Making Dramatic Literature More Accessible and Relevant to High School Students

I conducted a self-study to examine how teachers can make dramatic literature more accessible and relevant to students of different backgrounds in a high school English classroom. Dramatic literature in this case can be defined as literary works written with the intent to be performed on the stage and shares the following defining characteristics: acts, scenes, stage directions, dialogue, and a cast of characters. Starting in September of 2022, I began collecting data with field notes, anecdotal records, student teacher weekly reflections, university supervisor observation comments, informal surveys, lesson plans, and student work samples. The lesson plans outlined learning objectives, common core state standards, instructional procedures, student accommodations, assessments, and materials. This helped me discern which modes of content delivery were being utilized in the classroom. The student anecdotes, field notes, comments from my university supervisor, and informal survey contained notes on student responses to instruction. This helped me identify which modes of content delivery were more or less effective in aiding students comprehend the chosen dramatic text. The student work samples evaluated the learning progress of students. This helped me determine the successes, failures, and modifications needed to be made in my teaching. As a teacher, it is important for me to make sure that my students are given every opportunity to connect with and develop an understanding of chosen texts within the curriculum. Dramatic texts are complex and teachers must understand what modes of content delivery are available in order to help students enjoy, appreciate, and comprehend what they are reading