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Sara DeVoogd (Teacher (K-12))
This resource clearly stated objectives both general to all users and specific to North Carolina curriculum standards and identified a target audience. The development of the activity supported the objective of learning figurative language terms and demonstrating an understanding by providing students with definitions and examples of the seven terms. In addition the resource concluded with a review for students to gauge their understanding. Each question allowed two possible responses. Users were asked either to state whether an example was identified correctly using true or false or to determine between two choices the correct figure of speech represented. Either response provided students with feedback stated whether the response was correct or incorrect.
This resource evidences the UDL principle of multiple representations. Users have several options to peruse when working through the identified figurative language terms. Written definitions, video explanations, a glogster providing multiple representations on its own, and games provide a variety of mediums for students to experience and see the definitions assessed in the review questions at the conclusion of the activity. All of the representations reinforce the stated objective.
The Figurative Language StAIR provides students with a variety of examples to help users develop an understanding of the terms. One suggestion with regard to feedback would be to provide questions guiding students to continue to consider incorrect responses and direct them back to reference the included videos and definitions or direct students to an alternative resource. This might prompt students to learn from mistakes made and provide insight and explanation as to why a response was incorrect or correct.
In addition to instructional objectives, the activity addresses a real problem in need of being addressed. The use of the song "Firework" helps make the terms real and relevant to students. Regardless of liking or disliking the song, it provides a recent and popular example of how and where figurative language fits in the real world.
Dana Collett (Teacher (K-12))
Well Done! I liked that not only did you give a definition of the various types of figurative language, but you also gave an example. I also liked how in your review section you used a Katy Perry song (and have a link to be able to hear the song). It is important that the students make the connection between songs they hear all the time and figurative language. Other great songs are: Uncle Kracker "Smile" and "You're a Mean One, Mr. Grinch". Another idea could be to have the students write their own poem using figurative language. Overall, the powerpoint was great!
I couldn't get through to the glogster, but i'm sure it is great!