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NOTE: Each of the checkpoints below are links to examples

Your notes

1. Provide options for physical actions (examples)

4.1 Provide varied ways to respond

–The students will be playing charade as a class. Students will come out in front of the classroom to use physical actions to express their knowledge of metaphors and similes. I will also collect the papers where they wrote down their metaphor and simile findings.

–The students will have multiple ways to demonstrate their mastery of the day’s lesson. For example, students can choose between a written, visual or an auditory assessment. They can use metaphors and similes in their own writing, draw/sketch the concept of them, or look for them in a song. Successful completion of one of these assignments will show me that they have mastered the concept/skill that I tried to teach.

4.2 Provide varied ways to interact with materials

-The students will first hear me explain verbally what metaphors and similes are. Secondly, they will look for it in a given text (Act 2 Scene 2). Thirdly, they will have a chance to discuss their findings with their group members and help each other. Fourthly, the students will act out metaphors and similes with their physical movement.

4.3 Integrate assistive technologies

-I will make use of the overhead projector to show students how to annotate the text.

-I will be making use of the TV and the DVD player. 

2.    Provide options for expressive skills and fluency (examples)

5.1 Allow choices of media for communication

5.2 Provide appropriate tools for composition and problem solving

5.3 Provide ways to scaffold practice and performance

-Since the text is so difficult, I will scaffold the students’ understanding by giving them copies of the reading with my explanations, annotations and vocabulary support.

3.  Provide options for executive functions (examples)

6.1 Guide effective goal setting

-I will tell the students in the beginning of the lesson what the goals of our class are (I will also write them down on the board). I will explicitly explain at the beginning of the lesson that we are trying to learn why and how Shakespeare uses metaphors and similes. Setting out a common goal for the class in the beginning will guide their learning.

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress