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2018
Volume 23, Issue 1
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

A seventh grade language arts teacher in Texas creates a student-centered learning environment in which her gifted and talented and pre–Advanced Placement students are motivated to interact with a Shakespeare play and each other in creative and divergent ways. Students strategically select their group mates, create an assessment rubric for their project, and collaborate to produce a filmed interpretation of The Merchant of Venice in a context different from the original. Students meet with their teacher on an ongoing basis to assess their progress and make adjustments so that they are successful in this project which requires deep levels of comprehension of this rigorous text.

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/content/journals/10.58680/vm201527481
2015-09-01
2024-05-18
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http://instance.metastore.ingenta.com/content/journals/10.58680/vm201527481
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  • Article Type: Research Article
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