a well-developed skill of all teachers.  The one complaint I always find satisfaction… Continue Reading »

What Do Old Books and Shakespeare Have to Do with DC Teens?

By Folger Education   According to students at Phelps Architecture, Construction, and Engineering High School, a lot. When Ashley Bessicks’ students finished their Hamlet unit, her 10th grade students at Phelps ACE High School, a DC public school, were on fire for Shakespeare. They wanted to know more about this play and the man who… Continue Reading »

Teaching Romeo and Juliet with Technology: Part Four

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… Continue Reading »

Teaching Romeo and Juliet with Technology: Part One

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… Continue Reading »

Inside the Classroom: Do Modern “Translations” of Shakespeare Have a Place in the Classroom?

By Gina Voskov NYC teacher and Folger National Teacher Corps member Gina Voskov is back with the second installment in her series “Inside the Classroom,” which takes us into her middle school classroom during a Shakespeare unit. Today, we hear Gina’s perspective as teacher, and Thursday, we’ll hear from her students. You can read the… Continue Reading »

Inside the Classroom: Students Share How They Really Feel about Starting a Shakespeare Unit

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 I am so pleased to introduce Won Jae, Lois, and Alexandra,… Continue Reading »

5 Great Ways to Start a Shakespeare Unit

by Corinne Viglietta   New semester, new plays! A lot of teachers are kicking off, or getting ready to kick off, a Shakespeare unit, so we thought we’d talk about what to do on those first days. From having students put some verse on its feet to creating a tempest in the lunchroom, these activities… Continue Reading »

YOUR Teaching Epiphanies, Part 2

The epiphanies continue! Today is the anniversary of the death of Irish writer James Joyce, whose famous epiphanies, a century later, still inspire conversation and inquiry. (Plus, did you know that Hamlet was a major source for Joyce, who gave a series of lectures on Shakespeare?) We think it’s fitting, then, today, to offer a second installment of your teaching… Continue Reading »

YOUR Teaching Epiphanies

As a follow-up to Mark Miazga’s fabulous story about his teaching epiphany, we invited you, our readers, to share revelations from your classrooms, and… wow! You and your students blew us away! Here’s what you had to say:   My epiphany came when I realized that getting students to act and move would impact them… Continue Reading »

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