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Issue 15, Spring 2016
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A Journey With Venetia Phair, The Girl Who Named Pluto,
   Jeannine West Paull
A Test That Teaches Trust,
   Don Mackay
Three Inadequacies,
   Mike Amarillas
Does Deeper Learning Make A Difference? Yes It Does!,
   Kristina Zeiser, Mette Huberman, Jennifer O’Day, and Michael Garet
Redefining Well-Behaved In The 21St Century Classroom,
   Sharon Fargason, Melissa Han, and Sarah Imbriaco
Uncovering The Why In The Way We Teach,
   Aleya Cunningham and Roxanne Tuong
The Case For Collaboration,
   Pam Reynolds Baker
Student Consulting Disrupting Student-Teacher Hierarchies,
   Anna Chiles, Ben Sanoff, Chloe Larson, Janie Griswold, and Julia Rosecrans


1: The Haunted Arcade Interactive Halloween Carnival Games
2: Cyclic Machines
3: Syrian Refugee Simulation
4: The Meals and Muppets Project
5: The Complete Works of William Shakespeare (Abridged)
6: Coded Structures, Decoded Identities
7: College Knowledge
8: Walk In Their Shoes
9: Mind The Gap
10: Through The Wire
11: Seed Dispersal Challenge
12: Explorers of the World

The Complete Works of
William Shakespeare (Abridged)

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William Shakespeare lived in the late 1500s and early 1600s, but his plays are now performed all over the world in nearly a hundred languages, and he is known as one of the greatest writers of all time. The fact that literature and other media borrow from Shakespeare’s works, speaks to how important he is to a global culture. One dynamic way to experience Shakespeare was to work as a class to perform a show. After reading The Reduced Shakespeare Co. presents The Complete Works of William Shakespeare (abridged), 10th grade students performed the entire play for Exhibition. Students choose to perform, direct, build sets, work on costumes/makeup/hair or marketing. Throughout the semester, students worked with Shakespearean texts and resources to discover whether or not Shakespeare is significant in the making of our culture, and debate whether he is still relevant today.

Teacher Reflection
I had fun getting to know my students in a new way and my students had fun getting to know me and each other, and this fun developed into strong pride in the finished products of the project. This project represented a truly collaborative process. We learned a great deal about ourselves during the stress of creating a public performance. We all now have a new sense of connection with Shakespeare and his works, which leads to an important step into a larger cultural world.

Student Reflection
Honestly, the performance itself was the best part of the project. It was the culmination of all of our hard work that we put into rehearsing, memorizing and staging the show, and I felt proud once it was all said and done. By holding it at the San Marcos Civic Center, our team had the opportunity to experience what it was like to perform out in the community, and impact people outside of the traditional school setting. —Robbie

To learn more about this project and others,