1. Shakespeare on your feet
Hayley Anderson & JoDi Baird
Adele C. Young Intermediate 7th Language Arts
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2. Why do we teach this way?
Shakespeare’s words are powerful…and I want my students to know and understand that power.

4. Moving statues: Tipping our toes into risk taking
This is a theatre game designed to help students interpret body language and to learn how to use their own body language to communicate.
Try taking your kids outside, on your school’s stage, or any common area to play. Take the kids somewhere new! A new location instantly sets the stage to engage.
Be willing to demonstrate different statue positions to your kiddos. They need to see you comfortable taking risks—so they will too!

6. Rules before we play:
You must change and adapt your poses throughout the game.
You can pose with a friend, you can blink, but you can’t hide your face or look at the ground!
AND if a seeker catches you moving—you must move off to the side and observe the other statues’ body language.
I need 3 seekers, who cannot touch the statues, but are allowed to talk to them and try to make them laugh or move. If a seeker catches a student, he or she must say the student’s name and say “I saw you move!” I noticed …… Body language can show us…………… I learned…….

7. De-brief
You can do this in 2 ways: verbally or written. Have your kids respond to the following sentence prompts: I noticed …… Body language can show us…………… The most powerful person in this game was…….because This helps them get in the practice of analyzing body movement. When you act things out in class after doing this activity, they are much more aware of their own body language and know better how to show emotions when reading and playing with Shakespeare’s words.

9. 2 line scenes-adapted from the Folger method-Here’s our best tips/tricks
This activity is designed to get your students analyzing the language in short bits. It’s a great pre-reading activity before a play or a scene.
Let kids pick their group. Set clear expectations what you expect from each group.
Model an example BEFORE you start with 2 other students. I ALWAYS show kids how to bring someone into their group who is maybe looking lost.
Be strategic about who you assign lines. For a more introverted student, pick a shorter line. Don’t assign whole speeches.

10. Plan with your group:
I provide a table full of props (costumes, plastic swords, a phone, a human cutout of Zac Efron, etc.). D.I. is a great place to find things to use for this activity.
Assign lines. Then, have your students refer to the board:
What does the line mean? How can I make the words mean something more by how I use my voice or body?

11. Teacher Tips for Helping Kids Craft Scenes
Give students thinking time to consider the 2 guiding questions with their group. Give them time to plan and think out their scene. Go around and help them to craft their scene.
Go around to each group and ask:
“Does anyone have a word you can’t pronounce? Who has a card with words you don’t know?”
Take time to review words and pronunciations, BUT, just a note, we don’t know how Elizabethans pronounced certain words because we weren’t there. Come to a consensus as a class on names and word pronunciations.
Ask students what props they are using, what movements they plan to do, and practice with them!

12. Plan with your group:
What does the line mean? How can I make the words mean something more by how I use my voice or body?

13. Rules before we play You can only use the words on your paper.
You must add action and physical movement to your line when performing.
At the end of a group’s scene, they should hear thunderous applause. Cheer on your classmates. Listen closely to their scene.
If you want, we’ll repeat!

14. De-brief
What are some inferences we can make about the play based on the lines? Do we see any patterns in the words used? What are some inferences we can make about this character based on this line? Any repeating motifs found in the lines that stood out to you?