TRAVIS J. BRISTOL, PHD (CANDIDATE)

CLINICAL TEACHER EDUCATORBOSTON PLAN FOR EXCELLENCE

Enabling Shakespeare

Coalition of Schools Educating Boys of Color

Workshop Outline

Boston Teacher Residency (BTR) programPre-Service E/la Teachers’ Dilemma of

Practice Build on Tatum’s Enabling TextExperience the “Enabling” of Shakespeare

All Texts can be Enabled

Boston Teacher Residency Program

Clinical Teacher Educator

BTR Residents’ Dilemma of Practice

“How do I make European Literature relevant?”

Presentation’s Focus

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. 

Turn & Talk

How are you understanding

Tatum’s definition of an

“Enabling Text?”

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.”

Enabling Texts

Enabling Texts: Extension

All Texts Can Be “Enabling!”

Master Class Model: CTE and Resident

Enabling Text: Plot Summary

Unit’s Essential Question

Students will be able to explain/discuss how Shakespeare uses ideas of power to discuss characters’ ability to control their own fate.

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?

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?

Enabling Shakespeare

http://www.youtube.com/watch?v=uPJOPQpciqw

Four Year-Old Boy & Guns

Turn & Talk

Enabling Shakespeare

Unedited Version https://www.youtube.com/watch?v=mu_LK_iE

FE8

Turn and Talk

Non-fiction Texts

Whole Group Discussion

How were we “enabling” Shakespeare in this lesson?

Day 3: Content Objective

Students will explore how Shakespeare might respond to the question – is one’s fate predetermined by society?

Enabling Shakespeare

Whole Group Discussion

How were we “enabling” Shakespeare in this lesson?

Student Reflections

Turn & Talk

What do you hear students saying?

Student Reflections

Turn & Talk

What do you hear students saying?

Student Reflections

How to Enable a Text?

All Texts can be Enabled!

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

Enabling Shakespeare

Questions?/Comments?

Contact InformationTravis J. Bristoltbristol@bpe.org