Shakespeare didn't write his plays for readers; he wrote individual "cue scripts" for actors who hadn't read the entire play but had to perform on the fly with almost no rehearsal. Those cue scripts have become the written form of his dramas, compiled originally in the First Folio of 1623. And the actors' cues for meaning, emotion, and emphasis are still embedded in Shakespeare's language, ripe for discovery by today's students. Shakespeare's plays rightly remain a staple of the ELA curriculum, but evolving standards and youth culture itself challenge teachers to put students--not a text--at the center of a reading experience in order to support diverse readers and learners. How can we do this? Experienced educators Kevin Long and Mary T. Christel introduce us to the Folio technique, which builds on active drama approaches that position students to engage with a rich text through low-risk speaking and improvisation activities. Without requiring students to become actors, the Folio technique helps them to discover the clues the Bard built into his works that allow actors to efficiently understand their characters' text, context, and subtext. Teachers can use excerpts from the First Folio along with a mass market paperback or digital edition of a play to help students get closer to Shakespeare's intentions; understand the language, action, and emotions of the characters; and perhaps even explore the challenges the Bard's modern editors face. The book offers suggestions for using parallel text, graphic, and abridged editions of Shakespeare's works, as well as activities using cue scripts and a variety of viewing experiences. A deep dive into the rich resources available for teaching Shakespeare's plays, Bring on the Bard is for every high school teacher--early career to veteran--looking for new, hands-on activities to draw students of all ability levels into the work and world of Shakespeare.

Bring on the Bard: Active Drama Approaches for Shakespeare’s Diverse Student Readers

Literature & Fiction

Long, Kevin

Christel, Mary T

Dramas & Plays

National Council of Teachers of English (NCTE)

Whether it's television, film, print, or the Internet, our world is saturated with visual images. That flow has become so persistent, so insistent, we can no longer dismiss its impact on our students' perceptions. We need to make media literacy a vital component of language arts education and equip our students to analyze and respond critically to media texts. Seeing &amp; Believing was written to assist you with that process. 
 Developed as a tool to help you integrate various forms of media, Seeing &amp; Believing offers a practical approach to basic theory in media literacy and the analysis of both still and moving images. They include film, episodic television, and print advertising. You'll discover all kinds of strategies to help you in your analyses as well as other texts to enhance and refine your understanding of the discipline. There are also activities that clearly illustrate how these strategies are applied to particular works of literature, writing strategies, small-group work, media production, and critical-thinking skills. Best of all, Krueger and Christel provide lots of resources to help you get started, including study guides and "ready-to-teach" activities, lists of useful books and videos, and a listing of professional organizations and journals that focus on the development of media education in the U.S. and around the world.

Seeing & Believing: How to Teach Media Literacy in the English Classroom

Politics & Social Sciences

Krueger, Ellen

Social Sciences

Heinemann

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