Lesson Rewind: Cutting a Scene in "The Taming of the Shrew": Act 3.1.1-95

Print Lesson


SWBAT better understand how cutting a scene requires close reading that increases their understanding of a text.

Big Idea

Reteaching a lesson has value when students need additional scaffolding.

Teacher to Teacher: Lesson Overview and Context

The lessons in this unit showcase my pedagogic philosophy that students learn best when they are actively engaged. Traditionally teachers teach Shakespeare's plays much as we teach novels and short stories: Students read the text, analyze and discuss it, take quizzes and tests, and write a paper. What happens when we approach Shakespeare's plays through performance pedagogy and pay homage to the Bard's original intent? 

The lessons in this unit emphasize fresh approaches to literary analysis.This lesson is part of a larger unit on William Shakespeare's The Taming of the Shrew. In its unit context, this is 

Lesson 12 of The Taming of the Shrew.

This lesson revisits lesson 10 in which students cut scenes in Act 3.

The lesson can be taught prior to lesson 10 as an example of how to cut a scene rather than as the assignment teachers give to students. I present it here as an example of how I reteach a lesson that did not have the outcome I originally envisioned. 

Model the Cutting Process w/ Discussion

45 minutes

Since I wasn't completely satisfied w/ the cuttings students did for scenes (sections) of Act 3, I decided to walk them through the cutting process. Here's what I did:

  • Revisit the Folger "Cutting a Scene" document.
  • Remind students that they can cut lines, phrases, words, etc. as long as they keep the gist of the scene in tact. 
  • Walk them through the cutting process w/ the scene projected on the screen so that they can see my cuts. I did this as a think-aloud since I wanted students to "get inside my head."
  • Allow time for discussion, questions, and clarification by asking students for suggestions about what should be cut and by summarizing what's going on in each line. 
  • I asked students to identify props in the scene as we cut and to identify to whom each character is speaking during the discussion.

The Act 3.1.1-95 Cutting shows the scene students and I cut together during this lesson: Act 3.1.1-95 Cutting

The screencast tutorial shows the process I used to walk students through the cutting process: