By modeling curiosity and excitement to our students as we explore and talk about our subject matter, it has a contagious effect on children and gives them a feeling of permission to explore a topic with feeling. For example in poetry unit, sharing a poem that you wrote. Students look up to and respect you and authenticity opens up the subject matter to more genuine feelings on their part.

Examples from Rome: Sadness as (Early Roman Republican) Brutus condemning his sons to death when they tried to restore the monarchy (showing that no one is above the law). Fear, anger, then triumph with Cloelia being given up by her city to an invading army as terms of surrender, but managing to escape and rescue others. Disgust at the vile nature of Nero or the corruption of Caligula.

Medieval Examples: For Joan of Arc, Set the room up like the trial (rows of chars, put chairs on tables/desks if you can for a height difference) have the students read from the transcript of her trial (the actual trial, not the play).

Readers Theater, and the class play are also a great chance to live in, and practice expressing emotions. Some others:

Opening Verse of the Aeniad (Arma virumque cano, Traoia qui primus ab oris...). Scenes from Shakespeare's Anthony & Cleopatra or Julius Ceasar. Opening scene to Song of My Cid. I did my introduction to the menstrual cycle as a play.

Stories help students feel their way into understanding. To reach all types of learners, I intentionally shape stories to resonate with different temperaments:

• For phlegmatic students, I include themes of comfort or the lack thereof—often through references to food or home.

• For sanguine learners, I describe vibrant fabrics or rich sensory details that bring the story to life.

• The choleric temperament responds to conflict, so I highlight moments of temper, courage, or determination.

• And for the melancholic, I focus on the emotional weight of the narrative—its sorrow, beauty, and subtle complexity.

This approach allows each student to find themselves in the story. Whether they laugh, reflect quietly, or feel moved, I know I’ve reached them. That’s the heart of teaching for me—connection through feeling, through story.

Also, experiencing complete darkness in physics is a powerful experience for many students.

I also like tying in biographies. I don't know who I might do for G6, but for 7th/8th grade: Galileo for Astronomy, Marat and the Lavoisiers for G7 Chemistry (fire), Alan Turing for G8 physics (electronics/computers)

Write from perspectives of different historical figures or roles.

re-write poems/ letters/ texts in the style of the times or modernize historical poems - how would this be the same/ different if it were written now?