Jamie’s Blog

NOTE:  Each of the checkpoints below are links to examples

Your notes

7. Provide options for recruiting interest (examples)

7.1 Increase individual choice and autonomy

The students are given a choice in their final assessment (homework). They can either choose to write, draw or listen for metaphors and similes.

7.2 Enhance relevance, value, and authenticity

This is in the hook of the lesson. I grab the students’ attention by asking them whether they believe in love at first sight or not, and to describe their ideal mate. These topics are directly related to the understanding of Act II and scene ii, and the subsequent understanding of what effect metaphor and similes have on Act II and scene ii.

7.3 Reduce threats and distractions

I try to reduce as much distraction as possible by giving students quiet time to work by themselves before they move onto less quieter environment (group work).

8. Provide options for sustaining effort and persistence (examples)

8.1 Heighten salience of goals and objectives

After every activity I will keep on probing the students to tell me why a metaphor/simile is effective. I will do that when the students come up with their own metaphors and similes, after they find Shakespeare’s metaphors and similes, and also after each group presents their part in the charade. Our goal is to find out why/how/what metaphors and similes add to our language, and the students will be verbally reminded of that goal.

8.2 Vary levels of challenge and support

We start off with a very simple exercise where the students come up with their own figurative language. Only after that will they be asked to look for metaphors and similes in Shakespeare’s text. For the second activity, they have more support in that they get to work in groups.

8.3 Foster collaboration and communication

The students work together as partners in the beginning to discuss their do-now activity where they write about love at first sight. Also, the students work together as groups to find metaphors and similes in the play. Lastly, the students must also work together to figure out the best way to represent their metaphor/simile in the charade. Working as a class to guess the metaphor/simile (charade) also builds a sense of collaborative atmosphere in the classroom.

8.4 Increase mastery-oriented feedback

I will give constant verbal feedback as the students work to find metaphors and similes in their text. Also, in the beginning, where the students come up with their own simple metaphors and similes about school and love, I will give them immediate feedback as to the effectiveness of their use of figurative language.

9. Provide options for self-regulation (examples)

9.1 Guide personal goal-setting and expectations

9.2 Scaffold coping skills and strategies

9.3 Develop self-assessment and reflection