For my 11th-grade American Literature integrated co-teaching class, which includes multilingual learners, participating in a student-run talk show after finishing a play or novel is an opportunity to clarify confusing parts of the story, recap events and solidify characters’ motivations and relationships before writing an essay.

As students are nearing the end of the text, I introduce the idea of a talk show. As part of a whole class discussion, I ask, “Wouldn’t it be interesting if we could meet all these characters in a talk show, like ‘Oprah’ or ‘Sherri’? Who would we invite? What questions would we ask them?” I post their answers on the board.

This dialogue is an opportunity to discuss, review or model the qualities of good questions: They’re based on the text, can have different possible answers and are topics we are genuinely interested in discussing.

Students then work in pairs or small groups to create more questions for characters. I ask everyone to nominate someone to be the talk show host and, if willing, to volunteer to play one of the guests.

I review and compile questions, which students will use to prepare. Based on the students’ nominations, I select a host and a student for each of the main parts.

Once the talk show cast is set, other students in the class are placed in groups of four or five with one of the student performers. Students in each group are scored based on the performance of their “talk show guest.” That performer must demonstrate a thorough understanding of the character and plot and must include details from the text in their answers.

Once in their groups, they consider their character. Guiding questions include: What do we know about this character? What do they think about other characters in the play or novel? What motivates them?

Once these important details are in place, students set about answering the talk show questions we brainstormed earlier. They are encouraged to write a rough draft of answers, then review the play or novel for additional textual details.

On the day of the talk show, students are encouraged to wear costumes, bring props and (appropriately) embellish their character to bring them to life. I set the stage: a row of guests’ chairs line the front and the rest of the audience faces the stage. The host calls in performers with their introductions, and the show begins as the host takes questions from the audience. With six guests answering six to seven questions each, the show usually takes a class period of 45 minutes.

The interactions that happen onstage are what are most exciting. If performers are properly prepared, students can see how these characters respond to one another as they bring up old grievances from the conflict in the play or novel and sling accusations of betrayals. Students never cease to amaze me with their improvisation and creativity.

The day after the performance we debrief, recapping memorable moments and reviewing what we have gleaned. The invariable outcome is epiphanies about the complicated plot and a more nuanced understanding of the complex conflict and characters. Ideally, this activity will also result in a more sophisticated discussion of the text in students’ final essay.

Amy Matthusen is a high school ELA teacher at East-West School of International Studies in Queens.