Reflection: Student Self-Assessment Determining the Meaning of and Purpose for Shakespeare's Use of Figurative Language (Day 1 of 2) - Section 5: Wrap Up


I find that some students do not like group feedback and will be more open to discussion and self assessment when meeting one on one. Other students are comfortable discussing their behavior in a group stetting.  But working together,  especially with challenging work such as diving into a Shakespearean play, can be very helpful.  However it is done, I find that unless I give constant feedback there is little or no change in behavior.  

A presenter once asked in a workshop if giving praise changes behavior?  Most of us answered "Yes."  The presenter then said, "Actually no, it doesn't change the behavior, praise maintains the momentum of the desired behavior."  He then said the only thing that changes behavior is the use of constant feedback.  I never forgot this and find it to be true.  What do you think?

  Collaboration Assessment
  Student Self-Assessment: Collaboration Assessment
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Determining the Meaning of and Purpose for Shakespeare's Use of Figurative Language (Day 1 of 2)

Unit 8: Romeo and Juliet
Lesson 5 of 13

Objective: SWBAT determine figurative and connotative meaning of words in a text and determine their impact by using a graphic organizer to identify and analyze close reading excerpts.

Big Idea: Shakespeare uses such vivid figurative language. How can I help my students to understand and appreciate it?

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