Enabling Shakespeare Coalition of Schools Educating Boys of Color

1. Enabling ShakespeareCoalition of Schools Educating Boys of Color Travis J. Bristol, PHD (candidate) Clinical Teacher EducatorBoston Plan for Excellence

2. Workshop Outline • Boston Teacher Residency (BTR) program • Pre-Service E/la Teachers’ Dilemma of Practice • Build on Tatum’s Enabling Text • Experience the “Enabling” of Shakespeare All Texts can be Enabled

3. Boston Teacher Residency Program

4. Clinical Teacher Educator

5. BTR Residents’ Dilemma of Practice “How do I make European Literature relevant?”

6. Presentation’s Focus

7. Enabling Shakespeare • Alfred Tatum (2008) defines an enabling text as one that goes beyond a cognitive focus—such as skill and strategy development—to introduce an academic, cultural, emotional, and social component that moves students closer to examining issues they find relevant to their lives. 

8. Turn & Talk How are you understanding Tatum’s definition of an “Enabling Text?”

9. Tatum’s Enabling Texts • Tatum suggests several high school texts such as The Pact: Three Young Men Make a Promise and Fulfill a Dream and Rite of Passage, all texts with Black male protagonists, as “enabling.”

10. Enabling Texts

11. Enabling Texts: Extension All Texts Can Be “Enabling!”

12. Master Class Model: CTE and Resident

13. Enabling Text: Plot Summary Macbeth

14. Unit’s Essential Question Is our fate predetermined by our society?

15. Day 1: Content Objective • Students will be able to explain/discuss how Shakespeare uses ideas of power to discuss characters’ ability to control their own fate.

16. Pre-reading Questions 1) Why do you think the murderers’ lines vary when compared to Macbeth? 2) How do the murderers address Macbeth?whole-group share out about those differences 3) How does Macbeth address the murderers?

17. During Reading Questions • During Reading questions 1) In line 3.1.91, the murders say they are men. To what is Macbeth comparing the murders? In what way is he comparing the two things?(How is he comparing the Murderers and Dogs) 2) Why does Macbeth use the words “housekeeper” and “hunter” when talking to the murders?   3) What is the purpose of this comparison?

18. Day 2: Content Objective Students will be able to explore the consequences of not questioning society’s beliefs.

19. Enabling Shakespeare • Four Year-Old Boy & Guns http://www.youtube.com/watch?v=uPJOPQpciqw

20. Turn & Talk What do you make of the young boy’s comments?

21. Enabling Shakespeare • Unedited Version • https://www.youtube.com/watch?v=mu_LK_iEFE8

22. Turn and Talk What happens when we fail to question society’s beliefs?

23. Non-fiction Texts • “Black Men and Public Space” – Brent Staples • The New Jim Crow – Michelle Alexander • What happens when we fail to question society’s beliefs?

24. Whole Group Discussion • How were we “enabling” Shakespeare in this lesson?

25. Day 3: Content Objective Students will explore how Shakespeare might respond to the question – is one’s fate predetermined by society?

26. Enabling Shakespeare

27. Whole Group Discussion • How were we “enabling” Shakespeare in this lesson?

28. Student Reflections

29. Turn & Talk • What do you hear students saying?

30. Student Reflections

31. Turn & Talk • What do you hear students saying?

32. Student Reflections

33. How to Enable a Text?

34. All Texts can be Enabled!

35. Enabling Shakespeare • “Another aspect of planning that I learned a lot about through both this unit and the “Master Class” experience is how to create lessons in which I treat all students as sense makers and create high cognitive demand tasks. I learned that sometimes just a small tweak in a lesson plan can make a task much more cognitively demanding and effective.” • -Kylie Smith , BTR Resident C10

36. Enabling Shakespeare • Questions?/Comments? • Contact Information • Travis J. Bristol • tbristol@bpe.org