We had many discussions about activating a student’s prior knowledge and incorporating affective approaches to literacy this semester, and during my clinicals at Logan High School I noticed that one of the teachers I observed did this quite well as the class read Romeo and Juliet. I must say that when I learned the class would be reading Romeo and Juliet during my time in the class I was somewhat disappointed. To this day the play remains my least favorite of Shakespeare’s works, but in the class I gained a new appreciation for how the opinions of the students, as well as those of the teacher, can be used to further appreciate the text. Also, it’s often difficult for young readers to see through the different language and cultural references that Shakespeare uses in his plays, but this teacher did a great job of helping his students make connections with events and ideas from their own lives and draw on their own knowledge to understand the text. Love is a common and obvious theme, and I really liked how the teacher validated the opinions of the students in class discussions. Some students felt that the romance was charged with drama and closely matched (in terms of that drama) situations that the students themselves had experienced; others saw Romeo as a creepy boy falling head over heels for a thirteen year old girl after breaking up with some other chick. This disparity among the students made for some very interesting discussions, and led to some in-depth analysis of the play that I don’t remember happening when I read the play at that age. Making those connections really made the difference, I think, and I plan on doing the same thing in my own classroom.