Jamie’s Blog

NOTE: Each of the checkpoints below are links to examples

Your notes

1.     Provide options for perception (examples)

1.1 Customize the display of information

1.2 Provide alternatives for auditory information

–While I am explaining the text while we read, I will have my annotated text on the overhead projector. When I make new comments, I will jot them down on the overhead for the students to see.

1.3 Provide alternatives for visual information

-When I am explaining what metaphor and simile is, I utilize images to explain the concept.

2. Provide options for language and symbols (examples)

2.1 Define vocabulary and symbols

-I will give out handouts of the text that has annotated definitions of vocabulary.

2.2 Clarify syntax and structure

-Since the syntax is very difficult, I will hand out a simplified text of Act II scene ii in modern day English. This will help students understand the Shakespearean syntax.

2.3 Decode text and mathematical notation

2.4 Promote cross-linguistic understanding

2.5 Illustrate key concepts non-linguistically

3. Provide options for comprehension (examples)

3.1 Provide or activate background knowledge

-Students already use metaphors and similes all the time. The activity where I ask them to come up with a sentence using “like” or “as” is relatively easy and activates the knowledge that they already possess.

-Act II Scene ii is all about love at first sight. By asking the students to write about whether they believe in it or not is all about activating prior knowledge.

3.2 Highlight critical features, big ideas, and relationships

3.3 Guide information processing

-I deliberately designed this lesson into three parts. The first part is the introductory lesson where we start with basic concepts. The second part, the students identify what they have learnt in a text. The third part, the students “do” something with their new knowledge.

3.4 Support memory and transfer

-The students work on three exercises throughout the class: Coming up with their own metaphors and similes, finding them in a text, acting them out. These activities are set up in a way so that the students get plenty of practice with the concept.