I always had fun following maths proofs, both in school and uni, but that was mostly through self-motivation/interest. I wager that most of my co-students more or less slept through the same lessons or were only kept awake because at that time (pre-internet/pre-digital) we were forced to write down whatever the teacher/prof wrote on the chalkboard.
So you're not alone and it does not seem to be a trivial endeavour.
As you wrote in a comment, you do not need your students to repeat the proofs, or come up with their own; you just want them to be more engaged in their time they sit in your classroom.
So I would suggest for you to do exactly that: engage them. Don't just present the proof, but at every single step, ask them what they think comes next. Don't just grab the one pupil that you know "groks" that stuff, but try getting a discussion going, or ask those more at risk of nodding off...
You might or might not get through the whole proof using this method, but at least you will engage them and force/encourage them to think about the individual steps. You'd need to tailor your proof so that they have a running chance to come up with good ideas of course; maybe give a few more hints when it comes to solve the crux of the problem.