Sarah Goodis-Orenstein, a middle school language arts teacher and department head in a public charter school in Brooklyn, recently shared in a blog post on Education Week how she’s experimented with the Folger’s Shakespeare Set Free curriculum in her classroom.
Goodis-Orenstein, who assigned her students to reinterpret scenes from Romeo and Juliet and act them out, walks the reader through each step of the assessment process and the rationale behind it.
In the end, this prompt-book project was tremendously rewarding for both myself and my students. When embarking upon this project, I had some reservations. I’m not a terribly performative person, myself, and I know I would have resented this assignment as a middle schooler. I also know that performances are often scoffed at as the low man on the totem pole of rigor.
But this project was no fluff. And it was fun.
She finishes the blog post with this gem:
…the best assessments are about creativity and application, not regurgitation or formulaic writing. It also doesn’t hurt to be reminded now and then that getting out of one’s comfort zone can lead to great things—for both students and teachers.
Read more at Education Week.